Arts Education Resources
The following resources are divided into the following: Non-School-Based, School-Based, Discipline-Specific, Essential Arts Education, and Funding.
Coming Up Taller
The Coming Up Taller Awards recognize exemplary arts and humanities programs that foster young peopleâs intellectual and creative development.
Young Audiences presents performing and visual artists to youth in schools, during the summers, and in the non-school hours.
Arts Education Partnership
The Arts Education Partnership (AEP) was established in 1995 through a unique interagency agreement between the National Endowment for the Arts and the U.S. Department of Education, an agreement that has continued unabated since that year. The founding organizations continue to provide support and promote AEP as the nationâs hub for individuals and organizations committed to making high-quality arts education accessible to all U.S. students.
National Art Education Association
Founded in 1947, the National Art Education Association is the leading professional membership organization exclusively for visual arts educators.
Southeast Center for Education in the Arts
The Southeast Center for Education (UTC) is one of six Getty-funded regional institutes established to research and promote discipline-based visual art education.
American Alliance for Theater and Education
The American Alliance for Theatre and Education (AATE) works to ensure that every young person experiences quality theatre arts in their lives provided by proficient, talented artists and educators.
Childrenâs Music Workshop
The Childrenâs Music Workshop (CMW) specializes in a variety of music education products and services. CMW presently coordinates music programs in more than two dozen Los Angeles area public and private schools.
Educational Theatre Association
The Educational Theatre Association (EdTA) is a national nonprofit organization with approximately 100,000 student and professional members. EdTAâs mission is shaping lives through theatre education.
National Association for Music Education
Since 1907, the National Association for Music Education has worked to ensure that every student has access to a well-balanced, comprehensive, and high-quality program of music instruction taught by qualified teachers.
Essential Arts Education Resources
Arts Education Network
Through the Arts Education Network, Americans for the Arts provides arts education professionals with professional development opportunities as well as the tools and resources needed to strengthen arts education in their own communities.
Arts Education Key Research Tools
Maintained by the National Assembly of State Arts Agencies (NASAA), this comprehensive list helps state arts education leaders locate resources relevant to their work.
ArtsEdge is the Kennedy Centerâs free digital resource for teaching and learning in, through, and about the arts.
The Education Commission of the States
The Education Commission of the States (ECS) partners with education policy leaders to address issues by sharing resources and expertise. ECS serves both the people who develop and implement education policy and the students who directly benefit from effective policy change.
National Endowment for The Humanities
The National Endowment for the Humanities (NEH) is an independent federal agency created in 1965. It is one of the largest funders of humanities programs in the United States.
National Endowment for the Arts
The National Endowment for the Arts is an independent federal agency that funds, promotes, and strengthens the creative capacity of our communities by providing all Americans with diverse opportunities for arts participation.
U.S. Department of Education
The U.S. Department of Education promotes student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.
Americans for the Artsâ Funding Resources page offers publications that provide information on resources for funding arts programs.
National Assembly of State Arts Agencies
The National Assembly of State Arts Agencies (NASAA) is the membership organization that unites, represents, and serves the nationâs state and jurisdictional arts agencies. Each of the 56 states and jurisdictions has created an agency to support excellence in and access to the arts.
Art Deadlines List
Art Deadlines List provides information about current art scholarships, grants, jobs, internships, fellowships, and other funding opportunities.


Playgrounds serve as a place for students to take a break from the regimen of the school day, but that doesnât mean the learning stops. In fact, according to Pediatrics, play contributes to a childâs cognitive, physical, social and emotional wellbeing while teaching them valuable lifelong skills. Designing playgrounds to be diverse, challenging environments that support personal choice gives students the elements they need to develop these important skills, and have some fun in the process.
When children feel safe they are more engaged and outgoing. When planned carefully, low landscape plantings, mounding or the school building itself provides students the sense of enclosure and place that they need. For some playground locations, especially on urban sites, a fence may be needed around the space. If possible, capturing a multi-use play field directly bordering the playground offers students a large expanse to roam free while still being safely in view of the teacher on duty.
Whether itâs asphalt, concrete, wood fiber mulch, grass or poured in place rubber (the bouncy bright-colored surface thatâs so fun to walk on), multiple ground surface textures are a must. Much like interior spaces, the texture of the ground plane is a signifier to students of what the spaceâs primary use is. For a playground, softer textures such as play mulch or poured in place rubber should be used around play structures where the risk of falling is greatest.
The ideal playground design offers a harmonious balance between soft surface play areas and asphalt play areas for basketball and painted games.
Equipment for choice
There are many options for playground structures, but they fall into two typesâthose with an obvious purpose, and those without. Straightforward play elements, such as a structure you climb to reach a slide, provide students with a task to accomplish (reach the slide and go down). These structures are great for young children and students with limited mobility, as they can easily climb a few platforms to complete the task and get a different vantage point of the play area.
The alternative is an ambiguous play structureâsomething a student sees but isnât quite sure what to do with it, so they explore the possibilities. Creativity is a big part of play, and an important skill for children to develop. Ambiguous play equipment allows students to climb around and choose their own adventure, practicing creativity and imagination that will benefit them throughout their lives.
Whether straightforward or ambiguous, playgrounds should provide a variety of equipment and activities for students to choose from. Choice is instrumental to student developmentâdeciding what to do, who to do it with and where to do it at. Deciding to go up, down or upside down puts students in charge of their learning.
More than recess
Outdoor classrooms are springing up everywhere. If your school doesnât have one, consider designing your playground to double as an outdoor classroom for science lessons and experiments. Rain gardens and native plantings provide learning opportunities for students, and require little maintenance for staff.
Playgrounds should be places for students to let loose and have fun, unaware of the valuable skills theyâre developing outside of the classroom. By designing a safe, balanced playground centered on student choice, youâre creating a learning environment where the sky is the limit.
- Outdoor Safety Tips for Children, Reviews.com
The tragedy at Robb Elementary School in Uvalde, Texas, has once again brought the issue of school security into the national conversation. In 2020, Fanning Howey hosted a school security webinar featuring Michael Dorn, ExecutiveFull Article
In 2014, Middletown City Schools joined forces with Fanning Howey to revamp their facilities to better reach their students and community. One of the latest projects in this effort was a 28,930 SF addition toFull Article
Social-Emotional Learning & Art Education Art education is integral to the way in which students learn about self-expression and develop their creative interests. It is well suited for addressing elements of social-emotional learning including, butFull Article


The Transition Reading Kit, from Lil' Reading Scientists Literacy Solutions TM, is perfect for students who know the alphabet but are not ready for formal reading instruction. This Kit provides students with extra practice in phonemic awareness skills, identifying initial, final and medial sounds, and teaches them to segment words into sounds using blocks.
This Kit can also be used for dyslexic students and students with reading disorders, to teach the blending, decoding, and encoding processes without the use of alphabet letters. Students use blocks to segment and decode words orally, to build confidence and skill in this important area of literacy development.
This Kit includes:
Initial, Medial, and Final Sound Worksheets
Word Building Worksheets (for use with blocks)
Letter Writing Exercises
Sound to Symbol and Symbol to Sound Exercises
Beginning and Advanced Phoneme Counting Exercises
Teachers will LOVE this 319 page Kit for their Preschool, Kindergarten, and First Grade students, and for delayed or disordered readers.
*This Kit can be used with our Color Coded Sound Blocks, available on this website, under Hard Goods: Individual Materials.
The Lil' Reading Scientists Literacy Solutions TMN curriculum is based on the principles of the Orton Gillingham Approach!


Coursebooks offer an integrated approach to learning and literacy development through a systematic instructional design and scope and sequence to ensure mastery.
There is one Coursebook for each year level.
Workbooks extend learning and provide practice for reinforcement and consolidation. Each unit in the Workbook correlates to a unit in the Coursebook.
There is one Workbook for each year level.
Literature Readers are an exciting anthology of authentic, age-appropriate texts specially selected to provide focused reading practice and exposure to a variety of text types.
There is one Literature Reader for each year level.
Teacherâs Manuals provide extensive support including detailed lesson plans, learning objectives, suggested activities and additional resources to help teachers prepare and deliver lessons easily and effectively.
Audio CDs contain recordings of all Coursebook reading texts and scripts for the listening activities.


The IESE major is based on research and the fact that K-6 teachers face students with a broad spectrum of needs in the classroom. Inclusion of students with disabilities, extraordinary increases of second language learners, higher proportions of low income families, among other dynamics, compel us to provide the next generations of teachers with the knowledge and abilities required to serve students and their families with integrity.
The major emphasizes classroom diversity, internships, and learning to make accommodations for diverse learners, guided field experiences, and solid classroom practice. Three dynamics critical to preparing teaching professionals ready to assume the challenges of educating children in todayâs complex society. Successful completion of the Integrated Elementary and Special Education (IESE) program qualifies students to apply for state licensure to teach K-6 elementary education and K-12 special education (Academic Behavioral Strategist).
Benefits of this major:
- Minnesotaâs only undergraduate Integrated Elementary Special Education teacher preparation major
- Extensive field experiences in elementary and special education classrooms
- In-depth subject area preparation
- Dual Licensure (licensure in elementary education and special education)
- Competitive and marketable degree
The Integrated Elementary Special Education major is a 4.5 year program that qualifies students to apply for state licensure to teach K-6 elementary education and K-12 special education (Academic Behavioral Strategist). An effective teacher should possess a broad background in liberal and professional education. This professional major focuses on the structure of the various disciplines, the child as learner, the learning environment, diverse learners, teaching strategies in a field experience setting, and student teaching experience in both elementary and special education settings. All students complete a common core of courses in elementary and special education with emphasis in assessment, management, content subject areas, and teaching strategies.
For more information see the University catalog.
Major Contact Information
Major Contact - Elementary Education
Major Contact - Special Education


2019 International Conference on Advanced Education, Service and Management
Research on Music Education Philosophical Aesthetic
Based on Aristotle's theory of practice, the practice of music education philosophy emphasizes that music is the practice of human diversity. Therefore, its theoretical basis is no longer a pure aesthetics, but a fusion of theories of various disciplines. In particular, from the perspective of musical anthropology, it is believed that the main task of music education is to enrich students 'musical experience. It is far more extensive than aesthetic experience and is associated with the students' experience in daily life.
Music Education; Philosophical; Aesthetic
Cite this paper:
Wenjuan Han. Research on Music Education Philosophical Aesthetic. 2019 International Conference on Advanced Education, Service and Management (AESM 2019). 2019, Vol.3: 536-539. DOI: https://doi.org/10.35532/JSSS.V3.119.


Sing a Song: How Music Can Benefit Your Childâs Learning
The songs we learn in our early years as children stay with us our whole lives. Catchy melodies and simple lyrics are a launchpad for early learning! Parents can use music to help children build knowledge and get a head start in learning letters, numbers, and more, just by singing the songs they grew up with themselves.
Plus, music is fun! From a very young age, infants and toddlers respond to music whether in the crib, during car rides, or being sung to by caregivers. Music is an obvious presence through all our lives and serves so many purposes: self-expression, dance and exercise, performance, and music education, among others.
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Through art, children can make connections and understand and experience ideas in a way that makes sense to them. When kids love a song, they want to sing it over and over again. The rhythm and repetition help with their learning, so the more they sing the song, the more they understand the concept. And when learning is enjoyable, kids want to do it more and more!
ABCmouseâs early childhood education curriculum has a wide variety of traditional and original childrenâs songs that help kids develop oral vocabulary skills, and it teaches everyday concepts they may encounter in their lives. Simple songs with rhymes help young children recognize words and syllables in the same word families (like cat, hat, and sat). Understanding that a word can rhyme and start or end with the same or a different letter sound is another essential part of learning to read. When kids learn the sounds of letters, they start to recognize that those sounds make words, and later, how those words fit in a sentence. Songs can be the key to understanding for young developing minds!
Kids donât have to have specific music training to get the benefit of music. While music helps with brain development in language and reading, the gains in early learning and development are so much more. Not only can dancing be an effective way for kids to shake out those sillies, but it can help them explore how to use and move their bodies and learn about sequencing, which is an important concept in mathematics. Marching and clapping helps with motor skills and can teach routine and keep young minds occupied while at child care. It can also help children better understand emotions, and playing a musical instrument at home or in music class can help improve math skills.


We believe a successful experience in school is about building relationships, learning new and interesting topics, thinking independently and building confidence and happiness.
Here are a few points about how you can help your child succeed at school.
Having a positive attitude about school will help your child see school as a fun environment to be in. Ask your child about all the fun things they love doing at school, or which upcoming topics interest them. Tell your children about your fun memories of being at school, which teachers you loved and why, which subjects were your favourite and tell them all about your friends, sporting and creative activities.
Good nutrition is essential during childhood as it is a time of rapid growth and development and kids burn a lot of energy through physical activity and learning. Treats in moderation are totally/completely acceptable (even most of us grown-ups canât resist treats!), but keeping your childâs diet nutrient-rich can promote physical and mental health to keep them feeling energised.
Let kids be kids and give them plenty of time to relax and play. Play is crucial to development, and if we limit this, their ability to develop creatively decreases. Donât feel pressurised about how many after school activities other children are doing, but consider your childâs interests and what is best for them.
Having a consistent and calm bedtime routine that starts at the same time each evening, ensures your child develops a good sleeping pattern. Studies have shown that children that get adequate sleep have not only improved attention span, but an increased capacity for learning, memory and this improves their overall mental and physical health. Aim for 10-13 hours for your 3-5-year-old children and 9-12 hours for your 6-12-year-old children.
Learning should be fun and there are so many exciting ways to learn through play. Play is vital in helping children be ready and confident for school as well as encouraging their imagination and helping them with literacy and numeracy skills. Try to incorporate their interests when learning through play. Incorporating school topics into home play and activities shows your child that learning can be fun! Plan a trip to the museum/beach/forest to further explore their current topic.
Giving your child your full attention when reading them a story shows them that they are important to you/matter to you. This helps to build self-esteem and vocabulary as well as feeds their imagination!
Being involved in your childâs school life both academically and socially shows your child that you care. Try and meet new parents that have children in the same year â every parent wants the same for their children; to ensure they are happy, confident and friendly with their peers. Volunteering, or simply keeping track of events/key dates in the school calendar can help your child to feel secure both at school and home. Allowing your child to be the leader in forging friendships and relationships builds confidence!
Having open conversations with your children can help them in so many ways. Open-ended questions encourage them not only to think but allow them to determine the way in which they want to answer the question, helping to develop their personalities and inspire decision making.
Talking about setbacks and how they can present opportunities is a great learning step. Also, talk about non-school topics. By having open and relaxed/calm conversations your child should feel safe enough to come to you if they are experiencing any difficulties at school.
It is so important to praise your child for their efforts in completing a task. It is not always about the outcome, but rewarding them for trying their best, helps to build their confidence and worth. In turn, they will more likely be motivated to attempt tasks that they previously would have avoided. (Children respond well to most forms of praise â a simple âhigh-fiveâ can go a long way to make your child feel accomplished!)


Music for Young Children (MYC) strives to provide the best in music education for your child. That is why we offer group music lessons.
Group lessons are more fun! Children love interacting with children and a group music class is the perfect place for this to happen. In a private lesson, the only person a child interacts with is the adult teacher.
Group lessons provide more value for the parentâs money. Group classes are one hour in length (roughly 4 hours per month) and private lessons are half an hour in length (roughly 2 hours per month). The longer instructional time allows your child to learn more and more quickly.
Group classes provide instruction and skill development in a wider range of musical areas. Private lessons tend to be spent on the piano bench, looking at a piano book. In each group class, singing, keyboard playing, expressive movement, gross motor rhythmic skills and fine motor rhythmic skills are practiced, theory concept games are enjoyed and much more.
Group lessons are less expensive. One hour-long group class costs roughly $23.00. One half-hour long private lesson costs roughly $25.00.
Group classes are a 2 for 1 deal! They allow parents to be involved in the class and learn right alongside their child. Parents play musical games, duets with their child, gain keyboard and voice skills right along with their child.
Group classes that involve parents provide wonderful bonding experiences for parent and child. Parents can truly understand and appreciate what the child has accomplished and what they struggle with in order to better acknowledge success and help with difficult skills.
Group classes grow more confident performers. In a group class, every lesson is a mini performance where the child plays in front of peers and adults. This constant exposure to performance eases the transition to performing at recitals and in front of larger audiences. In addition, MYC systematically rewards students for taking initiative in playing in front of acquaintances. Every time a child does so, he/she records the performance and receives special stickers and recognition. So when it is time to play in a recital, students have already had plenty of performance experience.
Group classes provide a wider range of learning methods. The group setting allows the teacher to incorporate a wide range of musical experiences within every one-hour class. Games, rhythm ensembles, singing, musical movement activities, guided play, performance, and many more. So children with different learning styles can easily learn concepts.
Group classes give the benefits of ensemble playing. One of the most important skills a young musician must learn is a steady beat. Ensemble playing develops a stronger sense of rhythm and other skills required for group playing later in a studentâs musical life.
Group classes build strong technique. Sometimes people fear that in a group setting, a child will not get proper individual attention on technique. However, group classes allow students to hear and learn from the mistakes of their peers instead of being exposed to only their own specific mistakes.
So it is no wonder Music for Young Children believes group music classes are your childâs best learning modality. We at MYC strive to provide the best in music education for your student and for you.
Ms. Elizabeth Dettweiler
Teacher of Music for Young Children


The Warburg Institute is sorry to have to announce the postponement of this event in light of the Coronavirus outbreak. We would like to apologise for any inconvenience this may cause, and we hope to be able to reschedule in the very near future.
Organisers: Dr Megan C. McNamee (Warburg Institute), Dr Sarah Griffin (Winchester College)
âCircular Thinkingâ is a series of events devoted to the drawing compass (or âpair of compassesâ), an essential tool of the premodern artist that came to represent divine Creation in Jewish and Christian (both Greek and Latin) exegetical traditions. Although now associated primarily with architecture, the compass was a transmedial instrument, integral to a range of artisanal operations. According to the artistsâ handbooks of Theophilus and Cennini, the instrument was ready-to-hand, yet evidence of its premodern use is relatively thin. Called circinus in Latin for the action of âgoing roundâ, circles and arcs were rarely its final output, but intermediary guides often lost in the making process or intentionally erased. Compass work can thus be classed as âinvisible labourââ work that contributes to the making of an object, but remains difficult to detect in its finished form. It is also dynamic labour that defies easy description in traditional print media, a problem compounded by a general lack of familiarity with the tool and the habits of hand and mind that it engenders. In the recent past, children handled compasses in school, their deployment de rigueur in elementary education. Today, this is no longer true. Through discussion, hands-on engagement and the close study of historical evidence, âCircular Thinkingâ seeks to impart a more precise understanding of the compassâs varied form(s) and uses â in the measurement, scaling, copying, the generation of diverse shapes in two and three dimensions â and, with this, its symbolic force.
ALL EVENTS MAY BE BOOKED SEPARATELY OR TOGETHER
Circular Thinking Lecture: Thursday, 26 March 2020, 6.00â7:30pm: Warburg Institute Lecture Room
Professor Robert Bork, University of Iowa: 'Circles Below the Surface: The Role of the Compass in Premodern Creativity'
Circular Thinking Study Day: Friday, 27 March 2020, 10:00amâ3:30pm: Warburg Institute and British Museum
Drawing upon examples from the Middle Ages and early Renaissance, the 'Circular Thinking' study day comprises a practical workshop and museum visit. Space for this event is limited; book early to avoid disappointment
Circular Thinking Panel Discussion: Friday, 27 March 2020, 4:00â5:30pm: Warburg Institute Lecture Room
Dr Sarah Griffin (Winchester College), Professor Jean-Marie GuillouÃ«t (UniversitÃ© de Nantes), Dr Stephen Johnston (Oxford Museum of the History of Science)
image: Â© The British Library Board (Add MS 47682, fol. 2r)


ICT in Elementary Education: Benefits and Tools
ICT in elementary education is fundamental, as it allows children to search for the information they need and organize what theyâve found. Moreover, children with computer literacy at an early stage of their lives can cope better with the modern world.
ICTâInformation and Communication Technologyâcan be defined as the set of tools used in the processing and transmission of information quickly and efficiently by a large number of people. All of this regardless of the distance that separates them.
As children progress through the school system, they become more responsible for their own learning. So many experts believe that ICT should therefore be integrated into the curriculum. The aim is for all schools to produce computer literate and independent students.
Brief historical review on the use of ICT in primary education
In 1985, the first institutional project to integrate ICT in the classroom was launched: The Atenea Project. Together with it, the Mercurio project for the introduction of computer and audiovisual media in the curriculum was launched. Its development took place with the appearance of the personal computer.
The second stage arrived in 1995. Itâs a stage linked to the appearance of the Internet. From that moment on, plans for the introduction of ICT in education have state and autonomous community components.
At present, the aim is to make broadband Internet access available in all schools. The implementation is being carried out little by little and is also aimed at making no distinction between geographical areas.
Benefits of the use of ICT in the classroom
ICT features such as their flexibility in interactivity, the ability to distribute information flows, and virtuality are so important that itâs practically impossible to think of a primary school education without such technological tools (BegoÃ±a Gros and David Contreras, 2006).
The use of ICT in education is a key point for improving the results of the teaching-learning process. We only have to look at constructivist theories. Theyâre tools that allow both teachers and students to obtain great benefits from their use.
They also allow students to explore, observe, solve problems, and discover things for themselves. The use of ICT also stimulates interaction among peers and among teachers.
Therefore, it extends the learning experience, i.e., it raises standards across the curriculum by improving the delivery of lesson content. It certainly enables students to participate in class in many and varied ways.
It creates boundaryless learning that goes beyond the four walls of the classroom. ICT makes education work anytime, anywhere. Students and teachers can continue to access resources even from home.
Also, its use enriches the curriculum by facilitating access to a wealth of information. Therefore, it expands the boundaries of learning. In addition, fast connections allow learning materials to be both viewed, downloaded, and worked on quickly.
Appropriate ICT in elementary education
In terms of education, specific services have been created for ICT educational intervention. They are, above all, very useful technological tools for learning and reinforcing content in the classroom and outside of it.
We can mention some examples:
- Specific portals of official, state, or regional organizations.
- Creation tools and supports. For example, interactive whiteboards or e-notebooks.
- Online learning material provided by textbook publishers.
- The intranet (internal computer networks with a structure similar to the Internet).
- Educational games: the student learns in a playful way.
Many studies show that student motivation increases with the use of ICT. In fact, this use leads to an educational transformation in classroom methodology.
We conclude by recalling that ICT has a positive and direct impact on the current educational environment, as this environment is immersed in the information society. The .com generation assimilates the use of technological tools in a natural way, therefore, we must use this to take advantage of the benefits that ICTs bring to education.It might interest you...


The Weekend Camp Program includes 'ARTS', 'CODING', 'CONVERSATIONAL ENGLISH', âDANCEâ, and âMUSICâ.
Through arts, students develop various skills like resilience, courage, resolve and a positive mindset to help them master their craft, do well academically and succeed in life after high school.
Programmers (coders) are in high demand. Having children learn to code at a young age prepares them for the future. Coding knowledge helps the kids understand better problem-solving techniques. Coding is fun and satisfying. This is why childhood is the perfect age to start coding. With the experience of running the largest software company (based on the number of employees), and the premier Computer Science and Information Technology college in Nepal, Deerwalk and its sister institution, Sifal School is the perfect place for any child to learn coding.
This is online learning, where the American teacher from the USA teaches the student of age group 6 - 9 years in the Language Lab of Sifal School virtually. At the same, there will be a local English teacher to assist the class.
This helps in improving social skills, wellbeing, reduction of stress/ anxiety and the development of creativity and self-expression. Dance is a medium for sensing, understanding, and communicating ideas, feelings, and experiences.
According to science, music can help us be better creative thinkers. The researchers have validated the fact that music education from an early age helps develop cognitive abilities, better memory, and language development. Listening to happy music promotes more divergent thinking - a key element of creativity.


Date of Award
Educational Administration and Policy Studies
Elinor Katz, Ph.D.
P. Bruce Uhrmacher
Age of accountability, Educational policy, Kindergarten, Play
Kindergarten has been a part of the educational landscape of the United States since 1856, when the first kindergarten opened in Watertown, Wisconsin. If we fast-forward more than a century and a half to the present, it is clear that the landscape composition of the garden-ideologically, culturally, socially, and politically for children's play has drastically changed.
The purpose of this study, (De)Composing a Garden for Children's Play, is to examine kindergartners' play set against changing school polices and practices of recent years in one Colorado school district. Four research questions guided this inquiry:
1. What does kindergarten look like in this school district?
2. What is the current state of play in the kindergarten classroom?
3. Are teachers establishing practices responsive to the cognitive, social and emotional well-being of kindergartners, while at the same time adhering to the requirements of the district and/or state and federal government?
4. How do contemporary kindergartners themselves reflect upon or view the kinds (amounts) of play which they engage in within the school day?
Elliot Eisner's model of Educational Connoisseurship and Criticism was the qualitative method utilized throughout this study. Data was collected over seven months during the 2008-09 academic year.
Fredrich Froebel's ideal, of kindergarten as a garden for children's play, has changed over time due to myriad reasons. One is the entire transfer of kindergarten from a private entity to the K-12 public education arena since World War II.
Another change in kindergarten education can be traced to changes in educational policy in the "age of accountability." As a result, more curriculum is presented to students at a younger age. The urge to "get it covered" was felt by each of the teachers in this study, in that they all alluded to the pressures of curricular coverage.
It is little surprise that more time was dedicated to "work" and less time was devoted to free "play." Further research possibilities include: exploration of preschool settings in the age of accountability as well as a closer look into pre-service and in-service education on the value of play for educators.
Copyright is held by the author. User is responsible for all copyright compliance.
Deverell, Debra Jean, "(De)Composing a Garden for Children's Play" (2009). Electronic Theses and Dissertations. 160.
Received from ProQuest
Debra Jean Deverell
Early childhood education, Curriculum development, Elementary education


There have been musical instruments for countless years. Since the dawn of time, people have sung songs, danced to music, and played instruments together showing the importance of music.
Despite being a crucial aspect of our lives, music is frequently taken for granted. Take a moment to think about how many times during your daily life you are surrounded by music. Did you ever wonder why? In this blog article, we'll look at the value of music and the different ways it enhances our lives.
Our thoughts and creativity are powerfully stimulated by music. When we listen to music, we visualise the scene in our heads. The music seems to be conveying a narrative.
Similarly, when we write a piece of music, we arrange the notes such that they act as if they were words, telling a story. It gives your imagination free rein and makes you feel smarter because you used so much of your brain.
People from all across the world can communicate with one another through music. We can easily identify common ground despite our disagreements because it has no limits or bounds, thatâs why music is so important.
This is due to its capacity to cross cultural boundaries and forge emotional connections, both of which can be crucial when attempting to make new acquaintances.
By introducing listeners to artists from various nations who they may not have previously heard or known, it helps us better appreciate different cultures. Through shared activities like dancing or listening to music together, this fosters empathy between groups, and this is a fundamental point for us here in Calypsoroom.
Since studies has shown that people who listen to music while they are feeling stressed experience a drop in their stress levels, music can be a terrific method to unwind after a stressful day.
The release of dopamine in the brain that occurs when we listen to or play an instrument has been scientifically demonstrated through the use of MRI scans and EEGs (brain monitors).
Dopamine is a neurotransmitter that aids in mood modulation, therefore by doing this, you are actually improving your own mood!
Traditions in music are means for people to connect. Music can help individuals connect because it offers a shared experience. Musicians' brains release endorphins while they collaborate to play or sing, adding to the enjoyment of the activity.
Your brain releases oxytocin when you listen to music with others, forging a similar link. The social bonds between families and peer groups who listen to music together are greater than those between families who don't.
The growth of the brain is greatly aided by the importance of music. One explanation for this is that music can foster language development, motor skill development, and emotional intelligence.
Additionally, music aids memory since it can help you recall things by linking them with enjoyable or significant musical compositions.
Early exposure to music can aid in the development of cognitive skills later in life since as children, we are exposed to a variety of new sounds but may not always understand what is happening visually. We must therefore exert more effort than usual to use our other senses.
As it teaches kids new sounds and words, music can be an excellent approach to introduce kids to literacy. Children who listen to or sing along to nursery rhymes, for instance, will learn how certain letters create particular sound patterns that will help them build their reading and phonics skills.
We love music because itâs one of the most powerful forces in our lives and thatâs why music is important. We love to listen to it, we love to make it and we love to collect it. Of course, there are many different types of musicâfrom classical to jazz, from heavy metal to countryâbut what makes music so special is that it can touch us all in different ways.
Everyone has their own favorite genre or style of music, which is why music is so important and greatâeveryone can listen to it in their own way.


According to Fars news agency, Masoumeh Nasiri, Secretary General of UNESCO Media Literacy Development in Iran and Media Literacy Researcher in Tehranâs Salam morning program, said: Part of the main tasks of the media is to arouse emotions. As a result, whenever people feel that they are at risk of becoming emotional, they should communicate with each other. disconnect with that media; Words are one of the tools that create emotional arousal. These words are the things that form an emotional contagion so that people feel that the community is doing something and they should join the people of the community; Following such a problem, the topic of hashtags arises.
Nasiri continued: The emphasis of the opposition media is on words such as public protests and nationwide strikes, which make the audience think that all people are taking actions and they should also enter this path. Now these actions are carried out by cultural and artistic figures and cause the emotions of the audience to be involved.
* They use the word âaccusedâ instead of âcriminalâ to arouse emotions
He added: âThe opposing media use different words to create wrong concepts in the minds of the audience.â In their media, they use the word âaccusedâ instead of âcriminalâ to arouse the emotions of others. Audiences should reevaluate when faced with the news and put themselves in other peopleâs shoes to understand what the right decision and the right situation are.
He stated: The media is putting pressure on the public mind and trying to disappoint them about the future of the country, so the audience should know what their role is in this process and how they are being abused by the opposing media.
* We should not be silent because of the fear of rejection
Nasiri said: We should not be in a spiral of silence in this situation; This means that we should not be silent and stop expressing our opinions due to the fear of rejection. People who know what is right should not refrain from speaking the truth.
He continued: When the audience finds out the truth and positive points, they should express them so that all people understand it and the right path is determined. One of the most important actions for different people is to avoid staying in the spiral of silence.
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We believe Play is critical for young childrenâs brain development, language acquisition, problem-solving skills, social interactions, and physical well-being. We also believe that Play can be made Smart - giving moments of joy and learning to children."Smart Play .Everyday" symbolises the 4 principles of healthy play .
Look for toys that inspire imaginative, open-ended thinking, and can be used in different ways to grow with your child.
Limit screen time by introducing learning based toys - which inspire curiosity.
Use toys to connect with your children , helping create connection and develop foundational skills for learning.
Look for toys that are safe, inspirational and make it easy to store and stack at home.


About 21 million of children and adolescents across the Middle East and North Africa region are either out of school or at risk of dropping out, according to a recent joint report by UNICEF and UNESCO.
The report comes as a part of the âout of school childrenâ initiative by UNICEF and UNESCO institute of statistics, which seeks to better understand the nature of children deprived of a school education, their environments and the barriers that lead them to be excluded from schools.
Children from poor families, girls and those living in rural communities or in conflict areas constitute the majority of out of school children, the report said.
âAt a time of such change and turmoil, this region simply canât afford to let 21 million children fall by the wayside,â said Maria Calivis, regional director for UNICEF MENA in a statement. âThese children must be given the opportunity to acquire the skills they need through education in order to play their part in the regionâs transformation.â
The report said about 12.3 million children and young adolescents in the region are already out of school, and 6 million are at the risk of dropping out. Another 3 million donât go to school in Syria and Iraq due to the conflicts in those countriesâthis number could rise if the conflicts intensify.
Djibouti and Sudan have the highest number of out of school children, scoring 41.7 per cent and 48.5 per cent respectively for children of primary school age. Tunisia and Morocco had the lowest ratesâabout 0.1 per cent and 1.3 percent for children in the same age group.
Some think the situation wonât change anytime soon because of poor and inefficient policies adopted by Arab governments.
âIn Arab states, education doesnât serve developmental needs,â said Abd El Hafeez Tayel, the director of the Egyptian Center for the Right to Education. âThere is no link between educational curricula and the labor market, and no developmental return can be achieved from such [a situation]. As a result, families think of pulling their children out of school to save on the high costs of education, especially in Egypt where families spend a lot of money on private lessons.â
Egyptian families spend about 42 percent of their total expenditures for their childrenâs education on private tutoring, said UNICEF Egypt, while 54 per cent of children currently out of school in Egypt said their parents donât want them to go school.
Tayel said that if dropout rates continue, it will negatively affect development in the region. Rates of violence will rise, he said.
Meanwhile, the report says âon average, a girl in the MENA region is 25 percent less likely to be in school than a boy,â mainly due to social attitudes, early marriage and a lack of female teachers. This proportion varies sharply from country to country and in some countries girls have a higher enrollment rate.
Although enrollment rates are rising in the regionâthe number of out-of-school children was reduced by 40 percent over the past decadeâschool children are getting a low quality education putting them at the risk of dropping out, the report said.
A newspaper columnist, Rami G. Khouri, who is also senior public policy fellow at the Issam Fares Institute for Public Policy and International Affairs at the American University of Beirut, wrote in Lebanonâs Daily Star that the lack of educational quality was âthe most frightening finding of the report.â
Khouri emphasized that âabout half of all school children in the Arab world actually are not learning,â according to worldwide tests on literacy and numeracy skills of primary and secondary school students.
The report recommends that governments should âscale up efforts to prioritize education needs of vulnerable families,â improve education standards and tackle drop out and gender disparity issues.
But that isnât happening, says Tayel.
âGovernments view such reports about education but donât respond positively,â said Tayel. He says itâs in the interest of Arab leaders to keep the status quo. âArab leaders depend on the notion that ignorant people are much easier to rule than educated ones.â
But unless all children have access to free and high quality education, where curricula should be designed to stimulate the student to think critically and creatively, that goal will backfire, Khouri wrote.
âIf this does not happen, these tens of millions of uneducated young Arabs will prove to be our own homemade weapons of our own mass destruction,â Khouri said.


Emily Hanfordâs October 26 New York Times column claims that scientific research recommends using phonics-based teaching methods in reading education. She is correct that scientific reading research shows that whole language teaching methods are ineffective, but she is incorrect that scientific research supports explicit, systematic phonics instruction. What the research supports is teaching children to decode or break words down into letter sounds and then encode or put those sounds back together and pronounce or read the word. The question remaining is: What is the best way to teach children this letter-sound relationship?
One of the leading reading scientists, Dr. Sally Shaywitz, a member of the 2000 National Reading Panel, explains in Overcoming Dyslexia that, âChildren do not learn to read by memorizing a word list. Most children, especially those who struggle in reading, do not learn to read by memorizing phonics rulesâ (p. 78).
Whole language, in all of its many forms, âbalanced literacy,â Reading Recovery, and all âlook sayâ approaches has been proven to be ineffective or as Louisa Moates, a scientist that Hanford mentions, says: ââ¦it's harmful. So it's not just an argument about philosophy.â Whole language, which is indeed ineffective, is why the 2017 Nationâs Report Card found that 63% of 4th grade students were unable to read at grade level.
Yet, to return to phonics ignores the knowledge that scientists have discovered about how we learn to read. Phonics is not new; it has been around since 1690. The National Reading Panel agrees that âsystematic phonics approaches are significantly more effective than non-phonics [whole language].â They still found that âphonics instruction failed to exert a significant impact on the reading performance of low-achieving readers in 2nd through 6th gradesâ (p. 94).
As David A. Kilpatrick explains in Equipped for Reading Success, neuroimaging research shows that phonics does not teach letter-sound relationships in the same way that the brain processes them. Phonics focuses on the letters; the brain focuses on sounds. Shaywitz explains: âToday scientists can actually watch the brain as it works to read; scientists can actually track the printed word as it is perceived as a visual icon and then transformed into the sounds (phonemes) of language and simultaneously interpreted from the meaning that is stored within the brainâ (pp. 59-68).
David Moreauâs study in Educational Psychology Review showed that the brain focuses on letter sounds. There are 26 letters in the alphabet and 40 different letter sounds (phonemes). Two hundred fifty letter combinations or spellings make these sounds. For example, the letter a uses seven different letter sounds but 22 different letter combinations to make those sounds. Phonics focuses on learning rules to predict these letter sounds. Phonemic awareness focuses on learning letter-sound relationships without rules. Sebastian P. Suggateâs 2016 study in the Journal of Reading Disabilities compared 71 phonemic awareness and phonics intervention groups. He showed that phonemic awareness had more long-term staying power than phonics, especially if the phonemic awareness training used letter-sound training.
Kilpatrick explains that the brain does not recognize and store words through visual memoryâseeing the same word over and over or âlook-say.â Instead, the brain creates an oral filing system. The brain does not file words by letter. Neither whole language or phonics works with the brainâs oral filing system. Students who cannot memorize whole language word lists cannot memorize phonics rules, especially rules for irregular letter sounds. If we go back to a phonics approach, we will leave many students failing in reading when we have the scientific knowledge to teach every student to read. Struggling students need educators to move forward, to read and understand what scientists are saying, and to use new scientific methods to help struggling students learn to read.
Phonics instruction usually starts by teaching the short vowel sounds for a, e, i, o, and u. Then, teaching the long vowel sounds for vowels by adding silent e, as with cake, tree, ice, tone, use. Yet, this causes an immediate problem. Seven different letter combinations can make the long a vowel sound: ea, ai, ay, ei, ey, eigh, and silent eâbreak, sail, pay, rein, they, eight, take. Of course, the letter a can also make the long a vowel sound standing alone, as with âapron.â When we teach students the long a sound using only silent e, then later introduce irregular vowel sounds, struggling students become confused.
Scientific research shows us how to teach children to read, but schools are not using those methods.


What is Gross motor skills and why is it so important you ask?
Gross motor skills are the abilities usually acquired during infancy and early childhood as part of a childâs motor development. By the time they reach two years of age, almost all children are able to stand up, walk and run, walk up stairs, etc. These skills are built upon, improved and better controlled throughout early childhood, and continue in refinement throughout most of the individualâs years of development into adulthood.
In the early years children love to try new things as parents we always want to protect our children. However experimenting in a safe, controlled environment is when they learn their boundaries. If a child is taught boundaries through safe experiments for example climbing a frame/ safe tree (if available/allowed) with a guardian present then the child learns its boundaries at a young age. Balancing on one leg similar to yoga poses is a great way to build confidence in your child.
Depending on climate children can be outside exploring their environment at the local park, indoor play area, pool, beach, backyard and many more areas. Developing their gross motor skills whether it be throwing a ball, jumping, running, balancing skipping, climbing or many more activities.
Similar to sensory play children learn the following skills from gross motor skills;
- Language development
Chatting about the games they are playing or activities they have completed they are creating different experiences to talk about developing language and increasing their vocabulary.
- Social and Emotional development
Gross motor skill development allows children to use their decision making skills by choosing what they will create and how they will play the game, who will play with them, how far to jump, skip, balance, run. Again similar to sensory play they take pride in their predications, whilst making observations and respond to their findings. They can also express their feeling through play with peers, teachers, friends, guardians, family and many more, testing their boundaries in a safe environment as well as experimenting with concepts.
- Physical Development
Whilst practising their gross motor skills children develop their skills helping to build childrenâs muscle strength, balance and coordination.
- Creative Development
Games, activities developing gross motor skills are open ended, children can express their creativity and innovate how they feel. Which is necessary in order to complete a task given by a teacher/parent/guardian.When children make up the games and work in teams it is a great way for their peers to develop gross motor skills.
Websites and activities to look at for ideas:
â Parentteachplay great site with 40 indoor and 40 outdoor activities to play
â Pinterest great ideas for activities from other parents, teachers and industry professionals
â www.edxeducation.com look at the different bean bags, games, scooters, wheelies, balancing activities. (Contact the office to find a local distributor in your region)


Students learn to convert from m and km with decimal numbers.
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92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn to convert meters to kilometers and vice versa for which the number is a decimal number or becomes a decimal number.
Students will be able to convert meters (m) to kilometers (km) and vice versa with decimal numbers.
On the whiteboard there are several statements. If the students agree with a statement, they should stand up. If they think the statement is incorrect, they remain seated.
You show a map on the interactive whiteboard on which two towns are circled and the scale is provided at the bottom. Explain that you can give the distance between the two towns in different ways. Measure the distance between the towns by dragging the ruler onto the map and write down the distance in kilometers and in meters. Next you explain using a diagram of the metric system how you convert kilometers to meters. For this you take three jumps to the right. So you multiply the kilometers by one thousand. The decimal point moves three places to the right. Discuss several examples together with the class. Next the students must convert the numbers to meters. You can also convert from meters to kilometers. For this you take three jumps to the left. So you divide by one thousand. The decimal point moves three places to the left. If there is no decimal point in the number, you put it after the last digit and from there move it three places to the left. Discuss several examples together with the students. After that you have the students practice conversion on their own. Next you discuss conversion through a story problem. If you need to convert kilometers to meters, it is a multiplication problem. If you are converting meters to kilometers, it is a division problem. Have the students solve a story problem on their own.
To check whether the students can convert meters to kilometers and vice versa with decimal numbers, you can ask the following questions:
- How many meters is one kilometer?
- What do you do when you convert meters to kilometers?
- What do you do when you convert kilometers to meters?
The students test their understanding of converting from m and km with decimal numbers through ten exercises. In some of them they must convert meters to kilometers, and in the others they must convert kilometers to meters. Some of the exercises are in the form of a story problem.
You discuss with the students once again that it is important to be able to convert meters to kilometers and vice versa, because that is how you can convert to a more logical unit of measurement. Next on the interactive whiteboard there are several problems, for which the students must convert the meters to kilometers and vice versa. You can have the students solve the problems and then show the answers by erasing the boxes.
When students have difficulty with converting meters and kilometers with decimal numbers, you can give them a diagram of the metric system, in which you only have meters and kilometers with an arrow for Ã·1,000 and an arrow for Ã1000.
You can print out a diagram of the metric system.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


In India, Bachelor of Education (B.Ed.) is a postgraduate course offered for those interested in pursuing a career in teaching. The B.Ed. degree is mandatory for teaching at the secondary (classes 9 and 10) and higher secondary (10+2 or classes 11 and 12).
The minimum qualification required for entry into B.Ed. course is Bachelor of Arts (B.A.) or Bachelor of Science (B.Sc.). While students from the Arts stream are trained to teach subjects like History, Civics, Geography, and languages, the students from the Science stream are trained to teach Mathematics, Physics, Chemistry, and Biology.
The duration of the course is two years. After B.Ed., students can pursue Master of Education (M.Ed.) in any Indian university or teacher-training institutes offering the course. The National Council for Teacher Education is the statutory body which regulating teacher training courses in the country of India.
D.ED (DIPLOMA IN EDUCATION)
D.Ed. course can be pursued by students who have passed 10+2 (any stream) from a recognized board. The course has been designed to improve the elementary level teacher workforce in India. D.Ed. course caters to the needs of elementary level education segment.
D.Ed. course is technically an elementary teacher training course. Diploma in Education is similar to D.El.Ed. (Diploma in Elementary Education), JBT, D.T.Ed. (Diploma in Teachers Education) and ETT (Elementary Teacher Training) courses. D.Ed., JBT, D.El.Ed., D.T.Ed. and ETT courses have similar syllabus and course structure. These courses also offer similar job opportunities.
After completing 2 years long academic program, D.Ed. professionals become eligible to work at elementary level schools, nurseries and similar educational institutes imparting elementary education. This teacher training course suits those who want to teach at lower (elementary) level schools.
GNM(GENERAL NURSING & MIDWIFERY)
General Nursing and Midwifery (GNM) is a diploma which includes assessment of various needs of the people from their birth to death. They can put into effect their knowledge gained from the humanities, biological and behavioural sciences in their nursing career.
GNM aspirants can work at Hospitals, Private clinics, Schools, Private offices, Training institutes, and Rehabilitation centers.


Early years : Foundation stage
In the Early Years we provide a safe and nurturing setting where everyone is encouraged to be unique, respectful and reach their full potential. The Early Years are vitally important and we aim to develop a sense of wonder and growing independence in every child.
Our enquiry led, play based curriculum provides children with the opportunity to take risks, inquire and be creative, developing their skills and applying these across the curriculum. We encourage children to be independent and to work together to become lifelong learners. We teach them about their responsibilities to the community and the importance of caring for their environment, its inhabitants and resources. As soon as children are ready to start more formal learning they follow a programme designed to develop their literacy and numeracy skills to ensure they are fully prepared for Key Stage One.
Your child will be assessed regularly using a combination of informal and formal observations and the EYFS criteria to measure their progress. These assessments will be ongoing or continuous throughout this phase of their education and will be recorded by the class teachers.
In the Primary Years, children have one main class teacher, but have specialist teachers for Music, Art, French and Physical Education and these teachers augment the learning in these subject areas.
We follow the Cambridge Curriculum for English, Maths and Science, and use a thematic, topic based approach for the teaching of Humanities. We link our literacy, science and numeracy, wherever possible to our topics. We believe that we are in a unique position, as we tailor our own curriculum to suit our Zambian setting. Our aim is that this curriculum will enable our pupils to relate to the world around them through showing independence, empathy to others and a positive ethos to learning and fulfilling their potential.


Sasha Jaffarove started "Making" â the art of do-it-yourself creating, crafting, hacking or tinkering â as a fifth grader. Creatively combining her love of robotics and cave exploration helped her discover that she could effectively learn on her own while exploring her interests. Even as Sasha struggled to overcome anxiety about tests, she came to see herself as a competent learner in school through hands-on opportunities. By ninth grade, she had built Cave Mapper, a robot that uses lasers to plot the size of a cave.
Omkar Govil, a 9-year-old from San Jose, has developed the O Watch, a kit for kids to design and code their own 3-D printable smartwatches. To date, he has raised $18,000 on Kickstarter. Meanwhile, a father taught himself to use a 3-D printer to create a custom prosthetic hand for his son, made possible by an online community called E-nable that shared its knowledge, 3-D designs and expertise.
Makers like Sasha, Omar and that inventive dad will build our future, which is why the White House celebrated the National Week of Making last month; the European Union hosted its own Maker Week earlier this summer.
Making is on the rise, shaping a movement that impacts our economy, education and culture. This movement, ignited by enthusiasts who have a passion for creating, combines physical and digital skills to design and build using electronics, 3-D printers and other new tools. It encourages everyone to see themselves as producers, not just consumers. It fosters collaborative problem-solving and the sharing of creative work openly with others.
The most important aspect of the Makers movement is not technology â and learning about technology is not limited to coding. It is the wide range of people, young and old, who are developing their talents and discovering new ways to solve interesting, everyday problems. Not only does this allow them to express creative freedom, it teaches the foundational skills for the jobs of the future â jobs that will require more agility and creativity.
Making encourages everyone to see themselves as producers, not just consumers.
According to research, nothing activates a child's brain like making and play. And, if given the opportunity, children will gravitate toward play that builds STEM skills. Research shows that given 15 minutes of free play, 4- and 5-year-olds will spend a third of this time engaged in spatial, mathematical and architectural activities. This type of play â especially with building blocks â helps children discover and develop key principles in math and geometry.
Schools and universities are also recognizing the value of making. Engaging kids in making results in a higher interest in STEM occupations, but making is also a gateway to exploration, problem solving and innovation. Last fall, Case Western Reserve University in Cleveland, Ohio, opened a seven-story makers space called Think[box], free for students and the community to use as an open innovation lab.
As part of its ongoing efforts to spur interest in STEM careers, AT&T is supporting Maker Camp, a program that engages kids in hands-on learning both in person and online, with adult makers assisting. Campers learn to solder, make their own traffic lights and transform different energy sources into helpful IoT solutions or even wearable applications. General Electric is inviting makers to contribute project ideas that could shape the future of lighting. The Department of Energy wants to connect makers with National Labs to help address problems in areas such as clean energy.
Sashaâs making has continued to bring her success. She was part of a group (one of the youngest in history) that sent a science experiment to the International Space Station. This year, she entered the Santa Cruz County Science and Engineering Fair and won first place in the senior division and a medal from the Office of Naval Research.
Our country needs more maker spaces for students like Sasha, particularly in schools and libraries, to help them become the active learners, explorers and experimenters they need to be for the jobs of tomorrow. By engaging with science, technology and art in meaningful ways, they will become the creators, coders and makers we need to build our future.
Dale Dougherty is the founder and executive chairman of Maker Media, which launched Make: magazine in 2005, and Maker Faire, which held its first event in the San Francisco Bay Area in 2006. Dougherty forges strategic partnerships in support of maker education and global, cultural and economic initiatives. His vision and mission continue to be the guiding force for the family of brands. Reach him @dalepd.
This article originally appeared on Recode.net.


Education & Training
Students prepare for careers in planning, managing, and providing education and training services.
Careers in education can be among the most rewarding ways to make a difference in the lives of others. Stride Career Prep* students discover how teachers and trainers inspire trust and confidence and motivate learners.
Teaching and Training Pathway
Is your child interested in teaching? The teaching and training pathway prepares students for multiple teaching career possibilities, including specialties like special education, speech-language, and early childhood learning.
Discover the fundamentals of teaching, including lesson planning
Explore childhood development and education
â¢ Develop the teaching and speaking skills to lead a classroom
What could my future look like with this career?*
*Data is from Lightcast and is updated frequently.
Curious about education careers or exploring education options? Read some of our most frequently asked questions.
Connect with Industry Professionals
Students virtually connect with industry professionals and see how lessons in the classroom apply to the real world.
Gain Real-World Experience
See how project-based learning helps students tackle real business challenges.
Learn more about course offerings in the other Stride Career Prep career fields.
*Stride Career Prep is a program for grades 9â12. Some schools offer career exploration in middle school.
**Many MicrosoftÂ®ï¸ Office certificates can be earned after completing one course. Other certificates require more classes to be better prepared, and students who participate in the program for at least two years will have further preparation for certification testing.
***Opportunities vary by school; please visit your school page or check with your school counselor.


ERIC Number: ED496478
Record Type: Non-Journal
Publication Date: 2007-Apr-30
Much More Social Studies through Children's Literature: A Collaborative Approach. Through Children's Literature
Fredericks, Anthony D.
These dynamic literature-based activities will help teachers energize the entire social studies curriculum and implement national (and state) standards. The author presents hundreds of "hands-on, minds-on" projects that actively engage students in positive learning experiences. Each of the 62 units offers book summaries, social studies topic areas, critical thinking questions, classroom resources, and lots of easy-to-do activities for every grade level. The author also provides practical guidelines for collaborative ventures with school librarians, tips for integrating literature across the curriculum, lists of relevant web sites useful in social studies education, and an up-to-date section of annotated bibliographies of the best in children's social studies literature. All titles are linked to national social studies standards. A chapter on the need for collaboration between the classroom teacher and the school librarian is included. Each individual unit also includes a section on one or more collaborative classroom/library projects. Grade levels are included. A "crossover" section points out how social studies literature can also be used to promote other aspects of the elementary curriculum.
Descriptors: Social Studies, Elementary Education, Childrens Literature, Experiential Learning, Learning Activities, Units of Study, Librarian Teacher Cooperation, Academic Standards, National Standards, Constructivism (Learning), Multiple Intelligences, Oral Interpretation
Greenwood Publishing Group. 88 Post Road West, Westport, CT 06825. Tel: 800-225-5800; Tel: 203-226-3571; Fax: 203-222-1502; Web site: http://www.greenwood.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A


Teach the place value of numbers and decimals.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Teach place value for numbers and decimals with these practical chart templates. Charts are available for tenths, hundredths, and thousandths in combination with ones, hundreds, or ten thousands. Drag the available numbers on the places in the charts, or write them on the board yourself. Each page contains a reusable template.
â¢ You can copy pages or elements from this template lesson to your own lesson.
â¢ You can also find the place value charts as separate images in the image library. Open the Gynzy image library and search for 'place value' (with quotation marks).
â¢ Change the background of your lesson for a more appealing sight.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Slope and Forms of Linear Equations Lesson | Warm-Up | Guided Notes | Homework
Also included in
- Linear Representations (Unit 2) covers multi-step equations and inequalities, as well as linear representations by tables, graphs, equations, and applications. Reviewing and understanding these foundational skills, helps students better apply them to topics introduced in other units. Therefore, thesPrice $12.00Original Price $22.00Save $10.00
- This GROWING bundle will include all of my Algebra 2 units!Each unit will include the following:Learning Targets, Video Warm-ups, Guided Notes, Practice, Homework, Real World Applications (some units), Quizzes, Study Guide, and Test The following units will be included in this bundle:Unit 1 - AlgebrPrice $160.00Original Price $307.50Save $147.50
In this lesson, students review slope and explore the different forms of linear equations. Students preview the lesson by watching a short video on YouTube and then come to class with some prior knowledge. This lesson includes a video link, a warm-up, notes, practice problems, and homework.
The concepts covered are:
â¢ Slope - define and find from points or a graph
â¢ Standard form
â¢ Slope-intercept form
â¢ Point-slope form
â¢ Convert between forms
â¢ Graph each form
Please take a look at the preview to find out more information about this resource.
This is a lesson from my Algebra 2 Curriculum:
Check out more lessons:
Â© Algebra and Beyond
This product is intended for personal use in one classroom only. For use in multiple classrooms, please purchase additional licenses.


ERIC Number: ED329230
Record Type: RIE
Publication Date: 1990
Learning Together: Computer-Integrated Classrooms.
Willing, Kathlene R., Ed.; Girard, Suzanne B., Ed.
This guide for using computers in the whole language classroom provides teachers with practical ideas for the use of computers to promote group interaction and cooperative learning, including: (1) software webs to assist theme development; (2) pre-computer activities to motivate students; (3) computer activities to develop software competence; (4) post-computer activities to reinforce learning; (5) matrices and checklists to use as evaluation tools; and (6) suggestions for initiating school projects and community events. Planned for teachers at the elementary level, grades one through eight, the guide is divided into 11 chapters: (1) Cooperative Learning with Computers; (2) Equipment and Materials; (3) Human Factors; (4) Using Software Across the Curriculum; (5) Using Theme-Related Software; (6) Integrating Computers with Whole Language; (7) Graphics/Text Software and Whole Language; (8) Word Processing Software and Whole Language; (9) Simulation Software and Whole Language; (10) Classroom Activities; and (11) Beyond the Classroom. A glossary, a list of software, a list of software publishers, and an index conclude the guide. (12 references) (DB)
Descriptors: Class Activities, Computer Assisted Instruction, Computer Simulation, Computer Software Selection, Cooperative Learning, Educational Equipment, Elementary Education, Foreign Countries, Instructional Innovation, Microcomputers, Whole Language Approach, Word Processing
Pembroke Publishers, Ltd., 528 Hood Rd., Markham, Ontario, Canada L3R 3K9.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A


META is short for Music Education through Artistic Actions.
META is another way of capturing the thrust of this philosophy:
music education in and through reflective musicing and listening.
4+5+6+7+ refers to:
4+ The praxial philosophy proposes at least FOUR basic
values of music and music education (self-growth, enjoyment, self-knowledge
and self-esteem) PLUS several other values that teachers and students
should aim to achieve.
5+ Music making and music listening involve at least FIVE
interdependent forms of musical thinking and knowing.
works involve at least SIX dimensions of musical meaning
that music makers and listeners can (and should) learn to focus on
or listen for.
suggest a SEVEN-step process to follow in preparing music-teaching
episodes. This process begins by deciding the musical actions that
students will engage in during the short-term and long-term. There
are seven: performing, improvising, composing, arranging, and
conducting (all of which involve artistic listening) PLUS listening
to recorded music and (possibly) moving or dancing, or participating
in another art that is essential to understanding the musical practices
and pieces being studied (e.g., Irish fiddle music and Irish step-dancing).


- Edification, Educational system, Elementary/primary education, Younger student, Educational dialogue, Dialogic speech, Edification technology, Communicative component, Collective forms of educational activity.
How to Cite
The article presents an empirical research of the problem of educational edification in the axiological plane, analyzes scientific literature, history, and strategies of edificatory changes in response to contemporary challenges in primary education, substantiates the features of cultural and historical and pedagogical processes related to the changes in pedagogical mentality in the context of edification and the new paradigm of education. The essence of edifying changes in the sphere of human culture and educational activity as a part of this culture are analyzed, including systematized general historical and pedagogical and general pedagogical foundations of edification in elementary education through educational dialogue as the means of active formation of a personality of the younger student. It is established that valuable and epistemological anthropocentrism determine the specifics of social philosophical analysis of the role of human-centric education, that sociocentrism of the sociological approach promotes the integration of modern theories into a unified methodological educational strategy, and that in the world a hermeneutical-dialogical tradition has been created, according to which a person develops through action and dialogue that which connects him with culture and the world. The credibility of the research results was confirmed by means of a Mann-Whitney U-test and the accuracy criterion for the differences of averages of the student's t-test for independent selections. On the basis of the research conducted the problems and directions are defined, and strategic, general pedagogical means of changes bringing edification through educational dialogue in primary education are outlined as an effective direction of its reformation.


The Care Inspectorate document âOur Creative Journeyâ shares how Expressive Arts can be developed within early learning and childcare settings.
Within the document, there are a number of examples which can supporting childrenâs Emerging Literacy development.
A few of the examples:
- pg.7 details the work of stories, songs, games and rhymes
- pgs.24 and 25 share the importance of gross motor movement
- pg.29 has a case study on storytelling
- pg.46 includes an example on painting to music
- pg.61 shares the opportunities for motor and language development through âplaydough stationsâ.
These are some great examples of interdisciplinary learning experiences which can support childrenâs literacy, language and communication skills through adults and children playing and talking together.


Luz y Sombra
by Jorge Vargas, Grade 2, for Concert Band
About Luz y Sombra
It was my intention to write a pasodoble that can be played by younger groups, but at the same time maintain the essence of a more challenging pieces. I have been exposed to pasodobles most of my life, mainly through the mariachi groups that I have been a part of, and I can say that the pasodoble is my favorite style of march. This is a great piece to introduce your students to the world of the pasodoble. I hope you enjoy it!
PRICING (AVAILABLE MID-SPRING 2022)
Digital Copy (PDF and Site License) â $60.00
Printed Copy â $60.00
Available for online purchase and from Major Music Distributors, such as JW Pepper, Stantons, Penders, Music and Arts, Popplers, and others
Message for purchasing options: https://live-standridge.pantheonsite.io/contact/
About the Composer:
Jorge L. Vargas is a band director at Memorial Junior High in Eagle Pass, TX. He holds a Bachelorâs Degree in Music Education from The University of Texas-San Antonio and a Masterâs Degree in Education from Lamar University. Mr. Vargas has written and arranged for concert band, marching band, string orchestra, and mariachi ensemble. His music has been performed at many festivals and competitions by high school groups and by professional groups alike. Jorge is a member of BMI, the Texas Band Masters Association and the Texas Music Educators Association, where he has served as the Region 11 Mariachi Coordinator. Mr. Vargas lives in Eagle Pass with his wife, Adriana, a 5th grade math teacher.


What is Music and the Brain?
Music and the Brain is a comprehensive music program designed to give students a complete musical education. Qualifying schools with Music and the Brain get a keyboard lab, hundreds of audio recordings and videos, and other materials for the teacher to use in the classroom. Itâs a fun way to build skills like reading music, playing the piano, and learning songs from all over the world. Students get to experience many of the benefits of a private piano lesson in school among their classmates as part of their core education. Most Music and the Brain students donât have pianos or keyboards at home but still progress and develop skills from their classroom experience.
What are the benefits of music education?
Music plays a unique role in childhood development, particularly with academic skills. Children who learn to read music and play an instrument typically outperform other students in key areas such as language arts, mathematics, and standardized testing. Music also benefits children by building their self-esteem, their patience, and their focus.
How can I get Music and the Brain at my school?
Visit our grant application page
to learn more about Music and the Brainâs grant requirements.
When should I consider purchasing a keyboard for my child?
Portable keyboards have become much more affordable in recent years so many families of Music and the Brain students are able to purchase keyboards. If your child is interested in piano and beginning to show signs of dedication to practice, a 61 key portable keyboard would be a wonderful beginner keyboard for them to start gaining skills.


A total of 265 Norwegian children, with their teachers and parents, participate the the project.
Children's skills (e.g., different numeracy skills, reading, and executive functions), motivation and emotions for mathematics learning are measured five times during the project:
Grade 1 spring 2019
Grade 2 autumn 2019 and spring 2020
Grade 3 autumn 2020 and spring 2021
Data collection is arranged at the University of Oslo. Each day, during a couple of months, a group of 8â12 children comes to an adventure day. All tasks are connected to a specific theme. In spring 2019, the theme for the adventure day was astronaut training. By the end of the adventure day, the children received a diploma for completing the training. Several students, studying (special) education, participate the project as research assistants, and gain valuable experience in assessment and working with children.
Recent development of more advanced statistical methods as well as technology related to measurement tools, such as eye trackers and equipment measuring physiological responses, enable us to take a step further in tracing childrenâs numeracy development. The main statistical methodological approaches in this research are person-centred methods and latent growth analyses.
As the project makes progress, the results will be mainly disseminated as articles in international journals. We will also share the main results on this website.


In this fun, hands-on workshop participants make a small felt monster with LED eyes that light up when you squeeze its tummy. In this workshop, participants will Learn some basic electronics and soft circuits concepts. No previous experience with electronics or sewing is required. This workshop is fun for all ages. This is a great DIY gift!
This workshop is being held in partnership with the Cultural Arts Center as part of the exhibition âHypothesisâ.
About the Instructor
Dr. Alison Colmanâs first venture into new media and digital art was as an undergraduate at Carnegie Mellon University. She continued on this path as a freelance computer animator and graduate student at The Ohio State University, where she received her MA and Ph.D. Most of her coursework was through the Advanced Computing Center for Art and Design at The Ohio State University, where she developed a strong interest in 3D animation, digital art, cyberculture studies, art criticism, and education. She has published scholarly articles on digital art and theory in journals such as Visual Arts Research, Studies in Art Education, and the Journal of Social Theory in Art Education, written artist reviews for the Tate Gallery Online and Furtherfield.com, and has lectured on digital art and art criticism nationally and internationally. Her work has also been screened at Siggraph, the Parsons School of Art and Design, and the Big Muddy Film Festival.
After teaching in the School of Art at Ohio University, Athens from 2002-2007, Dr. Colman founded the Fuse Factory Electronic and Digital Arts, where she has served as its founding director up to the present. Under her direction, the Fuse Factory has served hundreds of new media and sound artists and experimental electronic musicians from around the U.S. and Ohio, along with thousands of people around central Ohio, through its performances, exhibitions, and workshops.
Registration fee for the workshop is $10. To register for the workshop, please follow the following link, which will take you to the Cultural Arts Centerâs online registration system: https://apm.activecommunities.com/columbusrecparks/Activity_Search/57889


The definition of decoding is the process of breaking a written word down to its individual parts and determining the wordâs pronunciation based on the common sound/letter patterns of English.
When students are trying to read text of any length, they need to have a technique or process for âbreaking the written codeâ of the words. Without one, students wouldnât see wordsâthey would just see a series of meaningless marks on a page.
Learning the alphabet and the sounds associated with individual letters provides students with the âraw materialâ they need to begin breaking the code, but decoding strategies provide them with the process for determining how to read and pronounce the combinations of letters that form words. Click on each circle below to learn more.
What is decoding?
Decoding is the process of translating print into speech by rapidly matching a letter or combination of letters (graphemes) to their sounds (phonemes) and recognizing the patterns that make syllables and words. There is an area in the brain that deals with language processing and does this process automatically. Statistically speaking, about 30 percent of students do not access this part of their brain automatically and therefore must be taught decoding strategies very explicitly and systematically. This means that we start with the simplest sound/letter concept and build to the more complex. This method of phonics instruction has been proven to be the most effective in helping students gain decoding skills.
Why is it effective?
Decoding is important because it is the foundation on which all other reading instruction builds. If students cannot decode words their reading will lack fluency, their vocabulary will be limited and their reading comprehension will suffer.
How does it help?
Explicit, systematic and multi-sensory phonics instruction produces effective decoding skills.
Presenting phonics and instructing it in a logical sequence, in which one concept builds upon the next, is another essential component of teaching phonics and decoding. This systematic approach helps students to master skills quickly and move to the next concept seamlessly. Teaching phonics using a multi-sensory approach reaches all learning styles in a classroom and gives those struggling readers the visual and hands-on instruction they need. When phonics is taught according to these guidelines, students will be able to find decoding success and reading will quickly become an automatic process for them.
A skillful readerâs ability to read long words fluently depends on his or her ability to break words into syllables. The two skills allow students to break words of any length into syllables so they can apply the Five Phonetic Skills to determine the wordâs pronunciation.
The two decoding skills are:
- If there is only one guardian consonant following the vowel, that consonant will move on to the next syllable.
- When a vowel is followed by two guardian consonants, the consonants will split. The first consonant will stay in the first syllable, and the second consonant will move on the next syllable.
Teaching decoding can be a challenge. But as these reading strategies are gradually internalized and become automatic, it will result in greater reading speed and fluency for your students.


Bachelor of Arts (B.A.)
The world we live in has become heavily influenced by technology. Elementary education is no exception. In todayâs classrooms, there are a multitude of technological programs and resources used by teachers and students. This capstone examines the changing role of technology at the elementary school level. Through the use of literature review, online research, and interviews with multiple elementary teachers in Santa Cruz County, results findings reveal the effects on teaching and learning at the elementary school level. There are many positive outcomes as well as some of concern for this transition. This new technology comes with a learning curve that will require schools to provide more resources for teachers, including training and technological assistance. With the right tools and trainings, technology can be a very powerful tool when used in moderation in the classroom.
Kaysen, Jenna, "The Changing Role Of Technology at the Elementary School Level" (2015). Capstone Projects and Master's Theses. 485.


It is now common knowledge that music is important for the development of the brain. Countless studies have demonstrated that music is fundamental to a childâs intellectual, social, emotional and spiritual development, and that children who learn to play a musical instrument do better in other disciplines, such as mathematics, languages, and creative writing.
But our investment in music education is likely at its lowest ever. Children are less likely than ever to witness a viola being played live at all, well or otherwise.
Enter the Nonesuch Orchestra. Celebrating its 60th anniversary in 2021, the orchestraâs initial aim was to further music appreciation among young people through the provision of live, semi-professional performances in schools, colleges and local communities.
Music education is still at the heart of the Nonesuch Orchestra. Made up of a mix of amateur, student and professional musicians, the orchestra visits five or six schools a year with a concert workshop lasting around an hour in which primary-school children are introduced to the string orchestra and to a wide range of music. The highlight is often when pupils perform with the orchestra.
Their newest venture, this year in collaboration with CoMA (Contemporary Music for All), is a composition project working with GCSE and A-level composition students to provide them with the opportunity to write for a string orchestra and to record the results. Composer Andrew Toovey will be on hand to assist.
At the end of the day, the pieces will be performed in a concert primarily for local secondary schools. They may also appear in the programme for a public concert, in conjunction with the orchestraâs performance of a CoMA commission from Sally Beamish and other women composers from the 20th century.
The orchestraâs work with schools has never been more important. In far too many schools, music is becoming a casualty of competing demands on school time and budgets. At their school workshops, the Nonesuch Orchestra aims to share the excitement and enrichment of live classical music with children of every background, and they hope to encourage as many young people as possible to embark on learning to play an instrument.
Their lunchtime public concerts are often free of charge to the audience and bring excellent music-making and exciting repertoire to the community.
They now seek financial support to help them to continue this vital work. If you are able to help, please get in touch with firstname.lastname@example.org. Also please get in touch if youâre a school or a music hub and would like the Nonesuch Orchestra to play for your children. Please see the Support and Outreach pages at www.nonesuchorchestra.org.uk.


Language and literacy development is essential for children of all ages and backgrounds. Come and learn how to encourage language and literacy development for the children in your program by focusing on the Five Literacy Practices (talking, reading, writing, singing and playing) identified and adapted from the Every Child Ready to Read curriculum available through your local library.
Set One; Core Knowledge Category: Human Growth & Development; 2 hours; Infant/Toddler, Preschool.
Books can transport us to magical places! This twoâhour training session offers a basic understanding of how to incorporate developmentally-appropriate books into the early care and education setting, as well as an understanding of how to read books to young children.


There are many types of education. Some form of education is natural, while others are formal and require regular practice. Natural learning involves the practical application of theoretical knowledge, without the need for regular exams or experts. Education is a human right, but it is also a complex issue with numerous solutions, including some that go beyond national and international initiatives. Here are a few to consider. Hopefully, these tips will provide some insight on this complex issue. The next section will provide more information on traditional forms of education.
Whether we are talking about schools, universities, the topic of human rights is essential to every personâs education. Students must be taught about human rights, in order to make informed decisions and act as responsible citizens. Human rights education helps in building knowledge, values, and proficiency in human rights. Consequently, education for human rights must be a priority in every country and educational setting. Here are three ways in which education for human rights can improve education.
Powerful driver of development
The importance of education cannot be overstated. It not only guarantees equality of opportunity, but also contributes to gender equality, peace, and stability. Education has also been shown to deliver large returns in terms of income. Education promotes health and employment, promotes innovation, and fosters social cohesion. Today, more children are attending school than ever, but these young people do not have the foundational skills needed for employment and success in life.
What makes an issue complex? A complex issue involves many aspects and may be difficult to measure. For example, the annual school calendar and the use of cell phones in the classroom may be a complex issue. The quality of the education provided in schools can vary widely, and a complex issue may have more than one solution. It is important for policy-makers and educators to consider an interdisciplinary approach in addressing the issue. Alan Wilson has defined complex issues as issues that require a variety of solutions.
The Sustainable Development Goals, or SDGs, are a set of 17 broad objectives for human development, including education and sustainable lifestyles. These goals will be achieved by 2030 and include a number of education-related goals, such as gender equality, sustainable development, and peace. International education policy advocates for universal access to quality education and promotes the development of sustainable lifestyles. Sustainable development goals also call for education to promote environmental and social responsibility, nonviolence, and appreciation of cultural diversity.
Impact of COVID-19 cuts on public education budgets
COVID-19 cuts in education are already having an impact on schools around the world. The closure of school buildings has caused students to forget what they learned in class and some will not go back to school again. Schools depend on money to provide an education to children, and without this money, they cannot offer the educational services they need. According to research, the quality of education is directly related to the amount of money available.


17 Jan Enrichment Program Spotlight: Music
As part of the CMMS Montessori Links Curriculum, all students receive weekly our Enrichment Programs! These programs, including Spanish, Computer Science, Library Media, Yoga, Reading Readiness, Art, and Music, integrated into our studentsâ daily schedules. This month, we are shining a spotlight on our music program as we conduct our annual Winter Concerts.
The benefits of a music education are invaluable, as shown by a 2016 study at the University of Southern Californiaâs Brain and Creativity Institute. This study found that musical experiences in childhood have the potential to accelerate brain development, particularly in the areas of language acquisition and reading skills. Additionally, according to the National Association of Music Merchants Foundation, interacting with music, such as singing or learning to play an instrument, can improve mathematical learning and even increase future SAT scores.
Academic achievement isnât the only benefit of music education and exposure! Music ignites all areas of child development and skills for school readiness, including intellectual, social-emotional, motor, language, and overall literacy. Exposing children to music during early development helps them concretely learn the sounds and meanings of words. Dancing to music helps children build and refine gross motor skills while allowing them to practice self-expression. For children and adults, music helps strengthen memory skills and the development of vocabulary.
Below are some key elements of the CMMS music program:
- Instrumental performance
- Improvising melodies, variations, and accompaniments
- Reading music
- Evaluating music and music performances
- Understanding music in historical and cultural contexts
Families can see our music program in action during our virtual Winter Concerts taking place through January! Consult your locationâs calendar for more information on dates and times.
Want to explore our Enrichment Programs? Learn more about our Curriculum!