All About Mining
The Earth is full of resources, including food, water, minerals and stones. People have used rocks and minerals from the Earth for thousands of years to make weapons, tools and even ornaments. How do they get the minerals? By mining.
From tin, copper and iron ore come bronze, iron or steel. Gold and silver have always been valued for their hardness and decorative appeal. Mines also produce the coal, oil and gas we use to heat our homes and drive our cars.
Fun Facts about Mining for Kids
- One of the simplest types of mining is gold panning. Gold is heavier than river sand and sinks to the bottom if you rinse it with water.
- Shaft mining is very dangerous. Men dig a mine shaft vertically into the earth until they meet a seam – a place rich in mineral deposits. Then, the miners dig horizontal shafts to dig out the minerals in the seam. These shafts get very hot and it’s hard to breathe. Rocks fall and sometimes gas explodes. The deepest shaft mine is the TauTona gold mine in South Africa. This mine is 2.4 miles deep.
- Open pit mines are simply big, open holes with terraced sides. Coal, copper and other minerals are dug out of the pits. Very deep pits sometimes hold uranium. Once the minerals or coal is gone, the pits are filled with trash and covered with soil. The biggest open pit mine in the world is the Bingham Canyon copper mine in Utah, which is almost one mile deep.
- Quarrying is the process of cutting stone, usually out of a mountainside. Years ago, quarrymen used dynamite or hammers and wedges to split the rock off the mountain. Today, mechanized saws do the work.
- Oil rigs drill for oil far out in the ocean. Underneath the rock lie oil and gas reserves. Sometimes the oil spills, which can pollute the water and kill sea life.
- Ornament: an object that may not have a practical purpose, such as jewelry or home decorations
- Gold panning: looking for gold in rivers and streambeds
- Quarry: a place to dig rocks, such as granite
All About Mining Video for Kids
Check out this cool video all about Mining for kids:
This video is about how gold mining works, methods used in mining and where miners get gold.
Question: Does mining harm the Earth?
Answer: Almost all types of mining change the Earth’s surface in one way or another. Some types of mining are more harmful than others. For people living in poor areas, mining provides a way to get money for food and other necessities.
Enjoyed the Easy Earth Science for Kids Website all about Mining info? Take the FREE & fun all about Mining quiz and download FREE all about Mining worksheet for kids. For lengthy info click here.
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Our initial teaching of reading is through a system of synthetic phonics (Read Write Inc). Through highly structured daily lessons children swiftly learn to read confidently.
Our English curriculum then builds on this to develop children’s reading and writing skills through well-structured English lessons supported by high quality texts. We use the Literacy and Language scheme as well as our own carefully thought out units of work.
Our aim in maths is to develop children into confident mathematicians who are able to use mathematics as a tool in a wide range of activities both in and out of school. Throughout the school the children are involved in mathematical activities based on the requirements of the National Curriculum.
Every unit of work is supported by our calculation policy which details the strategies children will be taught co complete calculations in addition, subtraction, multiplication and division.
A high priority is given to teaching children mental strategies to calculate independently. They partake in problem solving activities and use both basic and more advanced numeracy skills as they move through the school. The children are given many opportunities to gain knowledge and understanding of mathematics through practical experiences in the classroom.
Science, Geography & History
Science, History, Geography and elements of the Arts and Design & Technology curriculum are taught through a series of learning challenges. These challenges have either a science focus or a history geography focus, but also involve a good deal of cross-curricular work from other subjects.
The Learning Challenge concept is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point.
In designing the curriculum teachers and learners are using a prime learning challenge, expressed as a question, as the starting point. Using the information gained from pre-learning tasks and the school’s context a series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question. See how this works in the scheme of work provided.
The subsidiary learning challenge is normally expected to last for one week, but this does not need to be the case. However, initially it may be useful for the learners and indeed the staff to get used to the weekly learning challenge. The important point is that the learning challenges need to make sense to the learners and be something that is within their immediate understanding.
Computing is taught as a discrete subject using the iCompute scheme.
Much of our art is taught through our Learning Challenge topics, but this is supplemented with one off lessons and projects.
Design & Technology
As with art, much of our D&T is taught through our Learning Challenge topics but this is supplemented with one off lessons and projects.
All children have two hours of PE per week. Most lessons are taught by teachers, but throughout the year all children are taught a number of units by specialist sports coaches. In addition we have a variety of extra-curricular sports clubs such as football, netball, cross-country, gymnastics and school teams compete in competitions with local schools. Year 4 children have swimming lessons as part of their PE curriculum.
Music is taught as a discrete subject using the Charanga scheme. In addition, Year 4 children are all given the opportunity to learn a brass instrument and some children take the opportunity to have further musical tuition. We have an active school choir that performs regularly.
The Language we teach as part of our curriculum is French, which is taught throughout Key Stage 2 and in addition Year 5 children learn Chinese Mandarin.
RE is taught as a discrete subject and follows the Bury Standing Advisory Committee on Religious Education scheme of work.
If parents wish they may withdraw their children from the teaching of RE. If they wish to do so they should contact Mr Waddington to discuss their views and then confirm their decision in writing. Children not taking part in RE will work in another room on part of the curriculum for their year group.


In the late 19th century, the violin bow and hand-carved string were two of the most important products in the manufacture of fine violins. Violins started out being made of ivory. Today, the violin industry is a multi-billion dollar venture that produces $3.5 billion in output.
In this webisode we cover some of the key factors that affect a violin maker. We go into exactly how a violin maker produces a single component violin (string) and why a violin maker can be extremely profitable.
The value of a violin is in their tonal qualities. The strings must meet an exact pitch, yet remain musical.
We talk about how a violin maker uses a unique instrument to get a perfect tone. This can be achieved by designing the perfect instrument using the correct materials, the right tonality and techniques to get the tonal qualities on the instruments.
Learn the secret of making $100,000 Violin Bows
Our guest this week is Robert Smith. He is an excellent violin maker and a passionate advocate for music education. He started this YouTube channel when he decided to make violin bows out of his own violin bow.
He has over 20,000 videos and has more than 3.5 million subscribers. He has made violins, bows, and string instruments for the past 15 years.
Robert has created a string bow that is extremely strong yet lightweight. This allows for increased accuracy (which in turn allows for a more flexible bow to keep the strings in tune). Most recently, he has created a series of strings that were designed to be played with a rubber mallet and an ear rest.
This is all thanks to his passion for creating great sounding instruments.
Robert has made a number of videos for a number of different industries, including music education, violin making, and even an electric guitar!
In this webisode, we dive into the industry and the most common misconceptions on the part of consumers regarding buying a violin.
Want a great violin? Don’t believe everything you read? It’s worth taking a closer look.
This webisode discusses the basics of a good violin bow. We discuss how a bow is made and the most common mistakes a consumer could make. We talk about a lot of different aspects of violins including their durability, sound, the tension setting, string tension, and string quality. Then we talk about how to tell if a violin has a stringed wood body and the proper tension that needs
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Applied Behavioural Analysis
Applied Behavioural Analysis (ABA) is a specialised area within the field of Psychology. The goal of ABA is to apply specific psychological principles (e.g. reinforcement, prompting, generalisation, etc.) to issues that are socially important (like autism) to produce meaningful change.
In an ABA program, lessons to be taught are broken down into their simplest elements. ABA focuses on teaching small, measurable units of behaviour systematically. At first, the child may be rewarded for doing something close to the desired response. Over time, as the child masters the lesson, expectations are raised and primary reinforcers (like small amounts of food) are replaced with social reinforcers (hugs, praise, etc.). As the child masters the skill and generalises it, it becomes self-reinforcing.
ABA focuses on increasing appropriate behaviours and celebrating successes and minimising attention and energy wasted on inappropriate behaviours. Creating a positive and fun learning environment facilitates the learning process in all domains including social, play, and language. In this way simple responses are built systematically into complex and fluid combinations of typical, age-appropriate responses.
How is ABA delivered at Broadmeadow?
ABA is used to deliver a range of teaching across our school curriculum, from literacy and numeracy skills to widening diets and developing self-care skills. The principles of ABA underpin the teaching of PECS (Picture Exchange Communication System) as a way of developing children’s ability to communicate effectively even if they are unable to vocalise requests.
ABA principles are used across school as an effective way to teach new skills to children who may find it difficult to access the curriculum. For example, children who have specific sensory needs, raised anxiety, or behavioural difficulties, may benefit from an ABA style approach. We work across the school to identify children who may benefit from such teaching and develop ABA programs according to their learning and developmental needs.


Foundation Literacy & Learning Resources
Pre-Primary (WA), Kindergarten (NSW/ACT), Preparatory (QLD/VIC/TAS) Reception (SA), Transition (NT)
The Foundation school year is one of the most important years of schooling. It is within this year that students learn to read, spell and write. The school year commences with the explicit instruction of pre-literacy skills (such as phonemic awareness and alphabet sounds) before a structured introduction of early reading, spelling and writing occurs. In addition, throughout the year, students receive targeted oral language and fine and gross motor skill development. Here are PLD’s evidence-based programs, screening tools, professional learning and parent information downloads to help your students achieve a positive start to this critical school year.


The Montessori English speaking preschool is a community that works together to create a positive and nurturing environment to support learning and personal growth within your child. We encourage the development of the whole child by providing a comprehensive Montessori education, nurturing independent thought and foundational skills as well as an awareness of their environment, empathy for others, social skills, confidence, and self esteem.
By establishing within each child the intellectual, emotional, and physical consistency needed to become a self-directed learner, flexible thinker, and creative problem solver, and to support their ever-increasing curiosity about the world in which they live, we help our students to grow up to be successful and confident global citizens.
The children have freedom to explore, gain hands-on experience and learn in a safe, peaceful environment equipped with beautiful learning materials and positive role models. The children are fulfilled and happy as they gain independence and responsibility in caring for themselves, each other and the world we share.
The teaching team respects the parent’s role as the child’s first teacher. We welcome parent involvement and value daily contact and communication. The teaching team and families encourage the exchange of information and ideas for successful parenting, and offer support for parenting challenges.
Our professional team is dedicated to high standards of education, care, and service, and they believe in the importance of education. They are committed to personal and professional growth. They creatively apply and share their knowledge and skills and create a safe and healthy environment. Our teachers like what they do.
Our Montessori School is consistent in maintaining a positive, creative and supportive environment for the teaching team, parents and children. We serve our future by giving children a positive experience of life and the world during the important formative years.
- To create an environment where children are valued. A happy community that promotes learning, where children are proud of their achievements and develop a positive attitude to work.
- To help children reach their full potential, through a range of educational experiences that develop skills in communication, numeracy, decision making, creative and physical areas.
- To help children become self disciplined, to make them aware of their behavior and responsibilities towards home, school and the wider world.
- To instill respect towards others, to develop a code of moral values which include tolerance of other races, religions and ways of life.
- To develop physical, intellectual, moral and spiritual awareness in each child.
- To provide a stimulating environment and a broad based curriculum adapted for the needs of each child.
- To nurture an inquiring mind and a love of learning that will stay with each child throughout his or her life.
- To afford maximum opportunity for the professional development of the Teaching team.
To achieve our pedagogical goals we have the following possibilities:
- Small group of eighteen children necessary for an optimal integration
- Practice in everyday occupations, sensory training, basics in mathematics, language, initial steps towards reading and writing, cosmic training etc.
- Psychomotor training materials and didactic play materials.
- Creative activities – play dough, woodwork, painting, modeling etc.
- Domestic activities -cooking, cleaning, polishing etc.
- Experience in Music – singing, the use of musical instruments etc.
- Experience in movement – gym, rhythmical movement etc.
- Environmental experiences – walks, excursions, shopping, contacts with other similar children’s groups etc.
- A weekly visit to a nearby dance studio complements our program.
- Regular family coffee afternoons and social events.


The Integrative Developmental Educational Approach to Learning System™ (IDEA Learning System™) utilizes a menu of empirically-supported treatment modalities to target the developmental origins of symptoms and provide a drug-free solution to the educational challenges families are facing today.
IDEA™ integrates modalities in innovative ways, supporting the development of the systems that are foundational for learning, encouraging children to become active learners who are equipped with tools for continued success in life and learning.
Since its conception, the benefits of IDEA™ have been seen in the form of significant cognitive, behavioral, social, emotional and neurological changes in the lives of students and families participating in our program.
IDEA™ programs consist of movement-based activities that educate and support the organization and function of the brain-body systems.
About the IDEA Learning System Model™
Core Foundational Skills for Learning
1. Neurodevelopment (ND) is the process of connecting the brain and body systems, so neural connections between the brain and the body are strong, efﬁcient and effective. The brain-body systems begin developing in utero, and make rapid developments after birth. The ND curriculum focuses on developing strong foundations in the ares of sensory integration, primitive reﬂex integration and developmental movement patterns. The work in this area supports the development of gross and ﬁnd motor skills, as well as social and cognitive response, allowing children to step out of primitive motor patterns and survival reactions. It teaches the brain-body system how to experience less stress and greater ease in learning. We utilize a wide variety of ND tools, techniques and modalities. Our team is always looking for new and innovative ways to support the growth of the brain and the body at the earliest levels of development. Some of modalities we currently use: BrainGym, Rhythmic Movement Training, MNRI, HANDLE, BalAVisX, Quantum Reﬂex Integration and Low Level Laser Therapy (LLLT).
2. Relationship Development (RD) is the process of learning to make meaningful and strong connections with others. Our approach to RD builds dynamic intelligence and teaches the unwritten rules of how to be in true relationship with others. Children learn to attend to others in their environment, to reference for information, to co- regulate in emotion sharing and to coordinate actions. They learn to enjoy being with others, not for any tangible gain, but for the joy that comes from making and keeping friends. As the child matures in the area of neurodevelopment, he unlocks new possibilities for the limbic system to grow and mature. The limbic system is our emotional center, and has strong connections to memory, learning and play. Our RD coaches utilize frameworks to teach these dynamic skills in a predictable ways, allowing children multiple opportunities to learn, practice and build ﬂuency in the language of relationship.
3.Behavior Development (BD) is the process of building a repertoire of functional and supportive actions, that provide a basic framework for self-regulation (impulse control) and group readiness (impulse control in a group setting) to emerge. Maturation in the areas of ND and RD, allow the child to exert higher levels of cortical control over their actions. Using principles of Applied Behavior Analysis (ABA), such as positive reinforcement, chaining, shaping, redirection and prompting, children learn what works to produce the outcome they desire. The additional resources that ND & RD provide allow children to respond positively to behavior intervention plans and strategies. Our BD curriculum incorporates the Therapeutic Crisis Intervention (TCI) Model, which supports the child in learning new and more functional ways of coping with and managing stressors.
The Next Step Academy uses the Integrated Developmental Educational Approach to Learning System™ (IDEA Learning System™) model to design and implement effective intervention programs that address the needs of the child at every level of development to produce significant and lasting social, emotional, cognitive and behavioral changes.


Curiosity leads to learning! "Curious George Adventures in Learning" is a researched series for early learners. It was designed by Houghton Mifflin Harcourt, a global leader in education serving 60 million students worldwide. Each workbook features 12 new mini-stories that provide context for math, reading, and science practice. These stories give children authentic learning experiences that naturally inspire curiosity. Children are more motivated to ask, learn, and retain information when they learn through stories. In the "Kindergarten" workbook, your child will strengthen foundational skills in math, literacy, and science. Extend counting to 100, identify solid shapes, add and subtract within 10, and distinguish between upper- and lowercase letters. The workbooks also integrate social and emotional activities to support whole child development. And they're mapped to the Common Core, providing valuable reinforcement of the concepts they learn in school.


The main purpose of the Remote North/NCDP platform is to provide competency and technology for “remote presence”. With technology, we open doors of opportunities to new creative meetings across great geographical distances.
How does it work?
What makes NCDP technology possible is that the bandwidth in our existing fibre optics net has multiplied by the thousands during the past years. As an example, fiber pairs delivered 10GB/s at the beginning of the new millennium. That same pair can today send at 80 different wave-lengths times 400GB/s. That’s 3200 times the capacity in the same fibre pair. We therefore have an abundance of capacity in our national fibre network which means we don’t need to compress sound or image signals. This minimises latency.
In combination with the media router, which converts audio and video signals into optical signals, we can create a tangible sense of presence within a 50 mile radius. National actors such as the Stockholm Music Pedagogical Institute (SMI) as well as about ten universities in the Nordic countries and Coventry University have already procured NCDP-specific equipment.
What can we offer?
Format for remote presence
1. Music Education: 1-on-1 education via distance learning.
2. Conferences, smaller-sized ensembles: several stages, rehearsals, performing arts.
3. Theatres and concert halls: Large-scale theatres and concert halls are connected together in an environment with no perceivable delay.
At present there are a dozen or so nodes throughout Scandinavia and approx. 130 organizations and universities waiting to utilize the technology. Development and expansion has been assisted by Scandinavian, national, regional and municipal funding in collaboration with Nordic operators and research networks as well as private and publicly owned telecom operators.
What can the technology be used for?
We see enormous potential for this technology which can lead to new forms for performance artistry and other cultural activity, especially in rural areas. Smaller shires can access the culture that until today was only available in larger urban areas. The National Theatre has developed a format for smaller theatres where larger ensembles can be shared between tour sites and home stages. At a national level we see the possibility to create a cultural network that can deliver teaching, performance and community service with high quality. Because the format is designed to allow for two-way communication with extremely low latency it differs substantially from existing technology and formats such as Zoom and Skype.
We gain access to all the creativity and competency that is available in larger and smaller municipalities i.e. producers of content can be located anywhere in a region or country and even collaborate over bordering countries. In the end we hope to see that distance-based presence will provide improvements in quality of life, productivity and growth in more rural societies.
Who are the end users?
We have identified a number of stakeholders for this technical solution – from conference venues, community centres, stage theatres and cinemas to schools, universities and other adult education centres, associations and libraries. One valued target group is music and arts schools, for which this technology provides new possibilites for live remote teaching and artistic activity. For the music and arts schools this is an opportunity to increase access and participation, decrease travel and share teacher resources and competencies. Furthermore we hope to engage community centres of all types and other suitable stage venues that can utilize the same technology. This would for instance increase the National Theatre’s capability to tour digitally to these venues.
By extension, the technology and format create great benefits for wider groups of children, young people, minorities and the elderly in sparsely populated areas, not least through the inclusive working and communication method the NCDP format results in.


- The Oxford Handbook of Chinese Psychology
- List of Figures
- List of Tables
- List of Contributors
- Introduction Reaching this stage in studying the psychology of the Chinese people
- The continuing prospects for a Chinese psychology
- What is Chinese about Chinese psychology? Who are the Chinese in Chinese psychology?
- The cultured brain: interplay of genes, brain, and culture
- Socio-emotional development in Chinese children
- Parenting and child socialization in contemporary China
- Language and the brain: computational and neuroimaging evidence from Chinese
- Language and literacy development in Chinese children
- Understanding reading disability in the Chinese language: from basic research to intervention
- Chinese bilingualism
- Chinese children learning mathematics: from home to school
- The thinking styles of Chinese people
- Approaches to learning and teaching by the Chinese
- Chinese students' motivation and achievement
- How unique is Chinese emotion?
- Beliefs in Chinese culture
- The multiple frames of ‘Chinese’ values: from tradition to modernity and beyond
- What do we know about the Chinese self? Illustrations with self-esteem, self-efficacy, and self-enhancement
- From indigenous to cross-cultural personality: the case of the Chinese Personality Assessment Inventory
- Psychology and aging in the land of the panda
- Chinese well-being
- The spirituality of the Chinese people: a critical review
- Psychiatric disorders in the Chinese
- Clinical neuropsychology in China
- The <i>Tao</i> (way) of Chinese coping
- Illness behaviors among the Chinese
- Community psychology in Chinese societies
- Psychotherapy with the Chinese: an update of the work in the last decade
- Face and morality in Confucian society
- Chinese cooperation and competition
- Interpersonal relationships in rapidly changing Chinese societies
- A gender perspective on Chinese social relationships and behavior
- Chinese cultural psychology and contemporary communication
- Chinese political psychology: political participation in Chinese societies
- Chinese social identity and inter-group relations: the influence of benevolent authority
- Developments in understanding Chinese leadership: paternalism and its elaborations, moderations, and alternatives
- Chinese consumer behavior: the effects of content, process, and language
- Sport psychology research and its application in China
- There are homes at the four corners of the seas: acculturation and adaptation of overseas Chinese
- Inter-cultural interactions: the Chinese context
- On the distinctiveness of Chinese psychology; or: Are we all Chinese?
- Moving the scientific study of Chinese psychology into our twenty-first century: some ways forward
Abstract and Keywords
Since 1970, mainland China has been undergoing social and economic reforms that have brought about astonishing economic success. This article reveals that these social and economic changes have led to many changes in Chinese interpersonal relationships, and family structures and processes. They are not limited to mainland China but can also be seen in other Chinese habitats, such as Hong Kong, Singapore, and Taiwan. The article focuses on Chinese relationship research conducted in the last decade and examines how the rapid social and economic changes in Chinese societies have exerted an impact on the various types of interpersonal relationship. Furthermore, it looks at how traditional Chinese values continue to shape interpersonal relationships amidst the increasing influence of modernization and globalization. In terms of interpersonal relationships, it focuses on four broad domains, namely friendship, romantic relationships, marital relationships, and family relationships, providing a review of the relevant studies in each domain.
Darius K-S. Chan, Department of Psychology, The Chinese University of Hong Kong.
Theresa T-T. Ng, Department of Psychology, The Chinese University of Hong Kong
Chin-Ming Hui, Department of Psychology, Northwestern University.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.


Mountain Cambridge School takes pride in teaching children reading and spelling by using teaching methods which are supported by scientific research on how children learn to read and spell.
A teacher’s knowledge and expertise about reading and spelling plays an important role in your child’s future academic success.
South Africa was ranked last out of 50 countries in the 2016 Progress in International Reading Literacy (PIRLS) study which tested reading comprehension of learners in the fourth year of primary schooling. At Mountain Cambridge School we don’t want our learners to be victims of poor reading and spelling instruction and offer the children world-class teaching.
Scientific research has shown how children learn to read and how they should be taught. There are many reasons why learners don’t become proficient at reading and spelling. These can include teachers who are not educated in the science of reading, the national curriculum doesn’t support it, class sizes are too big, not enough time is allocated towards teaching reading and spelling or teachers and school managers are resisting change. Very often, teachers pass on their responsibility to teach reading and spelling by referring learners to extra classes or computer-based reading programmes. Very often learners are promoted to the next grade who cannot properly read and write or cannot read with comprehension. Some learners do learn to read despite a lack of efficient teaching, however, they often don’t fare as well as they could, especially when measured against international benchmarking.
Research has proven that while the brain is wired to automatically learn spoken language, the brain is NOT wired for reading and writing. This is because written language is a human invention. Children need to develop skills to make sense of this ‘secret code’ of text. Children are not born with the ability to crack the code by themselves. Mountain Cambridge School takes lead in teaching reading and writing in a systematic and explicit way.
This is in contrast with the approach used by most other schools which support teaching of sight words as part of a balanced approach. Such traditional approaches focus on so called ‘sight words’ when it is expected from learners to memorise words by repetition. Since the brain has its limitations on how much it can memorise, this approach let learners feel frustrated and unsuccessful as they start guessing words instead of reading them with accuracy. This also results in learners not being able to read with fluency and lack sufficient comprehension of what they are reading. Unfortunately, this approach leads to learners who do not love reading and cannot use their reading skills to learn efficiently.
It is time to stop debating how to teach children to read and spell and follow scientific evidence. Memorising words and guessing are not reading skills.
The scientific information should make you think twice. If a child memorises ten words, the child can read only those ten words. On the other hand, if the child learns the sounds of ten letters the child could read 26320 words. At Mountain Cambridge School we know the value of teaching letter-and-sound correspondence and develop skills such as of blending, segmenting and phoneme manipulation. All of this to ensure success in reading.
Mountain Cambridge School is proactive by already laying the foundational skills in the Pre-primary grades to ensure learners are ready to access reading and writing. Our Foundation Phase teachers agree with Kate Dicamillo who said “Reading should not be presented as a chore, or a duty. It should be offered as a gift.” At Mountain Cambridge School we want to give learners the gift of becoming successful readers. We have a wonderful library and we can see how their love of reading grows.
We would like to invite parents and learners to visit us on our open day to find out more about the teaching and learning methods at Mountain Cambridge School.


In MDC1A, mutations in the LAMA2 gene cause the abnormal production of the protein Laminin 𝛼2. This protein fulfills important functions within the muscle. It particularly maintains structural interaction between the muscle cells and the surrounding tissue, essentially holding the muscle in place. when the protein’s function is impaired, it causes patients to suffer from low muscle tone and muscle weakness at birth. Furthermore, some children develop feeding and breathing problems, as well as a delay in motor skill development.
A cure is not yet available and the current treatment only alleviates the symptoms. For that reason, researchers are currently looking into new forms of treatment.
One idea is to withdraw stem cells from patients themselves, exchange the mutated gene with a healthy version and re-inject the cells into the patients. The altered cells will generate new, healthy muscle, counteracting the muscle weakness for an extended period of time.
Another approach may be to target the affected cells directly by using a virus. This virus shuts down the production of defective proteins and activates a replacement protein, which takes over the role of Laminin 𝛼2.
Drug treatments that buffer the muscle loss caused by genetic mutations are also an option that is currently being explored and could be combined with other therapies.
While these options are promising, more research and communication between experts is needed to improve their efficacy and implement them into the standard treatment plan for MDC1A.


Toddler/Twos (18-36 Months)
The toddler and two-year-old classrooms at The Kid’s Corral incorporate the Frogstreet curriculum to promote learning in a developmentally appropriate, clean and safe environment. Toddlers and two year olds develop new language and gross motor skills daily, as well as developing their sense of independence.
Designed around the latest scientific early brain development research, the Frogstreet program focuses on enhancing the simple joy of childhood while providing children opportunities to nurture curiosity through exploration. Frogstreet Toddler, created by Dr. Pam Schiller, incorporates Dr. Becky Bailey’s Conscious Discipline® and is specifically created for children ages 18-36 months. Activity choices are organized around five developmental domains, offering differentiated instruction options to meet the needs of all learners and can be easily infused into daily routines, such as diaper changing, transitions, and outdoor play and are designed with intention and purpose to move children forward in their development.
Language Development: Little ones will be immersed in a language-rich environment essential for developing both receptive and expressive language skills. Frogstreet Toddler includes high-interest books, stories, songs, poems, and chants that will amuse and delight toddlers. Vocabulary words are introduced and reinforced weekly through activity integration, colorful photo cards, and sign language to support all learning modalities. Story Time includes modeled dialog, in English and Spanish, for follow-up story discussions.
Cognitive Development: Frogstreet Toddler offers activities that support cause-and-effect relationships and problem solving to develop foundational skills for lifelong learning. Each week, teachers have a range of activity choices that will give little ones plenty of opportunities to express creativity, solve child-sized problems, and develop curiosity.
Physical Development: The activity choices in this domain provide toddlers with fun physical challenges, action songs, and games that will build coordination, balance, and muscle strength. Little ones will develop both gross motor and fine motor skills as they squeeze, tear, roll, toss, catch, hug, hop, twist, run, and much more!
Social Emotional Development: Frogstreet Toddler places a special emphasis on social emotional development because learning best evolves through relationships and responsive care giving. Toddlers will build confidence, learn impulse control, and develop social skills while caregivers build trusting relationships with children through one-on-one, partner, and small-group interactions.
Conscious Discipline: Becky Bailey, Ph.D. stated “Self regulation is the key to school readiness and more powerful than IQ as a predictor of academic achievement.” Frogstreet Toddler includes a comprehensive classroom management and social-emotional component that creates a learning environment where children feel safe and loved. Children learn to reduce stress, engage appropriately with their classmates, and practice social skills, such as using kind words and helpful hands.
Differentiated Instruction: Children are at many different developmental levels during the period of growth from 18-36 months of age. Children also vary in culture, language, motivation, abilities, and interests. But all children can learn effectively regardless of these differences. Frogstreet Toddler offers opportunities to meet the needs of all learners through challenging activities for ready learners.
Bilingual Components: Creative Spanish adaptations for all songs and poems are included in the activity guides and the literature library is available in English and Spanish.
During these early childhood years, all areas of development—thinking, feeling, moving, and getting along with others—are connected. We believe toddlers need to feel safe and secure so they can develop a love of learning that will be an asset during school years and beyond. Relationships with caring adults give toddlers the confidence to experiment as they grow, step by step, into people who are ready to meet the challenges of life.


Recently, I was asked to write a blog post about the importance of music education in the lives of young children. This should have been a pretty easy topic for me since I’m an early childhood music educator, but I struggled. Every day I am immersed in high quality music education for children as young as 3 months. I see the positive impacts of music on children’s lives day in and day out. I could simply list pieces of evidence and statistics about children and music, but that doesn’t seem to do enough justice to explain how vital music education actually is to a young person.
I’m fortunate to work at an amazing community music school – the Thurnauer School of Music – where every day I see children explore and grow as budding musicians. I see babies smile and coo when they hear their favorite song sung, and slowly go to sleep as we sing our departing lullaby. I see three year olds giggle uncontrollably when we sing “Pop, Goes the Weasel” and seven year olds fill with amazement when they realize they can write out the rhythm of a piece of music just by listening to it. Have you ever seen multiple children burst out of their instrumental lesson beaming and talking at the top of their lungs about a new piece they just learned? I see that every day.
I see joy.
And that’s the most important point I can make about the importance of music education – music brings children joy.
When a toddler is banging on a drum with their classmates and feels the impact that their little body has on creating sound, that’s joy. When a child learns their first piece on the violin and can’t wait to play it for all their friends, that’s joy. When children raise their voices together to sing a piece whose words and melody is so beautiful they can’t stop singing it, that’s joy. The other day I watched one of our chamber groups rehearse and when they began to play too fast, they stopped and smiled, encouraging each other to try again.
Music meets the needs of children. It’s active and inspiring. It’s full of rhythm and language, opportunities for independence, repetition, consistency and order.
Music is about connection, beauty, and joy. Children who are given the opportunity to experience music and joy early in their life become happier, productive, and empathetic human beings. And that’s just what the world needs.
Director, Early Childhood Music


SOS Children's Village Hawassa
Crippling poverty, lack of health care and education, and profound gender inequality affect the lives of thousands in this predominantly agricultural region of Ethiopia.
Children suffer most severely from conditions of poverty and deprivation
Hawassa (also spelled Awasa) is the capital of the Southern Nations, Nationalities and Peoples Region (SNNPR) and has a population of roughly 259,000. The city is located on the shores of Lake Awasa and fishing, as well as subsistence farming, are the main sources of income for the local population. But for the majority, life is a daily struggle. Poverty is severe and most Ethiopians live off less than one dollar per day. The effects of poverty permeate all levels of society, but children are the hardest hit. Mothers often have to return to work when their babies are just a few months old, so babies are not sufficiently weaned. Of the infants between the ages of twelve to 23 months, 60 per cent show signs of stunting (below age-appropriate height).
A little girl in the playground at the children’s village (photo: K. Snozzi)
Health care is also not widely available, especially in rural areas. Only around 20 per cent of children below the age of two are vaccinated against common infectious diseases. Infant mortality is high in SNNPR, at 85 per 1,000 live births, and the under-five mortality rate is even higher, with 142 out of 1,000 children never reaching their fifth birthday. Another serious health concern in the region is the high prevalence of HIV/AIDS. An estimated 1.3 million people in Ethiopia are living with HIV (est. 2009) and tens of thousands of children have been orphaned by AIDS. The majority of people living with HIV continue to be women between the ages of 15 and 24. In SNNPR, only around 11 per cent of women use contraception.
Strengthening the community on the whole for sustainable improvement
SOS Children’s Villages began its work in Hawassa in 1985. Today, our social centres here provide a family strengthening programme to members of the local community. The programme aims to help parents develop their capacities in a holistic and sustainable manner, to achieve self-reliance and economic autonomy, and to ensure access to essential services such as health care and education. We assist parents in sending their children to government-run schools, and provide guidance on income-generating activities as well as counselling and psychological support. The social centres also offer day-care, where up to 150 children are looked after, fed, and taught simple literacy and numeracy skills while their parents are at work. The overarching aim of these services is to support families, and the community as a whole, so that children can be protected and cared for and will not be abandoned.
Our medical centre here is also open to the community and serves approximately 8,000 patients each year. Amongst others, it provides the following services: consultation and treatment, minor surgery, vaccination, family planning services, ante/post natal care, voluntary HIV testing, and health education.
What we do in Hawassa
For children from the region who are no longer able to live with their parents, 15 SOS families can provide a loving home for up to 150 children. In each family, the children live with their brothers and sisters, affectionately cared for by their SOS mother.
Women at the SOS Social Centre in Hawassa (photo: N. Nassar)
Together with children from the community, they attend the SOS Kindergarten here in Hawassa. This way, children from SOS families are integrated into the community from a young age. The children then continue their education at the SOS Hermann Gmeiner School, which offers primary and secondary school education to around 960 students. In addition, the children also have the opportunity to obtain an IGCSE, which is an internationally recognised qualification for school students.
When young people from the children’s village reach an age where they feel ready to move out of the family home, the SOS Youth Programme makes shared accommodation available to them while they complete their education or vocational training. With the support of qualified counsellors, the young people learn to take responsibility, plan for their future and prepare for independent adult life.
The SOS Vocational Training Centre here in Hawassa offers young people, including those with special needs, from all around Ethiopia the chance to complete training in dairy, poultry and livestock farming and fruit and vegetable cultivation.


The youngest children at our school delight in exploring the world around them. Even routine activities such as feeding and diapering provide opportunities for our teachers to sing, talk, and interact with your child.
Toddlers learn best in the context of relationships within small groups. In our program, the approach focuses on the recognition that a curriculum must be based on both care and education, those being one and the same for toddlers. Promoting children’s secure attachment relationships with caregivers and families through primary care-giving with a consistent adult is given the highest priority. Our curriculum centers on connections and relationships where adults respect and respond to children’s cues and interests. The caregiver/teacher will get to know the children and families well so that experiences enhance and blend with home life. The small group size of 8 toddlers with two primary caregivers/teachers and a part-time Afternoon Teacher to cover breaks and planning allows this to happen. Link to our 8.18.17 ToddlerLearningStory
Toddlers are curious and examines all that is seen as the infant works to understand the world. Caregivers create an individualized curriculum in a safe and interesting environment to enhance the infant’s natural curiosity, allowing the infant or toddler to discover, investigate and learn about the world. Engaging your infant in language play, responding to non-verbal cues and encouraging socialization with other infants and adults helps your infant learn to communicate.
Promoting growth in all areas of your toddler’s development is incorporated into the day. Creative experiences with art materials, playing in the classroom area to learn about daily life, participating in music and dance, playing with toys that can be built with, exercising and developing large muscles, and listening to stories are among the many experiences your child will enjoy. Since language is developing rapidly at this age, learning to communicate and hearing language is an integral part of their day.
Toddlers are also learning self-regulation, that is, how to manage their strong impulses and emotions in ways that will help them successfully negotiate their world. Adults provide a positive supportive environment as toddlers struggle to learn these skills.Toddlers are developing their independence and many opportunities are provided for them to do this. The caregivers/teachers work with the families to introduce, encourage and practice new skills. Learning to dress and feed themselves and use the toilet are important milestones for toddlers.
Building Blocks Preschool realizes the importance of outdoor experiences and has an area outdoors for infants and toddlers to enjoy and explore nature. We go outdoors daily, weather permitting.
Loris Malaguzzi, founder of the programs in Reggio Emilia, has taught us that children express their thoughts and feelings through 100 Languages, the spoken word certainly, but also through gesture, music, constructing, dramatic play, dance, paint, clay, and drawing to name a few. Exploring these languages prepares children for their future journeys during the preschool years.
Hands-on and authentic experiences guide the curriculum for children to discover. Children are encouraged to use their senses as they explore the world around them. Through early literacy experiences, children learn to appreciate language, gain new vocabulary, and learn to use new words and concepts. Simple participatory songs and finger plays are important introductions to speech patterns, motor skill development, and math concepts.
Project work often steers their curriculum. Our teaching staff observes the children’s interests through their play. Activities are developed and items are added to the environment to encourage further exploration, questioning, and discovery. It is proven that children learn more when the subject stimulates them; therefore colors, numbers, and emergent literacy are all strengthened through the Project Approach.


Early childhood education starts early in life and is highly correlated with success in primary school and beyond. Early literacy is what children know about reading and writing before they begin to read or write. Early literacy skills are best developed when we talk to the children, read to them, writes in front of them, and include many literacy games as they engaged in play. Earlier literacy experiences make it easier for young children to learn to read. Some major literacy skills include oral expression, letter perception, print awareness, phonological awareness, and emergent writing skills.
The more limited a child’s experience with language and literacy, the more likely they will have difficulty learning to read when the child reaches in primary school. Early numeracy referred to the foundation of mathematical reasoning acquired in the early years. Children understand many numeracy concepts before they start learning mathematics formally at school. Early numeracy is the ability to apply math concepts in all developmental areas and later in life.
Early numeracy skills involve classification, sorting, noticing patterns, solving number problems, counting, understanding numbers, measuring, and so on. These skills help children observe, organize, and find meaning in their environment and focus on reasoning, connecting ideas, and thinking critically. It is also called critical thinking skills. Early childhood education and numeracy relate to other developments, such as social, emotional, motor development, and creative art and expression.
Children introduced to Early childhood education and numeracy in their early years tend to become better readers because they use critical thinking skills appropriately. They can analyze and solve problems independently. And because of these literacy and numeracy skills that they learn at the preschool stage, they can excel in primary schools compared to the children who are not exposed to language, literacy, and numeracy, especially in the first five years. Early childhood education will make your child ahead of others in everything and have a brighter future. Preschool is extremely important to build a foundation for the child’s future.
Listening, speaking, reading, writing, and numerical are among the most important skills children learn. Formerly literacy was taught to be reading and writing, which was taught to children when they were ready for it. Today, it is understood that literacy emerges gradually in the early years. When young children hear sounds and have them repeated and promote by sensitive, caring adults. Later, when children get an opportunity to see print in their environment, manage books, listen to stories, looking and talking about images, and making marks or signs on paper, the literacy skills become refined and improved.


The Prep year provides an important bridge between home and school and a learning environment aimed at reducing some of the difficulties associated with starting full-day schooling during the crucial first year of literacy and numeracy learning.
Prep at Girls Grammar gives students the best possible opportunities to excel in a small, caring environment where individual potential can be nurtured. The curriculum is stimulating and exciting, promoting emergent literacy and numeracy skills. It supports the establishment and strengthening of well-being, emotional maturity, language development, thinking skills, creativity and social and physical growth. It promotes the development of initiative, responsibility, cooperation, confidence and increasing independence.
Your daughter's teacher will ensure that the curriculum takes into consideration her individual needs and differences in a flexible learning environment. She will work alongside children as a facilitator and co-constructor of their learning, providing a stimulating, balanced and dynamic curriculum, which develops and maintains a positive attitude towards learning and encouraging a love of learning. It is an objective of Prep to ensure that students regard learning and school as a fun, exciting and rewarding experience.
"I love being a part of this family, where everyone knows my name."
The Prep to Year 3 Curriculum focuses on the key learning areas, highlighting the basic building blocks of literacy and numeracy skills. The key learning areas are Mathematics, English, Science, Humanities and Social Sciences (HASS) (History, Geography, Civics and Citizenship), Arts, Technology and Physical Activity. Class teachers are responsible for literacy, numeracy, HASS and Science, while specialist teachers adopt other areas such as Physical Education, Languages and The Arts. Private tuition in Speech and Drama, Instrumental Music and Singing is also available at the school.


Music education can enrich a person’s life whether a child or an adult. Children that learn to sing or musical instruments perform well in school. The following are some of the reasons music education is quite beneficial to both children and adults.
Benefits of music education
Music education helps children build self-confidence as they have fun. In fact, learning how to play a given instrument is quite fun. It is easy to teach children how to play musical instruments even when they are young as nine. Remember that bands have concerts on a routine basis. Also, children can play with their colleagues in school or with their parents. Adults that have a music background can create their bands and perform for public audiences. In this way, you can build self-confidence.
Friendship and team work
Music education gives you an opportunity to learn about the value of notes, exits, entrances, and time signatures when you are a member of a band. Members of a band are required to work together to create a well-coordinated work. Other than teamwork, you can make friends easily. This is quite beneficial for adults and children who want to be sociable. Thus, you can explore a broad range of types of music and even learn various musical instruments.
The good thing about music education is that it helps improve one’s analytical skills. For students, music plays a vital role in improving their thinking and math skills. The majority of the people are said to use only one part of the brain. Fortunately, music helps you develop the other part of the brain. In this way, students can solve problems easily.
Music is considered an effective way of reducing stress. It is one of the major reasons, which make music education quite popular. A lot of people feel cheerful and calmer when they play music, even children. Unfortunately, rock music and heavy metal music appears to have a reverse effect. Thus, it is not ideal for stress reduction.
You can easily turn music into a well-paying career. This is good for people that have a lot of love for music. In fact, you can decide to do it full time. Nowadays, there are many forms of jobs which are related to music. Such jobs include professional singers, drummer for foreigner, music teachers, and many others.
Parents should encourage their kids to take up music studies. This explains why parents are taking their children to schools that offer music education. Many students like taking guitar or piano lessons. These are instruments that are very popular among adults.


Fareed Zakaria’s bestselling In Defense of a Liberal Education worries that in the era of technology and globalization, “an open-ended exploration of knowledge is seen as a road to nowhere.” But in my U.S. News column this week, I suggest that if we really want to save the liberal arts, we should start in elementary school. Doing so would go a long way toward not just rescuing the liberal arts, but raising reading achievement.
I had this thought while reading Dan Willingham’s terrific new book Raising Kids Who Read. Nearly every idea I’ve ever written about reading, I’ve borrowed or stolen from Dan—but none more important than this: Reading comprehension is not a “skill.” Once a child learns to decode fluently, he notes, the biggest factor in a child’s ability to read with understanding is knowing at least a little bit about the topic he or she is reading about.
From the piece:
To be educated in the liberal arts is to have a broad grasp of literature, art, music, history, and the sciences. That’s also a fair description of what it takes to be a good reader….If this bedrock principle—knowledge drives literacy—were widely understood and embraced, American elementary education would likely look quite different than it does today. The broad thrust of K–5 schooling would be to expose children to as much science, art, music, and history as possible. Field trips, assemblies, school plays, music lessons, and chess clubs would likely be viewed as essential, not extracurricular.
However, in a recent blog post about his book at the Washington Post, Willingham pointed out that, by all available evidence, “most study time in elementary grades is devoted to English Language Arts and math, with other subjects (science, civics, geography et al.) accounting for perhaps ten or fifteen percent of instructional time.” Something like the liberal arts on training wheels would be just what we need to raise reading achievement.
It’s worth noting that a shift from a skill-driven vision of literacy to a content-driven approach is supposed to be one of the big instructional shifts under Common Core. As I note over at U.S. News, building strong readers is not about practicing the “skill” of reading. It’s about equipping the mind with the mental furniture that good readers have and all readers need.
– Robert Pondiscio
This first appeared on Common Core Watch


Summary: Mixing materials allow for more varied and nuanced expressions of artistic creativity in children.
Do different painting materials affect the creation of children’s paintings? How might we increase children’s focus and motivation to learn, while also improving their creativity? Researchers focusing on these very questions at the Japan Advanced Institute of Science and Technology (JAIST) have recently published the results of a wide-spanning study involving more than 650 children, revealing insight into improving fine art education for children.
Through various genres, styles, and even periods of art, media used to create paintings varies greatly. Delicate materials, such as crepe paper or fine brushes, tend to be the materials of choice when artists wish to produce a painting with fine details. Rough materials, on the other hand, tend to result in rougher, more abstract lines. Complex and subtle interplay of the combinations of these materials allows for more varied and nuanced expressions, as well.
Researchers Lan Yu and Yukari Nagai confirm that children tend to use relatively few materials when painting, most of which are best-suited to representing fine detail, such as watercolor pens and colored pencils. These finely detailed implements may be the ones chosen for the primary school classroom due to reasons of convenience, cost, and cleanup. Nevertheless, these types of materials are most commonly used in realistic, detailed styles of art – and indeed, children who use these materials do tend to work in such styles of artwork.
Children don’t mix media often, and the results of this study indicate that children feel that it is difficult to do so. When they do mix media, it tends to result in uneven line thicknesses and color, leading to a final product worse than they had hoped.
However, despite the complacency that children and indeed teachers may feel with their comfortable and convenient painting materials, limiting the media used for creating artwork seems to result in disinterest, and robs children of the opportunity for growth. This study raises concerns that using the same tools that painting students have always used, or avoiding combining tools with which they are familiar, may not produce the best results. Luckily, the young learners in this study displayed positive attitudes toward trying new materials, indicating that teaching techniques involving new materials would likely be accepted. In fact, introducing new materials into children’s fine art education may produce clear beneficial results.
The researchers make clear recommendations to educators involved in fine art for children. According to the study, introduction of new materials would expand children’s repertoires, and could allow them not only to improve the visual effects of their paintings, but even to expand their creative consciousness. The process of mixing different painting materials expands children’s creativity, and can also improve their motivation, resulting in increased ability to maintain attention on learning, a skill crucial both inside and outside the primary school classroom. Finally, children should be instructed not only in the application and use of new media, but also how to manage object proportion using adaptive training exercises with multiple materials.
About this neuroscience research article
Yukari Nagai – JAIST
The image is credited to JAIST.
Original Research: Open access
“Painting Practical Support: A Study about the Usage of Painting Materials in Children’s Painting Works”. by Lan Yu and Yukari Nagai *.
Social Sciences doi:10.3390/socsci9040033
Painting Practical Support: A Study about the Usage of Painting Materials in Children’s Painting Works
Painting materials are one of the mediums that help painters to show the effects of paintings. The use of different painting materials can help the painter to display different painting styles and artistic conception. Six hundred sixty-seven children aged 7 to 13 participated in the study. This study is mainly about the impact of the use of different painting materials on children’s painting creation. The questionnaire survey was conducted based on primary school fine arts education to study the influence of painting materials on children’s painting ability. The content of the questionnaire survey was to investigate children’s usage of different painting materials in painting works and the grasp of painting materials knowledge. This research also provided some painting materials training methods for primary school fine arts teachers to guide children to use different painting materials for painting creation based on the study results.


Often referred to as poster paint, tempera paint is water-based pigment mixed with a chemical binding agent. It is widely used for children’s projects and crafts because of its flexibility, bright colors and ease of use. Tempera paint also comes in powder, which becomes paint-ready when mixed with water.
The origin of tempera paint comes from egg tempera, used prior to 1500 A.D., a fast drying medium that was a mixture of powdered pigment, distilled water, egg yolk and linseed oil. Contemporary tempera paint has very little similarities to its predecessor aside from its rapid drying time and its ability to be layered multiple times.
Often used to teach school children how to paint, tempera can adhere to many surfaces including canvas, wood, fabric, paper, paper mache, poster board and temporarily on glass. Water can be mixed with the paint to extend drying time. Once it is dry, it cannot be reconstituted. The same color theory rules apply to tempera paint. Mixing complimentary colors together such as red and green will result in a mud color.
Layers of paint may be dry to the touch within minutes, though under layers may take up to months to dry. Add more water to thin the paint if you desire to create thin glazes where under painting shows through. Each layer will need to dry up to five minutes prior to adding the next color.
Being the most inexpensive and safe medium to work with for children, art education instructors use tempera paint to teach finger painting and brush painting. Its uses also extend to printmaking, posters, plaster sculptures and most craft projects.
A versatile medium, tempera can also be mixed in with other elements such as salt, flour or sand to create thick textured paint, or add white glue and water to make tempera similar to acrylic paint.
Plastic tubs with airtight lids are the best way to store water-based paints. While working with tempera, try using a muffin tin as a palette, or reusable plastic cups.
Soft brushes made of synthetic bristles are best to use with tempera paint. Fingers and sponges are also good choices. For thicker paint, palette knives or household utensils such as the back side of a spoon are effective.
Make sure to wash out your brushes thoroughly immediately after painting. Tempera is nearly impossible to remove from bristles after it dries. Wash with soap and warm water and store your brushes bristles up to not damage the brush. If paint dries in the brush, try soaking it overnight in liquid fabric softener.


First published in 1999, this volume explores the great diversity of music created by African communities is reflected in this book, which discusses the ways in which a wide range of musical forms are composed and performed from Egypt to South Africa and from Ghana to Kenya. As two composers explain here, this diversity provides much inspiration for western contemporary composition. Particular attention is paid to the contexts generate musical creativity. Ceremonies and festivals celebrating birth, death, marriage or rites of passage provide the impetus for much composition and performance, enabling young people to pick up, early on, some of the techniques and styles of which they then become the new exponents. The book also looks at the role played by formal music education programmes and bodies such as the South African Music Rights Organization and the South African Broadcasting Corporation in fostering musical activity, as well as the contribution of composers to the social and political changes that have dominated South African life in recent years.
Table of Contents
1. Introduction: Composing the Music of Africa. Malcolm Floyd. 2. Melodic and Rhythmic Aspects of African Music. Christopher James. Part 1: The Making of ‘Traditional Music’. 3. Egyptian Folk Music. Adel Kamel. 4. The Roots of Ghanaian Composers. James Flolu. 5. Drumming in Ghana. Trevor Wiggins. 6. The Xylophone Tradition of North-West Ghana. Trevor Wiggins. 7. The Making of Karimojong’ Cattle Songs. Kenneth Gourlay. 8. Embaire Xylophone Music of Samusiri Babalanda. Gerhard Kubik. 9. Warrior Composers: Maasai Boys and Men. Malcolm Floyd. 10. New Lyres in Northern Kenya: the Enchamunge of the Samburu and the Kilumba of the Turkana. Malcolm Floyd. Part 2: The Changing Faces of Music. 11. Consumer-led Creation: Taarab Music Composition in Zanzibar. Janet Topp Fargion. 12. Kwela: the Structure and Sound of Pennywhistle Music. Lara Allen. 13. Keeping our Ears to the Ground: Cross-Culturalism and the Composer in South Africa, ‘Old’ and ‘New’. Hans Roosenschoon. 14. Timbila. Hans Roosenschoon. 15. Black – White – Rainbow: a Personal View on what African Music means to the Contemporary Western Composer. Geoffrey Poole. 16. Egyptian Composition in the Twentieth Century. Adel Kamel.


The impact of parental involvement on student achievement and closing gaps in educational opportunities has been previously well established. The roles of parents in the U.S. educational system have progressed from those that entail simple involvement to those that allow for greater empowerment and recognized involvement (sometimes referred to as engagement or partnership). This qualitative case study explored and identified parents’ perspectives on their roles as decision-makers regarding digital technology use in elementary classrooms. Thematic analysis of the semi-structured interviews found that parents felt that they had no voice or influence regarding the use of digital technology in their children’s classrooms and were unsure of their roles as stakeholders. Parents also expressed personal beliefs about what they considered appropriate digital technology use in the classroom and concerns about the associated social and health issues. This study highlights the importance of parents’ roles as decision-makers in the educational process.
|Commitee:||Boling, Elizabeth, Wohlwend, Karen, Carspecken, Lucinda|
|Department:||School of Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Elementary education|
|Keywords:||Digital technology, Instructional technology, K-12, Parents, Stakeholders, Teachers|
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Turn on the morning radio and you’re likely to hear this typical Singapore weather report: “Expect a high of 32 degrees Celsius and a thunderstorm in the afternoon.”
Indoor play is inevitable for our little ones, so to help keep rainy afternoons fun and engaging for them, here are four rainy day activities for preschoolers as recommended by Kirsti Hitz-Morton, Nursery and Preschool Assistant Head at the Early Years Centre at the Australian International School. These activities facilitate important life skills like creative thinking, language, and fine and gross motor skill development. Let’s dive in, mama!
- Shape sorting (cognitive skills): Who knew sorting the laundry could improve math abilities? Let your toddler organise the sock drawer or practise matching pairs of shoes, thinking about size, counting, and sorting by colour. Ask questions like “Are there more blue socks than red? Let’s count!” or “Are the yellow shoes larger than the brown shoes?”
- Obstacle Olympics (movement): Fort building is an all-time classic rainy day activity, now take it up a notch by creating obstacle courses with chairs, tape lines, cushions, tables and more so munchkins can practise going over, under and into spaces, along with balancing, hopping, crawling, and other large muscle movements. Consider playing your kiddo’s favourite tunes to make this activity even more energising, mama!
- Mirror me (understanding emotions): Frustration is a big part of toddler life, but especially when they have to stay indoors. It’s a good opportunity for labelling emotions, however, so littlies can learn to react appropriately and properly acknowledge their frustrations. Try using mirrors to make faces and then label the emotions (“Show me your angry face. Good job, you look really mad!”), then talk about how to appropriately work through them.
- Everyday object exploration (sensory play): Any parent could tell you that little ones seem to prefer everyday household objects over even the flashiest of actual toys – imagination at its finest! Young learners love discovering unusual shapes and textures – be sure to check out our top 10 list of items below. All sorts of safe, inexpensive play materials can be recycled from objects lying around the house!
- Also make sure to download this AIS recipe for homemade play dough, mamas: sculpting and handling these different types of materials allows toddlers to develop fine motor muscles (used to control the hands, fingers and thumbs), which all help with drawing, writing and all sorts of other activities essential to preparing children for the classroom.
There you have it, mamas! Many afternoons’ worth of rainy day activities sorted for you and your little one. Bear in mind that in order to learn and grow, littlies need time, space and freedom. This sort of purposeful play is at the core of AIS’s Early Years Centre curriculum, enabling children to gain confidence, independence and a sense of natural inquiry.
Australian International School, 1 Lorong Chuan Singapore 556818
(+65) 6883 5155, www.ais.com.sg
Australian International School Pte Ltd is registered by the Council for Private Education. CPE Registration Number 199204405H. Period of Registration 6 July 2011 to 5 July 2015.
Brought to you in partnership with Australian International School.


Visualization. If someone were to ask you to describe the moment when your brain began forming pictures while reading or listening to a book, would you have a moment in time when written words suddenly burst into images of living color, scenes, characters, or experiences? Was there an epiphany moment when stiff, textured, cream-colored pages written in Times New Roman with the smell of ink on paper suddenly transformed into a collection of living, breathing, moving, raw, emotional, pictures?
While this romantic notion of being enlightened by the visualization of books is appealing, my guess is that most of us cannot remember a specific moment when our minds first translated visual or audible text into imagery. Yet, thirty years later, I can still think back to several childhood books and remember the exact visualizations that my brain created to go with the text. But, I couldn’t tell you when this first started happening. It seems like the ability was always just… there. But, was it?
As an English Language Arts teacher, I’ve come to understand that visualizing text is actually a sign of reading comprehension. So, while I remember the imagery from some of my favorite books, I may not have made pictures that were as detailed or interesting for the books I struggled reading or didn’t enjoy. Maybe, I simply threw these blurry, pixelated images out after I suffered through the book or completed the assignment. However, somewhere along the way, I learned the ninja skill of assessing my own comprehension based on the quality of my mind’s images, or lack thereof. At some point, I realized that if I couldn’t see it clearly in my mind, then I needed to use strategies to better understand what I was reading such re-reading, synthesizing information by jotting notes, making inferences, asking questions, making predictions, forming connections (text to self, text to world, text to text) and looking up unknown vocabulary words. My pictures guided my reading process and empowered me to become a stronger reader.
Visualization has always been a stimulating component of my reading. As an artist, visual imagery is a powerful part of my brain’s organization and memory structure. The creative process of imagining different possibilities of imagery is both invigorating and entertaining. It is through this process that I imagined, sketched, edited, drew, sharpied, and painted 26 original paintings for my children’s book, Sparky Lost Her Flame. While I hope children enjoy the illustrations, my true hope is that they will reimagine the imagery for themselves and come up with their own unique illustrations that are even better!
Author of Regina McDonald
Regina McDonald is an educator, artist, and author who has worked with children of all ages for almost 15 years. She received a B.S. in Art from Columbia College in 2003 and an M.Ed. in Art Education from the University of Missouri in 2008. Her children’s book, Sparky Lost Her Flame, was self-published in 2019. Regina’s art has been featured in the past 20 years in places like the Columbia College Larson Gallery, Ragtag Cafe, Mizzou Student Gallery, Columbia Art League Gallery, and the Missouri Theatre for a Concert conducted by Sutu Forte. Regina’s comic series entitled “Peg” was published in Professional Daym Magazine, a regional publication that celebrated women in business in mid-Missouri (2014). *Photo taken by Elesha Stone-Martinez
https://www.amazon.com/dp/B07TJBPDWR (Get an ebook or hard copy)
https://www.blurb.com/b/9331792-sparky-lost-her-flame (Get a hard copy)


By Kay Chick, Deborah A. Ellermeyer
This built-in instructor source offers lesson rules for the guide of social reviews and heritage options in the context of caliber multicultural kid's books and imagine books. each one bankruptcy makes a speciality of 3 photograph books with regards to a variety of multicultural issues in American historical past. Chapters are geared up chronologically, and through subject matter, and contain ebook summaries, fabrics lists, student-centered actions, comparable books and poetry, and hyperlinks to nationwide heritage criteria. Multicultural topics comprise: previous West American Revolution Slavery Civil warfare international battle II and the Holocaust Vietnam local Americans
Read Online or Download Multicultural American History: Through Children's Literature PDF
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The yank competition, 14th version, enjoys a name as the most well known, potent, and unique texts in American heritage. the colourful anecdotes, first-person quotations, and trademark wit carry American heritage to existence. The 14th version locations a good larger emphasis at the worldwide context of yank background via a brand new characteristic, "Thinking Globally.
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Additional resources for Multicultural American History: Through Children's Literature
Then discuss your choices with group members. Reach a group decision on the top eight things that you would take. soap hunting knife wool blanket iron pot writing materials Bible musket and powder candles flour fishing pole warm clothes medicine kit canteen axe vegetable seeds luckv coin Areas of Integration: Decision making, collaborative learning After reading chapter 5 in Come All You Brave Soldiers: Blacks in the Revolutionary War, discuss with students the numbers of African-American soldiers who enlisted during the war.
Have the groups cover a coffee can with construction paper or shelf paper. Students should then decorate the can with pictures, drawings, and words to represent the book. The book's title and author should be written on the can. Each student in the group must bring in at least one item to put in the can to represent something important in the story. When the cans are complete, the groups present their book talks. Have students stand in the front of the room and take turns either retelling parts of the story using the item brought in for a prop, or explaining why the item brought in was important to the story.
Have them include appropriate symbols, a legend, and a scale. After the maps are complete, groups can exchange them and check the accuracy. Activity #4: Acrostic Freedom Poems Materials for Activity #4: • Sample of an acrostic poem • Chart paper • Composition paper • Pencils Areas of Integration: Reading, writing, creative thinking, oral language After reading the book, write the word "freedom" on a large sheet of chart paper. Ask students to brainstorm words, phrases, people, places, and events that come to mind when they think of the concept of freedom.


Research shows that up to 90% of a child’s brain development happens in the first 5 years. This makes parents and caregivers their child’s first and most important teacher.
It is never too early to share stories, talk, play and sing with your child. It’s fun and it helps little brains to grow. Everyday opportunities are the best for learning. Point out, name and talk about what your child can see or hear during bath time, when going for a walk, in the car or out shopping.
Whitsunday Regional Council Libraries offer a range of free children’s programs to support families, which focus on language and literacy development for children aged 0-5 years. We also provide activities and resources that encourage learning through creative play and interaction, to find more about these please navigate to them via the panel on the left.
For further ideas to develop your child's language and literacy skills at home, please visit First 5 Forever's website by clicking the below image:


How will your development in numeracy impact your future?
Numeracy is a life skill. Being numerate means more than arithmetic. It looks less at calculations and more on how one applies an understanding of numbers in real life. Numeracy is an appreciation of common sense with a depth of reasoning and critical thinking around how numbers change our world.
Being numerate means understanding how to navigate confidently and competently through the world with a practical sense of how and why numbers affect you. A person with good numeracy skills can fluently work numbers beyond the classroom to more sophisticated settings.
According to the National Council of Education and the Disciplines (NCED, 2003), citizens who are highly numerate will be better equipped to understand the many forces that shape their lives. Numeracy skills are socially distributed. That is, people who are regarded as insufficiently numerate are predominantly working class and are disproportionately female. There is a strong correlation between strong numeracy and better jobs, higher wages, and the ability to make more informed high impact decisions. In fact, having low numeracy skills is a stronger predictor to future success or failure than having low literacy skills.
Now that we, as educators, understand the implications of numeracy development, what can we do to make sure all of our students find success in becoming more numerate? Let’s begin by creating a numeracy-rich learning environment where children are exposed to numbers across the curriculum, where they have plenty of opportunities to explore and discover good number sense.
Building conceptual connections is at the heart of numeracy, teaching the reasoning beyond the “what” of math to the “why” the math makes sense. Numeracy begins with learning HOW to think, not just WHAT to think.
Secondly, we need to make learning math more approachable, relevant, and fun. When children find joy in something, they want to keep doing it. That is how we begin the spiraling upward towards deeper, more conceptual numerate thinking. No longer will students find it okay to “just not get math.” Presenting more numeracy-rich lessons in every subject will provide the necessary shift in mindset from it being “cute” to not be good at math to it being vital for success in life.


Let's find out about about some more of the common plant families. This time we'll focus on trees.
- Maple trees - family Aceraceae
Maples have palmate leaves, which means the main leaf veins radiate out from a single point and they roughly resemble a hand. Most maples are deciduous. The fruit are samaras (maple keys) with two fruit in a cluster.
2. Oak or beech trees - family Fagaceae
Oaks are generally large, spreading trees. The fruit is an acorn for oaks and nuts for beeches. The leaves are often longer than they are wide and have lobes along the margins.
3. Ginkgo - family Ginkgoaceae
These unusual trees are gymnosperms. There is only one species in the family. The leaves are fan shaped with a wavy edge. The naked seed is within a fleshy covering that resembles a fruit.
4. Mulberry, fig and osage orange - family Moraceae
Mulberry leaves can be highly variable in shape even within one tree, but most have some sort of lobes. Some have an asymmetrical lobe and resemble a mitten. The leaves of trees in this family have a milky sap. The mulberry fruit are formed in clusters.
5. Olive - family Oleaceae
Olives have simple leaves. The fruit is fleshy with a pit inside.
6. Pines, spruces and furs - family Pinaceae
Members of this family are also gymnosperms. The leaves are in the form of needles and most are evergreen. Usually the seeds are borne in cones.
7. Willow - family Salicaceae
Willows have narrow, simple leaves. They are deciduous. Fruits form in a capsule with many small, tufted seeds.
Want to learn more? Visit our giant list of children's books about trees!
To see our complete plant science lessons, either visit the plant science category (newest posts to oldest posts) or the plant science section of our experiment archive page (links to posts in order).
For more activities, try our Gardening/Plant Science for Kids Pinterest board.


Boys vs. Girls: Catering to both genders in elementary school
When it comes to learning methods, boys and girls are not created equal. While both sexes are able to master a range of material, the ways in which they learn can vary greatly. Understanding the brain-based differences in male and female students is an important way for teachers and parents to help every child succeed.
From getting boys reading to embracing children's need to move, teachers and education experts weigh in on the best ways to teach boys and girls in elementary school.
Getting boys and girls engaged
Take a moment and think back to your elementary-school days: did you prefer digging in the dirt, or listening to a teacher lecture about soil? Many young students lack the attention span and physical control necessary to sit still and passively absorb information, so teachers must keep learning active. Active engagement helps all students connect with material, but it is especially important for boys.
"While there are dangers to gender stereotyping, in general, boys seem to learn best when learning is active and engaging," says Pam McComas, EdD, the director of an independent elementary school with over 40 years of experience. "Girls seem to be able to tolerate more routine and more sedate activities."
Teachers can keep material engaging for both genders by including variety and choice.
"Vary the formats for learning," McComas says. "Mix cooperative group work with individual practice, whole group instruction and individual conferencing or coaching."
Allowing students to learn through a variety of formats caters to different genders and learning styles. For example, boys are generally stronger at abstract reasoning and enjoy doing math problems on paper, while girls tend to learn better using manipulatives such as area tiles and pattern blocks. One-on-one conferencing also benefits both genders by allowing the teacher to connect with the individual needs of each student.
Katherine White, a K-5 Spanish teacher in northern California, adds that giving students choice regarding their assignments allows both boys and girls to connect with material.
"In order to include both boys and girls in the classroom, teachers should allow for student choice," White says. "The use of learning centers, for example, where students are able to choose which topics they are most interested in, allows students to study an area of interest in depth. When students are given choice, they feel as though they are playing an active role in their education and are oftentimes more engaged in the subject-matter."
However, offering students choices at home and in the classroom means teachers and parents must be prepared to respect their students' decisions. Some literacy experts worry that boys are falling behind in reading and writing because many schools ban stories that include violence on any level.
When asked if zero-tolerance policies ostracize boys who prefer action-packed stories, McComas replied, "Yes, to an extent. Because there are many more women in elementary education than men, schools seem tipped toward behavior standards and literary tastes of women teachers."
Gus Sartorius, however, a male elementary-school teacher with 18 years of experience, believes that boys can appreciate literature in the classroom without welcoming violent themes.
"Boys have many opportunities outside of school to indulge their interest in [violent literature]. I have no problem with maintaining certain standards for curriculum-based learning at schools," Sartorius says.
Physical activity and learning
While violent stories, graphic novels and other alternative literature remain controversial, educators and researchers agree that physical activity boosts children's brain power.
"There was a trend in education to cut recess time in elementary schools to once a day, at lunchtime. That kind of thinking is so misguided," McComas claims. "Moving is important to all children, boys and girls. When students come to class after physical activity, their focus and mood are improved, they are less fidgety and tense and they feel invigorated. It is like priming our brains to process information."
Both boys and girls need opportunities to be active, but some elementary-school boys need more physical activity than their female counterparts. According to the article "Boy Trouble?" by Peg Tyre, a journalist specializing in social trends and education, students who exhibit a disruptive inability to sit still are disproportionately male. These boys are not consciously misbehaving or trying to interrupt a teacher's lesson, they simply haven't gained control of their growing, energetic bodies.
Rather than punishing students for fidgeting, teachers and parents are advised to give them opportunities to move around. Often, a child who can't sit still will be more than happy to help distribute worksheets, erase the board or take a fellow classmate to the restroom. Weaving physical activity into the classroom setting helps meet the needs of the most active students and limits disruptions to the rest of the class.
With inclusive classroom management strategies and an understanding of children's need to move, teachers and parents can create an environment that suits students of all genders and dispositions.


As a clinical Speech Pathologist, I am often asked to assess children’s literacy development.
Parents will often describe to me that they observe, in their children, the behaviours outlined below:
- Continued strong desire for their parents to read to them
- Reading avoidance such as intentionally disrupting and distracting when it’s their turn/they are required to read
- Being reluctant or refusing to go to school
- Reporting being bullied at school
- Saying to their parents “I am dumb”
- Reduced general confidence even in non-academic activities
- Poor spelling
- Resistance to classroom writing activities
- The child tells their parents that they don’t understand what they are supposed to do in the classroom when in fact they can’t read the instructions
- They are behind the benchmarks set by the school or state curriculum
- The child tells their parents that they can’t read
Early intervention around these issues is invaluable.
If you are observing a combination of these behaviours, a focus on building foundation literacy skills will be of significant benefit.
Moving sequentially through the My Alison Work Early Literacy Program will consolidate your child’s base literacy skills and reduce many of these concerns.
If you are concerned regarding your child’s literacy development, it may be advisable to discuss this further with your child’s teacher or a Speech Pathologist.


Grab a book and read for 20 minutes
Write in your journal. Start out small. Something as simple as what you are doing each day. Its your journal. Begin for 15 minutes and try to create a drawing about it when you are done.
Write a letter to someone you love in your family.
Play a board games or card games. This helps your numeracy skills and how to follow directions. Board games such as Monopoly, Snakes and Ladders and Trouble are great. Card games such as War, Fish, and Crazy 8s are all good
Studying the weather, Sun and stars, the tides, and seasons are all good ways to gain Science knowledge. Any of these help develop scientific thinking skills.
Begin by making a list of all the things you want to do that this social isolation will not allow you to do. When we are through with the isolation, try to do as many of the things you wrote down. Make sure you stay active everyday. We should try to get at least 30 minutes of physical activity each day
Read 20 minutes. Apply for a New Brunswick Library Card. There are lots of ebooks and audio books.
See above. Use your gmail account to send an email to Mr. MacMillan to tell him how you are doing.
IXL Math. Look for work from Mr.MacMillan that appears on the burntchurchschool.ca website. Try a page everyday.
See above or check out Mr. MacMillan’s teacher page. Here is a cool link for a free workbook, with some cool experiments to try.
Here is the linkto Mrs. Schofield’s teacher page with her suggestions for what you could do in April.


Editorial Advisory Board.
Table of Contents.
Detailed Table of Contents.
1: Theories and Models: Design Hypothesis, Design Principles, Theoretical Underpinnings.
2: Students' Perceptions of a 3D Virtual Environment Designed for Metacognitive and Self-Regulated Learning in Science.
3: Analyzing the Effects of a 3D Online Virtual Museum in Visitors' Discourse, Attitudes, Preferences, and Knowledge Acquisition.
4: Design of the Product/Model.
5: Do 3D Pedagogical Agents Help Students Learn Science? A Systematic Review.
6: 3D Video Production in Education.
7: Instructional Development and Practice.
8: Student Learning Experience through CoSpace Educational Robotics: 3D Simulation Educational Robotics Tool.
9: 3D Science and Social Studies in Grades 5-6: Virtualization Expanding Instruction.
10: Developing 3D Case Studies for Authentic Learning Experiences.
11: 3D Virtual Worlds as Creative Pedagogy for Art Education: Art Café@Second Life.
12: Evaluation in Design and Development Research.
13: 3D Technology in P12 Education: Cameras, Editing, and Apps.
14: Reporting Design and Development Research.
15: Earth System Science in Three Dimensions: Perspectives of Students and Teachers on NASA's Project 3D-VIEW.
16: Stereoscopic 3D: Going Beyond Texas Tech University Libraries' 3D Animation Lab.
17: Using 3D Virtual Reality Technology in Cyber Ethics Education: How Can We Really Evaluate and Change Students' Attitudes?.
18: Taking Elementary Document Camera Use to the Next Dimension.
19: Best Practices in Education.
20: Using Second Life® to Teach Collaboration Skills to Pre-Service and In-Service Special Educators.
21: 3D Modeling in a High School Computer Visualization Class: Enacting a Productive, Distributed Social Learning Environment.
Compilation of References.
About the Contributors.