Associate Degree Programs for Aspiring Preschool TeacherMajors Overview April 15, 2013
Children, until they reach the age of five, are instructed by preschool teachers. These teachers usually employ play-based activities to impart beginning skills needed for social studies, science, writing and reading. Some employers require preschool teachers to hold only a high school diploma while others insist the aspiring teachers to complete an associate degree program in early childhood education.
Associate of Arts (A.A.) in Early Childhood Education
Through early childhood education programs, students are prepared with an understanding of social, psychological and physical development of children from the time they are born until they are five. Best practices in teaching (through the use of such theoretical knowledge) are also taught. The teachers are also trained in the appropriate assessment of children and implementation of educational activities in keeping with the individual needs of students. After they graduate from such programs, aspiring preschool teachers can seek employment in various preschool and child care centers.
Typically, associate degree programs in early childhood education are offered at community colleges. Admission criteria usually require applicants to hold a high school diploma or general educational development (GED) certificate, apart from passing the college admission exams. Aspiring preschool teachers are required to complete coursework that includes a minimum of one year of child development and many years of English. Above all, they must be motivated to work with and encourage young students from diverse cultural backgrounds.
Program Course Topics
In order for students to fulfill the degree requirements, they must complete professional fieldwork, as well as traditional classroom work. The following course topics may be included:
•Early childhood education administration
•Early childhood development
•Nutrition, safety, and health
•Child assessment and observation
•Early childhood education theory
Salary Information and Employment Outlook
According to the U.S. Bureau of Labor Statistics (BLS – www.bls.gov), the majority of preschool teachers only work in the field for a short period of time, and due to the high turnover rate, it lead to faster-than-average job growth for this profession at nineteen percent from 2008 to 2018. However, the population of children in preschool age range was expected to be much lower compared to prior years. As of May 2009, the U.S. Bureau of Labor Statistics projected that preschool teachers average annual salary were around $24,540.
Information on Continuing Education
Preschool teachers who have earned their associate degree in early childhood education can pursue a bachelor degree program in early childhood education that can lead to positions in administration and management. Some preschool teachers might want to pursue a bachelor degree program in elementary education to teach at a different level since elementary school teachers typically earn higher salaries.


Fair Play Camp School’s primary objective is to teach boys life skills. Our approach to helping a boy change his behavior is to develop internal controls and character. In our attempt to affect change in a boy there are four foundational skills that we build into the life of a group. These four cornerstones are structures and routines, plans, problem solving, and evaluation. If a boy makes these things a part of his daily life, his chances for success are dramatically increased.
Structure & Routine
One of our first objectives in helping a boy is to bring order to his life. This is accomplished through helping a boy learn to take care of himself, i.e., personal hygiene, making a bed, sweeping a tent, raking a trail. Through these activities a boy develops the trust and confidence to begin looking at the chaos in his inner life. This helps him address the emotional and spiritual issues that keep him from being at peace with himself and others.
A problem for many of the boys who come to Fair Play Camp School is impulsiveness. We want to help a boy learn to think clearly about how his decisions impact his life and the life of his group, not only for the present but for the future as well. Once a week the whole group sits down and plans out in detail what they will do the next week. These plans include fun, adventure, and work activities which need to be accomplished for their own welfare.
Constructive problem solving is one of the most important skills a boy needs for the rest of his life. Living in a group requires a boy to learn the skill of problem solving in order to function. When a problem comes up in a group, the whole group stops what they are doing, circles up, and talks about the situation until there is a resolution. In this way a boy learns to solve real life situations in the context of when it happened and with whom it happened. When problems are worked through in a constructive way like this, it actually builds relationships, rather than continuing the destructive cycles from unsolved problems.
Evaluation is a big part in the process of helping a boy learn to put a word on what he is feeling. To be able to do this in a positive way, without acting it out, or even just internalizing, is so important to developing healthy relationship skills. Evaluation happens many times a day as a group stops what they are doing, and talks about what they have accomplished. At the end of every day the group has a “pow-wow” which is an opportunity for every boy to give expression to his feelings about the activities of the day and the impact on his life personally and the group as a whole.


Adolescent Literacy Solutions
Without a firm foundation in the basic skills of reading, many middle and high schools will struggle to meet the rigorous expectations of their state standards. This 2-part series equips educators with the knowledge of the science of reading and the instructional skills necessary to accelerate underperforming students.
Combine the Decoding and Fluency workshops for an intensive intervention-focused solution for your teachers of struggling adolescent readers. Combine the Adolescent Vocabulary and Comprehension workshops to address the needs of all learners.
Part 1: Intensive Intervention Series — Decoding Instruction for Adolescents and Fluency Development
Many middle and high school teachers have not had the preparation needed to teach struggling adolescent readers. These two days will provide a starting point and foundational information on the science of reading for teachers to begin to make informed instructional decisions and address the needs of adolescent struggling readers, and to gain a basic understanding of decoding instruction and fluency development.
The topics covered in this session include basic linguistics, basic phonics, high-frequency words, and multisyllabic word instruction.
- Understand the concept of phonemic awareness as the underpinning for learning to decode.
- Learn specific ways to teach phonics and why phonics instruction is vital for struggling readers.
- Learn strategies for teaching high-frequency words.
- Practice ways to teach students to recognize multisyllabic words.
This session focuses on instructional methods for teaching students to become fluent readers and spotlights the relationship between fluency and comprehension. Highlights include specific techniques to increase time on text and promote rereading: Readers Theatre, active learning and repeat reading.
- Understand the concept of fluency and its importance to reading achievement.
- Learn methods and tools for fluency assessment.
- Learn high-leverage strategies for building reading fluency.
Audience: 6–12 intervention teachers, English learner teachers, special education teachers, reading teachers, and coaches
Format: Two full days
Materials: Participant Resource Guide, Teaching Reading Sourcebook, updated 2nd Edition, Assessing Reading: Multiple Measures, 2nd Edition, and Blending Routines DVD
Part 2: Academic Literacy Series for All — Vocabulary, Comprehension Strategies and Text Structures
These two days focus on enhancing vocabulary knowledge for all middle and high school students and on improving content understanding through comprehension strategies that work for both literary and informational text. These two sessions are appropriate for intervention, English learner and all content educators, especially when implementing instruction aligned to high-leverage practices and rigorous standards.
Participants learn and practice evidence-based methods to directly teach important content vocabulary, teach students to figure out unknown words using contextual analysis and morphemic analysis skills, and engage in fun and stimulating activities that foster “word consciousness.” Participants will receive more than 30 sample lesson models with easy application to classroom text in any academic content area.
- Know the current research on vocabulary development.
- Know high-leverage techniques for teaching specific words.
- Know high-leverage strategies for teaching students to figure out unfamiliar words while reading.
- Have a repertoire of active strategies for promoting “word consciousness.”
- Be prepared to apply the techniques and strategies to classroom text.
- Leave with lessons developed to connect to existing materials.
Participants learn about current, validated research in comprehension instruction and receive an overview of the factors known to positively impact comprehension. Participants receive in-depth instruction in selected instructional techniques that have broad application in both narrative and informational text at all grade levels, including content classes. These techniques encompass the following:
- Teacher interaction with students with an emphasis on question techniques
- Instruction in recognizing informational text structures
- Specific strategies for helping students understand Internet sources
- Identifying the main idea, summarizing and making inferences
- Understand seminal research on text comprehension.
- Apply a set of strategies to your own text.
- Understand different text structures and their signal words.
- Understand high-leverage ways to improve instruction in content-area texts.
Audience: 6–12 administrators, academic content-area teachers, English learner teachers, special education teachers, reading specialists, and coaches
Format: Two days (Each day may be taken separately, but the two-day series is ideal.)
Materials: Comprehension Instruction booklet, Participant Resource Guide from Day 5 of the Adolescent Reading Academy, and Vocabulary Handbook and Participant Resource Guide from the Adolescent Vocabulary Workshop
If all four days are taken, the Teaching Reading Sourcebook replaces the Vocabulary Handbook and the Comprehension section.


I recently visited with Kelly Dharamshi from The Reader’s Corner. She is an expert tutor who supports early literacy as she works with children in grades Kindergarten through fifth grade. She and I have visited several times and we decided to collaborate. I do have a few kiddos that I support with reading, even though my specialty is working with kids on their math skills. I love helping kids bolster their math skills, but many times it comes down to a child needing support with their numeracy skills.
I wanted to share the questions and answers I provided from our interview. But, if you want to listen to the interview, you can find it on her YouTube page. It will be posted soon. In the interview I discussed the importance of building those early numeracy skills so children are not lost during their math classes.
Kelly: Do you think parents put as much emphasis on math as they do reading?
Sheryl: No, I don’t. Reading seems to be something parents immediately go to because they like to sit down and spend time reading books. It is easy to go to the library and grab books. It becomes a ritual for families to sit down and share a good story. That isn’t to say that all kids find it easy to read, but, for most parents, reading seems to be an easier thing to put an emphasis on.
I think it becomes much more challenging to engage youngsters in math. It is very abstract. Parents don’t always have ideas about how to do “math” with their child. So, I think the best response is that parents put more of an emphasis on reading to their young children rather than math.
Kelly: When you think about young children, what are your thoughts about the importance of early numeracy skills?
Sheryl: Because it often gets neglected, parents need to understand that helping their child learn basic math skills at home is really important. Most parents wait until their child enters school before they actually do any math with them. What they fail to realize is that many kids don’t understand what a number actually is until they get to school. You might be counting with your child out loud, but are you using manipulatives with your child? Are you giving meaning to the number? A written number is very abstract. Children need to understand that the written number has meaning to it.
Kelly: Do you have suggestions for parents to use to support their child with their early numeracy skills?
Sheryl: Yes, I do! Thinking about counting, consider using counting mats to support your child’s understanding of the numbers 0-10. A counting mat is simply a 2 by 5 box. You can write the digits 1-10 in the boxes starting with 1 in the upper left hand corner. The top row is 1-5, the second row is 6-10. Then find something you want to use for your child to count with. Remember to start with 0. That would mean that no boxes are filled in. Then move to the box with a 1 in it. Place 1 object in it. Continue all of the way up 10. Once your child masters that, you can ask them to show you 5 in isolation and see if they can show that on its own.
Another great tool that is overlooked is an abacus. I have a 10 by 10 row abacus. But, I know they sell them in different styles. An abacus is simply a tool that children use to count. Each row has 10 beads. They can use it to learn how to count, and as they become proficient, they can extend it to counting higher numbers.
One final thing you can do to help your child with numeracy skills is to play board games. The simple act of rolling a die or spinning a spinner and counting their place on the board game supports early numeracy skills.
For more information about Tutoring with Sheryl, be sure to go to: https://midwesttutor.com/home-2
For more information about Kelly, be sure to go to:https://www.thereadersclubtutor.com/


Make structures from blocks in a 3-dimensional plane.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Recreate buildings in Gynzy based on height numbers, build from an example, or build your own structure with the 'Free build' option.
In the Settings, you can choose to build freely or to copy examples. You can also choose the grid size of the build plate from 3x3 to 10x10 tiles.
Use the orange triangle as a landmark for the correct orientation of the example and the grid. The orientation of both can be adjusted. You can rotate both the build grid and the preview. You do this by grabbing and dragging it. You can also change the example to show the 'Top view' and the '3D view'.
On the bottom left side of the build grid, there are two buttons: a block with a +, and a block with a -. Use the + mode and click on the grid to add blocks, and use the - mode to delete blocks. Use the buttons on the right side (+ and -) to zoom in and out.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


The Role of Bilingual Ed and ESL in Our Schools – Podcast Episode 138 | Classnotes Podcast 138
Podcast: Play in new window | Download
Classnotes Podcast (April 28, 2014) Bilingual education and English as a second language programs have been in place in U.S. schools for several decades, but for some there is still a bit of a mystery about their purpose. And while the Civil Rights Act and the U.S. Supreme Court decision in the Lau vs. Nichols case require schools to appropriately serve English language learners, educators and parents are sometimes unclear about their role and the rights of students.
IDRA education associate, Kristin Grayson, Ph.D., talks about why we need bilingual education and English as a second language programs, what these programs do and how parents can work with educators to make sure their children learn English while also learning their other subjects. Kristin is interviewed by Bradley Scott, Ph.D. director of the IDRA South Central Collaborative for Equity.
Show length: 14:01
Send comments to email@example.com
Sign up for Classnotes e-mail alerts.
Bilingual Discussion Guide: Bilingual v. ESL – Los programas bilingϋes y de inglés como segundo idioma
Good Schools and Classrooms for Children Learning English: A Guide
By IDRA, designed for people in schools and communities to evaluate five dimensions that are necessary for success.
Education of English Language Learners in U.S. and Texas Schools – Where We Are, What We Have Learned and Where We Need to Go from Here – A 2009 Update
“Successful Bilingual Education Programs,”
by María “Cuca” Robledo Montecel, Ph.D., and Josie Danini Cortez, M.A., IDRA Newsletter
IDRA Early Childhood Classrooms of Excellence Model
Seamlessly-integrated instructional program that supports diverse young children’s pre-literacy development to be ready to read in kindergarten.
Engagement Based Sheltered Instruction
A rich model of student engagement that helps educators understand students’ language proficiency levels and the language demands of content areas, texts and tests; develop student academic language in content areas; and plan, teach and observe for maximum cognitive engagement.
National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA)
Analyzes, synthesizes and disseminates information about language instruction educational programs for English language learners and related programs. NCELA is funded by the U.S. Department of Education.
Bilingual Education Resources
Compiled by Rethinking Schools Online
We welcome your comments and questions to the podcast. Send an e-mail to firstname.lastname@example.org.
Listen to every episode!
To ensure you don’t miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published.


Daily Bookmarks 05/19/2008
21st Century Teachers | Educational Origami
Moving from the idea of 21st century skills for learners, this post discusses 21st century skills for teachers. The proposed roles for teachers include Adaptor, Communicator, Learner, Visionary, Model, Collaborator, Risk Taker.
We know they are student centric, wholistic, they are teaching about how to learn as much as teaching about the subject area.
Blogging and Reading Comprehension Strategies « Classroom Tech Tips
Applying reading comprehension strategies (questioning, making connections, inferring, etc.) and tips for students to improve blog conversations. One of the suggestions is to have a class focus together on one strategy in their comments to each other. I can see how the sentence frames would be very helpful, especially for younger writers.


Unlocking the Creative Potential in Everyone Through Art
Art is often considered a creative outlet for those who have an aptitude for it, but the truth is, everyone has a creative potential that can be unlocked through art. Whether you’re an experienced artist or a novice, art can be a great way to tap into your creative juices and discover a new side of yourself.
Art has been used in various forms of therapy for decades, and many people have experienced the positive impact of art on mental health and overall well-being. Art can be a powerful tool for self-expression and exploration, allowing us to reflect on our thoughts, feelings, and experiences in a safe and creative way. Art can also provide a platform for developing problem-solving skills, a sense of accomplishment, and a renewed sense of purpose.
One way to unlock the creative potential in everyone is through art education. The presence of art in schools is essential for students to develop their creative abilities. Art education can help students learn to think critically, express themselves, and gain confidence in their artistic abilities. It can also help them develop problem-solving skills, explore various mediums, and even understand how art can be used to make a difference in the world.
Another way to unlock the creative potential in everyone is to simply make art. Drawing, painting, sculpting, and other forms of art can be a great way to express yourself and explore your inner thoughts and feelings. You don’t have to be an expert to create art – just start with simple doodles, sketches, or even digital art and see where it takes you. Even if you don’t think you’re very artistic, you may be surprised by the results.
Finally, art can help to unlock the creative potential in everyone by providing an outlet for exploration. Art can help to open up conversations about issues that may be difficult to discuss in other settings. Whether it’s discussing a personal experience or exploring a social issue, art can serve as a platform for exploring different perspectives and ideas.
Unlocking the creative potential in everyone through art can be a powerful tool for personal growth and exploration. Art provides a platform for self-expression, problem-solving, and exploring different ideas. It can also provide a sense of accomplishment and renewed purpose. Whether you’re an experienced artist or a novice, art can be a great way to tap into your creative juices and discover a new side of yourself.


The music industry has changed so much over the last several years. As technology has improved, so has the ability of artists to reach their audiences over a much wider surface. As technology has advanced, it has also made it possible for artists to work independently. Musicians no longer depend on a label for record deals or production. They can do everything themselves, from creating their own music to choosing where and how to sell their music.
Deciding whether or not to get a music degree is a decision that will have consequences for the rest of your adult life. Are you a music person? Does this sound like a good fit for you? Are all the risks and rewards worth it?
For most aspiring artists, a music degree is well worth the investment. Education in music is required for work in the music business as well as the development of well-rounded artists.
What Can You Do With Your Degree In Music
Musicians may dream of playing in front of thousands of people, but the reality is that most musicians will never make a living off their music. Many musicians have college degrees that have nothing to do with music, yet they continue to pursue their passion. However, the career prospects with a degree in music aren’t as bleak as some might believe. A degree in music can lead to various career options, from teaching to music therapy to the music business.
If you want a successful career in music, one of the most important things you can do is obtain a degree in the field. A degree can help you not only secure a job but also help you advance in your career. There are many different types of music degrees, so you can find one that best suits your career goals.
Here Are Some Common Music Degrees:
Music education has an effect on children’s development that goes beyond spreading a love of music and playing an instrument. There are many studies out there that show that music education improves the cognitive development of students.
Music theory is the study of music. It is primarily based in the fields of analysis, synthesis, and perception, though the fields it overlaps with include psychology, philosophy, linguistics, and other fields. The musical theory aims to explain the principles underlying music and to apply those principles to music creation.
Music therapy uses music to improve the quality of life of those who have physical, mental, emotional, and social concerns. Music therapists use classical music, songs, and instruments to create music that expresses, enhances, and develops the creative skills of persons with or without disabilities. These skills are psychomotor, cognitive, emotional, social, and aesthetic. Music therapy is mainly used for people with neurological, muscular, speech, and hearing disabilities and for persons with dementia. Music therapists also work with people with developmental delays, chronic health conditions, or traumatic brain injuries.
Music production is a skill that requires discipline, creativity, and hard work. Music production can be an avocation or a full-time occupation. Music production involves making, mixing, and mastering audio files (also known as music). Music creators use a wide range of different hardware and software tools and techniques to produce music.
Sound Engineering is the study of making sounds, specifically the art and science of measuring, creating, and managing sound. Sound engineering is a technical and creative career that applies engineering principles to the production and reproduction of sound. It is a diverse and evolving field constantly evolving with new technology. Sound engineering is interdisciplinary. It combines physics, electronics, music, acoustics, and computer science.
So, a music degree can help you to find a job, and it can help you get hired. Employers value music majors to the extent that they will give them the chance to prove themselves on the job. Music majors also earn higher salaries than other college majors and tend to get higher pay for jobs unrelated to the music profession. A music degree is a valuable asset that can help your career.


Children’s activity books help them to develop their participation in plenty of literacy and critical thinking activities. ‘Play with Sticker’ this amazing pack of five books includes titles: ABC, Birds, Colours and Shapes, Food, and Vehicles. Fun and friendly activities of these books support the development of fine motor, creative, cognitive, emergent literacy, and numeracy skills for young children.
• Perfect for age-group 3-5 years
• Ideal for developing early learning skills
• Five books of 14 pages each
• Colourful presentation
• Sticker sheets
• Nice cover design
Great for after-school time, weekends, or vacations, this early learning activity book makes a perfect gift for early learners. It will keep kids occupied and entertained for hours.Age Guidance:3-6Product Dimension:28x22x1cmCountry of Origin IndiaShipping Timeline: 2-3 DaysMaterial:Paperback Ships From Delhi


At Stanthorpe State School we offer students the opportunity to learn a brass, woodwind or percussion instrument in a group setting. Students in years 4, 5, and 6 are offered places in the programme to learn one of the following instruments:
The woodwind family
Flute, clarinet, bass clarinet, alto saxophone and tenor saxophone.
The brass family
Trumpet, trombone, baritone BC and euphonium.
The percussion family
Electric bass guitar, glockenspiel, drums and many auxiliary percussion instruments suited to the Concert Band Programme.
The school owns many instruments that we can loan our students for the first year. If students are making satisfactory progress, parents are asked to purchase an instrument so that the students can continue on with lessons for another 2 years and into their high school education.
Of course the aim of the programme is to produce a Concert Band so that students can perform as an ensemble. Lessons are provided with the understanding that when students have reached an acceptable level they will attend band rehearsals and perform at various events around the district.
A question often asked of our instrumental music teachers is "do the smartest students learn instruments or does learning an instrument make the students smarter?". The answer is "Both", and here's why:
- There are many more students wanting to join the programme than places available. This means students are selected based on who we think will have the best chance of success. Students with a high level of commitment, who complete work on time, who are organised and industrious do the best and we look for these types of students.
- Research over many years has clearly found that learning a musical instrument increases right and left hand brain connections which help students in all areas of academic achievement. Students make miraculous improvement and overcome learning difficulties as a result of music education. Learning an instrument gives you an opportunity to develop vital success skills and makes you smarter.
Playing an orchestral instrument in a Concert Band is fun and exciting. It is challenging and hard work. It takes commitment and effort. It is rewarding and inspiring. It is a life long skill that can open a multitude of opportunities in the future. And the lessons are free!


The subtraction activity conducted in the Math lab for grade 1 using counters is a hands-on and engaging exercise designed to help young students develop their understanding of subtraction. The activity involves the use of small colourful counters which students can manipulate and count to solve subtraction problems. By using concrete materials, our grade 1 students can better understand the concept of taking away or subtracting one quantity from another. The activity aims to build foundational skills in math and promote problem-solving
and critical thinking skills in young learners.
In the measuring activity related to mass conducted in class for grade 2, students will learn about the concept of mass and how it is measured using a measuring scale. They will have the opportunity to handle and compare different objects of varying mass and use a balance scale to determine the mass of each object. They will also learn about units of measurement, such as grams and kilograms, and how to record their findings in a table or chart. This activity will help students develop their understanding of measurement, and provide a hands-on experience to reinforce their learning.


Translate this page
The physical education course is designed to give students the knowledge and skills to make responsible physical activity choices throughout their entire life. All six standards become progressively more complex as students move from kindergarten through 6th grade.
Physical Education State Standards
Motor Skill Development
Motor Skill Development focuses on demonstrating motor skills needed to perform physical activity.
Anatomical basis of movement
Anatomical basis of movement focuses on developing basic anatomy, physiology, and musculoskeletal knowledge and vocabulary.
Fitness planning involves teaching students how to use the five components of fitness to develop personal fitness goals. 4th-6th grade students will participate in fitness testing, write SMART goals, and track data to help reach their goal throughout the year.
Social development includes social and emotional learning (SEL) concepts such as safety, etiquette, cooperation, ethics, sportsmanship, accepting differences, and engaging in positive social interaction.
Energy balance teaches students basic nutrition concepts such as macronutrients, vitamins, minerals, and eating a balanced diet.
Effort evaluates how hard the students work towards improving their skills.


SCIENTIFIC ACTIVITY OF THE KURMANGAZY KAZAKH NATIONAL CONSERVATORY
The research activity of the Kazakh National Conservatory named after Kurmangazy is aimed at the effective use of the conservatory scientific potential in solving urgent problems of the development of music science and music education.
Its main areas are determined by the development of:
* historical and theoretical problems of the world musical culture;
* problems of improving the musical education system and methods of teaching;
* problems of theory and musical performance practice.
The priority and strategically important orientation of the research activity of the teaching staff is the development of the Kazakhstan problems on the basis of traditional and modern musical art. The science of music in Kazakhstan has a rich history, in which an important role from the day of its foundation was played by the Kurmangazy Kazakh National Conservatory. In the conservatory worked such musicology educators as A.K. Zhubanov, B.G. Erzakovich, L.I. Goncharov, G.N. Bisenova, V.P. Dernova, P.V. Aravin, M.R. Kopytman, N.F. Tiftikidi, K.F. Kirina, A.I. Mukhambetova and many others.
Currently, the scientific research of teachers and students of the KNC named after Kurmangazy is conducted in four main areas: musicology, management in art, musical pedagogy and psychology, history and methodology of performing arts. Conferences, round tables and symposiums held in these areas are great importance.
The conservatory regularly publishes collections of articles, conference materials, monographs, musical and ethnographic publications. In December 2013, a quarterly scientific journal "Vestnik of the Kazakh National Conservatory named after Kurmangazy " (since march 2017 renamed in to SARYN) was created, it publishes the results of research not only in the field of musical art, but also in various related fields of social and human sciences, pedagogy, psychology, and art history.
Послевузовское образование в КНК им. Курмангазы


How Music Produces Well-Rounded Students
Music teachers and enthusiasts across the country have long touted the major benefits of learning and performing music of any kind. Meanwhile, psychologists say children and youth who are exposed to music have better mental, emotional, and even physical health than those who don’t have an interest in or access to playing music.
Now, more parents and school districts are embracing the life-changing impact that music has on young people. That makes this year an ideal time to introduce your student to the wonderful world of playing and performing music. Discover the real benefits with these suggestions:
Music Helps with Brain Function
Experts at early learning contend that music education develops language skills, deductive reasoning, hand-eye coordination, and many other qualities beneficial later in life. In addition, when kids memorize the music they’re playing, that sets the stage for improved schoolwork and educational engagement.
Plus, when you partner with Florida piano movers who care, you can bring a majestic instrument right to your own home. That way, your child or children can enjoy regular access to piano playing, while reaping the benefits of all the mentioned qualities and more.
Music Boosts Emotional Wellness
Think back to when you were in school. Though learning methods and devices have changed through the years, one thing that’s remained constant is the uncertainty and awkward emotions that go along with growing up and maturing into adulthood.
Psychologists say music helps youth develop emotionally, while demonstrating empathy and connection with people from other cultures and backgrounds. In addition, music aids in discipline, curiosity, creativity, and self-confidence. These are all skills that will benefit your kids later in life.
Music Builds Social Skills
There’s a good reason why many successful people play music, even if it’s just as a hobby. Music teachers say playing and performing helps build teamwork, social skills, and the ability to make meaningful connections with peers. Along with the previously mentioned benefits, these are more strong qualities that contribute to a healthy personal and professional life down the line.
Thankfully, it’s simple and affordable to work with a piano delivery service who can bring a high-quality piano right to your location. The experts at Modern Piano Moving make moving a baby grand piano look easy.
Music is Mobile and Accessible
That’s part of the reason why we’ve become known as premier piano movers in Colorado Springs and throughout the country. Since 1935, we’ve transported pianos across the contiguous United States and even parts of Canada. Plus, with climate controlled and security monitored trucks and warehouses, your piano is always safe and protected.
When you’re looking for the best Philadelphia piano moving company, you don’t need to search any further than Modern Piano Moving. Contact us today to discover how you can get an elegant and stylish piano delivered right to your door.
Bookmark & Share
Be the first to comment on this post below!


||Examples Cited by Research and Experience
|Create and nurture a familial environment
- Students were given respect.
- Counselors, nurses, social workers and family liaisons worked together to ensure that students’ basic needs were met.
- The sense of family was all inclusive among students, parents and school staff. Each staff member was highly valued as an individual.
- Everyone who came in contact with students participated in ensuring their success.
- Everyone on the campus was involved in the students’ learning process.
- The school was considered to be a family more than just a system for learning.
- School staff ensured that students knew they were held in high esteem.
|Educate the “whole” child
- Each teacher’s priority was the student’s total development, not only performance on standardized tests.
- Emphasis was placed on ensuring positive academic achievement for every child.
- Failure was not tolerated, expectations were not lowered.
- Emphasis was placed on positive achievement rather than negative.
- Teachers avoided stigmatizing students and categorizing or labeling them.
- All accomplishments were praised and recognized.
- Students were allowed to become actively involved in decisions relating to their school experiences.
- Strategies such as cooperative learning and peertopeer tutoring allowed students to take possession of their learning.
|Celebrate cultural and linguistic diversity
- Cultural and linguistic diversity was integrated into school activities and curriculum.
- Teachers and staff provided a school environment similar to that of the local community.
- The home culture of minority families was respected and valued.
- Students were encouraged to use their native language in order to communicate effectively.
- Teachers utilized students’ native language to help them develop proficiency in the new language.
|Assume responsibility for teaching
- Teachers created their own assessment tools to determine which methods would contribute positively to higher academic achievement.
- Academic success for every child was the highest priority when teachers developed lessons.
- Curriculum was aligned with standardized test objectives.
- Teachers experimented with creative activities in an effort to improve student success while maintaining high expectations.
- Teachers practiced team teaching.
- Once particular goals were achieved, higher goals were defined.
- A stable environment was provided through continuum of classes.
- LimitedEnglishproficient (LEP) students were not segregated from native Englishspeaking students.
- Students practiced literacy development activities.
- Schools created a program that assists LEP students with language acquisition.
- Schools had a strong, integrated curriculum.
- Administrative leadership was strong.
- Campuses practiced shared decision making.
- Schools advocated high morale and schoolwide support for students’ academic achievement.
- Schools provided master teacher tutoring and reading, writing and math labs.
|Communicate and involve parents
- Parents were highly valued members of the school environment, and they knew they were an important part of the school family.
- It was important to school staff that parents were able to communicate their views and concerns. Educational jargon was avoided and parents were not spoken to in condescending ways.
- Teachers avoided forcing parents into traditional parenting roles.
- Outreach to parents was extensive, ensuring high parent participation.
- Schools maintained open door policies and created a welcoming environment, especially for parents.
- The cultural and linguistic diversity of office staff enabled LEP parents to feel more comfortable and a part of the team.
Developed by IDRA from research conducted by IDRA, the Charles A. Dana Center, at the University of Texas at Austin, and Beverly McLead.


RTRL.64: Required Choral Repertoire in Performance Assessment Events (Kramer & Floyd, 2019)
Kramer, M. K., & Floyd, E. G. (2019). Required choral repertoire in state music education performance events. Contributions to Music Education, 44, 39-54.
What did the researchers want to know?
What types of literature are included in required choral repertoire lists, and do the lists reflect the National Core Arts Standards for ensembles?
What did the researchers do?
Kramer and Floyd acquired the required repertoire lists for seven states (Iowa, Indiana, Michigan, Minnesota, Ohio, South Dakota, Wisconsin) within the North Central division of the National Association for Music Education. They analyzed the lists according to text type (sacred or secular), text language, historic time period, style (Western art music or Non-Western, including spirituals/gospel, world music, and folk music), accompanied or a cappella, and whether it was a stand-alone piece or part of a larger work.
What did the researchers find?
Of the total 2,714 pieces included on the seven lists, 75% were Western art music. The most commonly included time period within Western art music was late 20th century, while the most commonly included type of non-Western music was international folk. More details can be found in the tables below. The most frequently represented geographic areas among folk and world music were North American (5.7%), English/Irish/Scottish (3.8%), and South American/Latin American (2%).
Among the individual states, Iowa’s list had the highest percentage of Western art music (81.7%) while Wisconsin had the lowest (63.8%). The most frequent language was English, which ranged from 59% in Michigan to 72% in Ohio, and the second most frequent was Latin, ranging from 17% in Ohio to 24% in Indiana.
What does this mean for my classroom?
The National Core Arts Standards stress that students should experience varied repertoire representing diverse cultures, styles, genres, and historic periods. However, if repertoire choice is dictated by required lists for state performance assessments, “it is likely that a choral singer will receive an unbalanced choral music education, focusing mostly on 20th Century and contemporary Western art music” (p. 49). “Choral music educators should be challenged to look at their state’s required repertoire list with open eyes, focusing on the unequal proportions of historic time periods and musical styles” (p. 49). Choral directors should also consider playing a role “in influencing the process of repertoire selection in their state” (p. 50) because, “if music educators believe it is important to balance singers[‘] exposure to music from various Western time periods and Non-Western music traditions[,] then balance should be reflected in the required repertoire lists” (p. 49).


Our Grade 3 students build on the students' ability to work both independently and cooperatively.
As units progress, teachers gradually release responsibility into the students' hands, making them accountable for their own learning. Students play active roles as they take turns leading discussions, summarizing, and defining new vocabulary.
Students research, write, and bring historic figures to life during their Living History Museum. Students even use simple circuitry and learn the steps of an engineering design plan, when creating their own inventions to display at our annual Invention Convention.
Building comprehension and inferential thinking skills are large components of the Grade 3 writing and reading program. Selections from a variety of forms of literature help students develop reading comprehension strategies and vocabulary. Through Writer’s Workshop our students’ view themselves as authors of a variety of genres, including opinion, narrative, and informational writing. Other language arts work includes explicit phonics instruction and cursive writing.
Grade 3 math topics include learning categorical and numerical data; exploring connections between fractions and decimals; and recognizing math families and numeric patterns; modeling mathematical situations, all while working toward mastery of multiplication tables through 12.
Spanish lessons build confident conversational skills as students better express themselves, improve vocabulary, and write in another language. Our students use multiple library resources, sites, and apps to support classroom projects such as motion animation videos, and Prezi and Google Slides. Art concepts learned in previous grades are put into practice as students connect their curriculum with art projects throughout the year, and music classes learn about the instruments of the orchestra and band. Elements of music like tempo, dynamics, and tone color are explored as students play their first wind instrument- the recorder.
Grade 3 Highlights
- Art Show
- Poetry Slam
- Living History Museum
- Health and Fitness Fair
- Invention Convention
- Plimoth Plantation
- Field Trip to ICA
Grade 3 Health and Human Body Fair
Parents and guests are guided through exercise circuits by Grade 3 students during the annual Health and Fitness Fair. Students share their studies on the muscle groups, health, and parts of the human body with creative art projects, fitness routines, and digital media presentations.


Associations Between Problem Behaviors and Early Vocabulary Skills Among Hispanic Dual-Language Learners in Pre-K
Topics in Early Childhood Special Education
First page number:
Last page number:
This study examined the relations between problem behaviors and early learning outcomes among 138 children in dual-language pre-K programs who were identified at the beginning of the school year to be at risk for difficulties in early language and literacy development. Children’s expressive and receptive vocabulary, listening comprehension, and conceptual thinking skills were assessed at the beginning of pre-K and again at the end of the school year. Their problem behaviors (externalizing, bullying, hyperactivity, and internalizing) were assessed midyear via teacher ratings. With the exception of internalizing problem behaviors, bivariate correlations indicated virtually no associations between children’s entry-level academic skills and midyear ratings of problem behaviors. However, multilevel models controlling for student- and teacher-level variables revealed that midyear ratings of problem behaviors were statistically significant predictors of poor outcomes on several vocabulary-related measures administered at the end of pre-K.
early education programs; emergent literacy; language acquisition; behavior classroom; conduct problems
Soares, D. A.,
Gonzalez, J. E.,
Pollard-Durodola, S. D.,
Associations Between Problem Behaviors and Early Vocabulary Skills Among Hispanic Dual-Language Learners in Pre-K.
Topics in Early Childhood Special Education, 36(2),


Sixth-Grade Sight-Singing for Low Vision Students: A Course to Enhance Confidence and Music Reading Ability
School of Music
Master of Arts in Music Education (MA)
Samantha R. Miller
Music, Low Vision, Sight-singing, Education, Music Literacy
Education | Music | Music Education
Carpenter, Jamie Lane, "Sixth-Grade Sight-Singing for Low Vision Students: A Course to Enhance Confidence and Music Reading Ability" (2021). Masters Theses. 738.
Students enter the private or public-school system with a wide variety of emotional, mental, and physical impairments that impact their confidence, self-esteem, and overall path to their future. One misunderstood and under-represented population of students are those who are not fully blind but fall under the category of low vision. Since the low vision spectrum is wide, students must advocate for themselves according to their unique visual condition. While some students may be nearsighted, others may experience color blindness, tunnel vision, a wide variety of partial blindness in one or both eyes, and more. If educators are not aware of a student's slight visual impairment and students are not comfortable advocating for themselves, students could be missing out on fully exploring their passion and aptitude for music. This study will examine the existing research on the array of low vision impairments and how to help sixth-grade students understand and overcome their impairments using tailored techniques to successfully meet their goals of sight-singing music. A twelve-week curriculum is provided to guide music educators as they help low vision sixth-grade students meet musical goals despite their visual impairment.


5 Facts About the JAAGO Foundation in Bangladesh
Bangladesh is a South Asian country that encircles the Bay of Bengal. With 20.5% of the population living below the poverty line in 2019, community building is incredibly beneficial to the nation. The JAAGO Foundation in Bangladesh is a youth movement that began in 2007 to provide improved education for future generations while encouraging citizens to get more involved in their communities to break the poverty cycle.
5 Facts About the JAAGO Foundation
- Origins: JAAGO Foundation began in a single room in the Rayer Bazar slum. In April 2007, Korvi Rakshand and a group of friends rented a room in the Rayer Bazar slum of Dhaka, Bangladesh, with a vision of improving the lives of the local youth. Now executive director of the JAAGO Foundation, Rakshand had previously worked in London as a marketing Assistant, student coordinator and event manager. However, he strived to do something more meaningful with his life to make a significant change in the world. From the single room, Rakshand and his friends began teaching 17 local children from the area. The very “first supporting project” of the JAAGO Foundation in Bangladesh was a relief supply distribution in response to a flood that ravished the Rayer Bazar in 2007.
- Education: Education reform is a top goal of the organization. In 2022, about 98% of Bangladeshi “children of primary school age” are enrolled in schools in Bangladesh. However, many students have difficulty with basic reading skills. In spring 2018, a USAID-funded study in Bangladesh revealed that 44% of students who complete the first grade cannot “read their first word” and 27% of students completing the third grade could not “read with comprehension.” In addition, about “20% of all students drop out before completing fifth grade.” Quality education is essential to improving the economy of Bangladesh because most jobs require foundational skills, which many people lack if they do not receive proper schooling. The JAAGO Foundation in Bangladesh has completed several projects that promote and encourage youth to complete their education to break cycles of poverty. The Future We Want program, running from December 2019 to May 2020, provided direct benefits to “320 youth participants” from four Bangladeshi districts. The project’s goal was to provide students with knowledge of “civic engagement, education and employment” while developing networks to prepare youth for the workforce. Participants connected with young leaders and experts who provided them with tools and knowledge to enhance their understanding of the importance of education and the future labor market. Four seminars taught students about employable skills, employment and entrepreneurship possibilities. The project also reached 500,000 individuals “through mass media and social media.”
- COVID-19: The organization works to reduce COVID-19 cases in Bangladesh. The JAAGO Foundation in Bangladesh also aims to educate youth on reducing the spread of COVID-19. With nearly 2 million cases and more than 29,000 deaths in Bangladesh by March 15, 2022, efforts to decrease COVID-19 infections are crucial. JAAGO implemented the Apnar Mask Kothay project that ran from January 28, 2022, to January 31, 2022. For three days, 7,000 youth volunteers in 64 districts of Bangladesh worked to raise awareness of mask usage to combat the spread of COVID-19. Volunteers handed out masks and pamphlets about COVID-19 to citizens while debunking COVID-19 misconceptions in public spaces such as mosques, bus stops and streets. The volunteers reached around 1 million beneficiaries.
- Volunteer for Bangladesh: In 2011, the JAAGO Foundation in Bangladesh pioneered a youth wing called Volunteer for Bangladesh with assistance from the U.S. Embassy. What began with just 500 volunteers has now skyrocketed to 40,000 registered volunteers who work in 56 districts of Bangladesh. Volunteer for Bangladesh aims to motivate youth to get involved with volunteerism and leadership that would positively impact their communities. Projects include Water and Sanitation for All, the Great Kindness Challenge and Child Rights UCD.
- Anyone Can Get Involved: Opportunities presented by the JAAGO Foundation in Bangladesh are not exclusive to the people of Bangladesh. Those who are interested can donate to the welfare of underprivileged children of JAAGO. One can also sponsor a child for $27 a month and provide them with necessary school supplies and meals or register to become a volunteer.
The JAAGO Foundation in Bangladesh is paving the way for improved education and leadership opportunities for citizens. The organization’s work has seen success so far and will continue to benefit the country for future generations.
– Megan Quinn


by Dr. Mandi Davis Skerbetz
November 11, 2020
As a society we are working to pivot and develop new routines due to the impact of COVID-19. The world of education, which historically is resistant to change, has been forced to evolve. Educators have been in a race against time to develop new learning environments and platforms that allow instruction to take place, while ensuring the safety of students and staff remains the top priority. In this race against time and limited research and best practices available, educators have fallen into the old practice of planning for the average student; students that do not fit that profile are often an afterthought.
Students with learning differences are a subgroup of students that has found this ever-changing state of education and the “new” normal difficult to navigate. The amount of cognitive shifting that is necessary to find success within a hybrid, virtual, or e-learning landscape is taxing for all students, let alone students that have weaknesses with processing, working memory, and executive functioning skills. It is more important now than ever for families and educators to work together to support students with learning differences.
Families and educators should work together to determine strategies, specifically, accommodations and modifications that will best support their student within a virtual setting. When considering supports for students with learning differences, accommodations and modifications are typically organized into four categories: presentation, response, environment, and timing/scheduling. The following are accommodations and modifications that families and educators should consider when developing plans to support students in a hybrid, virtual or e-learning environment.
Presentation Accommodations and Modifications in a Virtual Setting:
Response Accommodations and Modifications in a Virtual Setting:
Environment Accommodations and Modifications in a Virtual Setting:
Timing/Scheduling Accommodations and Modifications in a Virtual Setting:
Even though we, as special educators, are in unchartered territories it is important to remember that we must support students on an individual basis. There should never be a one size fits all approach to education regardless of learning environment. When designing a plan to support your child during online learning first consider individual strengths and then select accommodations and modifications listed above that will help to support specific areas of weakness.
Dr. Mandi Davis Skerbetz is currently the Assistant Head of School at Dallas Academy, a private school for students with learning differences in Dallas, TX, as well as an Adjunct Professor for Johns Hopkins University. Dr. Skerbetz has focused her career as a teacher, school district administrator, professor, researcher, and consultant in the area of implementing evidence-based practices for students receiving Special Education for over 17 years.
In 2015, Dr. Skerbetz was the recipient of the Extra Mile Award from the Council of Graduate Students in Education from the University of Pittsburgh. She received the Center for Urban Education at the University of Pittsburgh Founding Advisory Board Member and Faculty Fellow Award in 2016. The University of Pittsburgh, School of Education awarded Dr. Skerbetz with the Early Career Award in 2017.
Dr. Skerbetz holds an Ed.D. from the University of Pittsburgh in the Education of Students with Mental and Physical Disabilities, a M.Ed. in Special Education and a B.S. in Elementary Education from Duquesne University.


Guest Reviewer: Heather, UCF Elementary Education Student
Author & Illustrator: Nikolai Popov
Published 1996 by North-South Books
Summary: A frog sits peacefully in a meadow. Suddenly, for no apparent reason, he is attacked by an umbrella-wielding mouse in a confrontation that quickly turns into a full-scale war.
About the Author: Nikolai Popov is a well-known Russian visual artist and illustrator. He has won multiple gold medals and Grand Prix at international exhibitions of children’s book illustration. Popov has had personal exhibitions in many cities of the world, including Moscow, Tokyo, Rome and Venice. He is an honorary member of the Russian Academy of Arts.
Review: I found this book to be a beautiful way to describe the trials and tribulations of war without using words or realistic art depicting the violence war contributes to. It is a E-rated way to show that war is seemingly senseless and can be an endless cycle, where ultimately no one wins. I think on top of that, the artwork of watercolor and animals was really beautiful, and seemed very fairytale-like. I liked that the frog found a pretty flower and that the mouse is shown to be jealous even though he is surrounded by similar florals. I think this is a good way to show (not only a war aspect) but just a way to describe how we may not know what we have available to us because we are so focused on what others have instead. The fact that this book has no words and the story is completely implied by the images is also an important thing to note here because it can be up for debate as to what the actual goal of the story is – is it war? Or could it be selfishness, jealousy, or some could even think maybe the mouse doesn’t like frogs (micro-aggressions?). This availability for interpretation is a good way to get a multitude of ideas started without given any hints as to the authors key goals (if not getting author/book background information before reading).
Teachers’ Tools for Navigation: This book would be supplemental in unison with history lessons revolving around a time-period of another war scenario, like WWI or WWII. It would be a good way to help students navigate how easily wars can start and how hard it is to find a real reason for violence when the outcome is unclear. This book would also be good to use when discussing the problem with bullying or isolating others, it would be a good way to give students an idea of why it is crucial to be kind and think of others because in the end, you end up asking WHY did we even do this in the first place? Students can learn about needless fighting and apply this mindset/theory to their own lives, from how they treat others, to family and school environments as well.
And the last page! Looking at it I get that “throat swelling” feeling right before you cry. Its a painful image. The flowers are gone, the animals are sad, everything is ruined – the worst part is, no one got to enjoy what an entire field had to offer.
- On page 4, the mouse looks around after coming up from the ground, what do you think he is looking at?
- On page 5, we see the mouse looking at the frog – what is he thinking?
- On page 7, the frog looks upset, and on the next page, more frogs come into the picture – do you think the frog called for them? What if the frogs didn’t come?
- What kind of weapons are the animals using? Why do you think the illustrator chose these items?
- In the end, how do the frog and mouse appear to be feeling?
Read This If You Love: Concepts of peace, unity, discussing the issues with our world and problems with humanity
Thank you, Heather, for your review!


Take kids outside for earth day with this earth day activity. Kids will learn some key things to help the earth through a fun scavenger hunt.
Learn - Play - Create - Explore
STEM Projects for Kids – Engineering Challenge
Grab some wood, large clothes pins and marbles and you're ready for a really cool new STEM project for kids.
Science for Kids All About Liquids and Solids
Get kids excited to learn about liquids and solids with these science for kids experiments using hands-on real world materials.
Easy Science for Kids
Kids love science! This easy science experiment for kids is safe, exciting and perfect for celebrations!
25 Christmas STEM Activities Kids Will Love
Fizzing Christmas trees, flying reindeer, melting candy canes and much more! This collection of Christmas STEM activities will keep kids busy and learning all month long.
15 How to Make A Volcano Project Ideas
From glowing volcanoes to DIY structures, encourage children's interest in volcanoes with these 15 How to Make a Volcano Project Ideas.


- Blurb -
Now in a revised and updated fourth edition, this accessible text has given over 100,000 preservice and inservice teachers vital tools for systematic reading assessment in grades K-8. The book explains how to use both formal and informal assessments to evaluate students' strengths and needs in all components of reading. Effective, engaging methods for targeted instruction in each area are outlined. In a convenient large-size format, the book includes 30 reproducible tools, plus an additional multipage assessment in an online-only appendix. Purchasers get access to a companion website where they can download and print the reproducible materials.
- Reviews -
"This practical and comprehensive guide is an essential resource for every literacy educator. The volume not only offers an array of high-utility assessment tools, but also situates their use in evidence-based understandings about literacy development. The authors offer concrete guidance for interpreting assessment results and responding with instruction. The fourth edition includes many of the features that made earlier editions so powerful, and is made even better by its enhanced focus on the intermediate grades. This is an exceptional text for preservice literacy education and for practicing teachers who are looking to extend their skills in using assessment to support students' literacy development."--Gina N. Cervetti, PhD, Literacy, Language, and Culture Program, School of Education, University of Michigan
- Author Bio -
Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 23 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. His research has been sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. Dr. McKenna is a corecipient of the Literacy Research Association's Edward Fry Book Award and the American Library Association's Award for Outstanding Academic Books. His research interests include reading assessment, comprehension in content settings, reading attitudes, technology applications, and beginning reading. Katherine A. Dougherty Stahl, EdD, is Clinical Associate Professor of Reading at New York University, where she serves as Director of the Literacy Program and teaches graduate courses. In addition to teaching in public elementary school classrooms for over 25 years, Dr. Stahl has extensive experience working with struggling readers in clinical settings. Her research focuses on reading acquisition, struggling readers, and comprehension. Her books include Reading Assessment in an RTI Framework (coauthored with Michael C. McKenna). She is a recipient of the Jeanne Chall Visiting Researcher Award from Harvard University and the Teaching Excellence Award from the Steinhardt School of Culture, Education, and Human Development at New York University.
- Full Details -
|Published: ||9 Jan 2020|
|Published In: ||United States|
|Imprint: ||Guilford Publications|
|Publisher: ||Guilford Publications|
- Delivery ETA -
In stock - for items in stock we aim to dispatch the next business day. For delivery in NZ allow 2-5 business days, with rural taking a wee bit longer.
Locally sourced in NZ - stock comes from a NZ supplier with an approximate delivery of 7-15 business days.
International Imports - stock is imported into NZ, depending on air or sea shipping option from the international supplier stock can take 10-30 working days to arrive into NZ.
Pre-order Titles - delivery will vary depending on where the title is published, if local stock is available in NZ then 5-7 business days, for international imports it can be 10-30 business days. In all cases we will access the quickest supply option.
Delivery Packaging - we ship all items in cardboard sleeves or by box with either packing paper or corn starch chips. (We avoid using plastics bubble bags)
Tracking - Orders are delivered by track and trace courier and are fully insured, tracking information will be sent by email once dispatched.
View our full Order & Delivery information


Art and Child Development
by Madelyn Kitchell
To keep on with ways art can help improve one’s life, it can greatly improve children’s lives. The main way art can benefit children is developmentally. One thing that children learn through doing art is math concepts and how to use them to create something. Children can use patterns to teach themself math through creating their very own art. This would probably still be more beneficial with an adult’s help but they can learn to do it on their own at some point.
Another way art helps children is by promoting decision making. It allows the kids to make their very own decisions. Creating also helps promote their problem solving skills and critical thinking. These seemingly simple skills are huge for any child’s development as they learn and grow.
I feel one of the biggest benefits of having children do art is improving their visual learning and motor skills. Motor skills engage small muscle groups in the child’s hands and arms allowing them to do more precise movements. This allows children to control smaller objects easier and more accurately. This is very important in younger children because these fine motor skills allow them to learn something simple as in drinking out of a cup on their own all the way to being able to hold a pencil effectively and write. As for visual learning, it teaches them how to use space effectively. It also allows children to learn how to interpret visual information.
You probably would have never thought that art promotes language development in younger children also! If you have kids of your own or have been around children you might have realized that colors and shapes seem to be one of the first word groups they start to learn. As they learn more they can learn the actions used to create along with the larger words that come with creating art!
Along with the last article I posted you can see it improves adults’ stress, but it can also improve children’s stress, self-esteem, and encourages them to express themselves. Art helps many people, not only kids, express emotions they otherwise wouldn’t know how to express through words. This is how art can improve one’s stress levels and self-esteem.
Check out my last article titled, “Art Therapy” to see ways you yourself or your children can reduce their stress through the use of art as a form of therapy!
About National Art Education Association: Founded in 1947, the National Art Education Association is the leading professional membership organization exclusively for visual arts, design, and media arts education professionals. Their Mission is to champion creative growth and innovation by equitably advancing the tools and resources for a high-quality visual arts, design, and media arts education throughout diverse populations and communities of practice.
A National Resource: National Art Education Association www.arteducators.org


There appears to be consensus that the use of video in science teacher education can support the pedagogical development of science teacher candidates. However, in a comprehensive review, Gaudin and Chaliès (2015) identified critical questions about video use that remain unanswered and need to be explored through research in teacher education. A critical question they ask is, “How can teaching teachers to identify and interpret relevant classroom events on video clips improve their capacity to perform the same activities in the classroom?” (p. 57). This paper shares the efforts of a collaborative of science teacher educators from nine teacher preparation programs working to answer this question. In particular, we provide an overview of a theoretically-constructed video analysis framework and demonstrate how that framework has guided the design of pedagogical tools and video-based learning experiences both within and across a variety of contexts. These contexts include both undergraduate and graduate science teacher preparation programs, as well as elementary and secondary science methods and content courses. Readers will be provided a window into the planning and enactment of video analyses in these different contexts, as well as insights from the assessment and research efforts that are exploring the impact of the integration of video analysis in each context.
The Framework for Analyzing Video in Science Teacher Education and Examples of its Broad Applicability
- Categories: Biology, Chemistry, Earth/Space Science, Elementary Education, High School, Middle School, Physics, and Preservice Teacher Preparation
- Tags: professional noticing, teacher preparation, and video analysis
- Publication: Issue 4 and Volume 5


6 Skills Kids Learn In Coding Classes
Owning a Code Wiz learning center is a rewarding and fun job! Not only do you get to make your own schedule and add value to your community, but you also get to see kids learn the basic literacy of the digital age – coding!
In the process of learning to code children pick up other foundational skills as well.
#1) Problem Solving
When you give a child a coding project they will face many challenges and roadblocks as they complete the project. Learning to face these challenges with a positive mindset, analyze the issue, and try out different solutions, teaches children how to problem-solve effectively.
One of our favorite parts of coding? The creativity part! It is truly amazing to watch children come up with an idea and learn the steps needed to make that idea come to life. By giving kids coding skills we are giving them the language of modern creativity.
#3) Computer and Technology Skills
Understanding how computers work, how people communicate to computers through coding and programs, and more! Coding classes show students the foundations of computers and technology, giving them integral understanding that will help them throughout their lives.
Watching students complete a coding project is pure joy. The confidence children build from accomplishing complex projects will carry over into other areas of their life. Knowing they have the capability to solve a coding problem or create their own video game does wonders for confidence!
#5) Math and Writing
Through coding children learn math and writing skills that help them create 3D games, AI projects, and more! Having a fun, actionable way to use these skills often help students improve their math and writing skills in other subjects as well.
#6) Employability Skills
There is no doubt about it, learning to code gives kids an edge when it comes to employment opportunities. Seven million job openings in 2015 were in occupations that value coding. And as we use technology more and more in various industries this number will only grow.
Take a look at our available programs, camps, and classes here.
If you have a passion for technology and are seeking a family-friendly franchise opportunity, we’d love to connect and tell you more. Contact Umit Soltani, Director of Franchise Development, at firstname.lastname@example.org or 302-559-5406.
Read the 10 steps to franchise success
Learn more about the Code Wiz founder, Ruth Agbaji


The Art of Marc Chagall: The Early Years, via Zoom
Jewish Art Education
Friday, March 31, 1:00-2:00 pm
Explore the life and art of a quintessential Jewish artist, Marc Chagall (1887-1985). Born to a poor Hassidic family in an East European village (shtetl), Chagall evolved into a world-renowned artist. From paintings to prints to stained glass and tapestries, this Belarusian-French artist created an amazing world of fantasy and reality. Discover why his painting, I and The Village, was so important to him and to the world! An oil on canvas painting, the work is Cubist in construction and contains many soft, dreamlike images overlapping one another in a continuous space.
Nancy Kotz will be our guide. She holds a B.A. (Skidmore College, 1984) in Art History and Business, as well as a Certificate in Nonprofit Management (Georgetown University, 2011). Since 2015 she has been presenting programs in person and virtually to audiences across the country for Jewish Art Education.
THIS VIRTUAL DOCENT PRESENTATION IS FREE AND OPEN TO ALL. This program is as part of our collaboration with Little Falls Village with special thanks to Jewish Art Education. Please use the Register Now button to receive the Zoom link. Members and volunteers who need help registering can email us at email@example.com with Chagall in the subject line.


Rounding to the nearest ten and hundred- numbers to 1,000
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn to round to the nearest ten and hundred of numbers to 1,000.
It is important to be able to round numbers, so you can calculate faster and make estimations. An example is if you want to buy a tablet that costs $422, you know that you need about $400.
Practice skip counting in 10s forwards and backwards to 100. Toss the ball to a student who says "10". They throw to the next student, who says "20". Continue to 100. Then restart at 100 and skip count in 10s back to 0.
The interactive whiteboards shows the tens and hundreds. Discuss these with your students and say they can be called landmark numbers. Explain that by rounding a number you look to see what the closest ten or hundred is.
Students use a number line to see which ten or hundred they round up or down to. They can do this by first looking for the nearest ten, and then to look for the nearest hundred. Students can see on the number line which ten or hundred is closest in proximity to the given number.
Next, explain to students that you round up when a number is 5 or greater and you round down if the number is 4 or fewer. By dragging the number into the HTO(hundreds, tens, ones) chart students can see the place values of a number. Discuss with students which number they need to look at to do their rounding. If they round to a ten, they have to look at the ones place. If they round to a hundred, they need to look at the tens place. Practice doing so as a class with two numbers and round them to both tens and hundreds.
To check that students understand rounding numbers to 1,000 to tens and hundreds, you can ask the following questions:
- What are tens?
- What are hundreds?
- Which number do you look at if you want to round to a ten?
- Which number do you look at if you want to round to a hundred?
- When do you round up or round down?
Students first practice rounding up or down by answering multiple choice questions. They then must drag a number to its nearest hundred. Ask students to explain which digit they look at to determine if they round up or down.
Discuss with students what the importance of rounding is, namely that you learn to estimate. Check their understanding using the final exercise on the interactive whiteboard of rounding to the nearest ten. Show numbers one by one. When the number shown should be rounded up, students stand up. When the number shown should be rounded down, students sit down. Repeat the fact that students should look at the ones if they are rounding to a ten, and at the tens if they are rounding to a hundred.
Students who have difficulty rounding can use the HTO chart and/or a number line.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Did you know that children who lag in kindergarten are much more likely to drag throughout their schooling? The word from the experts is clear: preschoolers are better prepared for kindergarten than those who do not.
It is impracticable to overestimate the value of early childhood education. What makes early childhood education so crucial for our children? Before they even attend kindergarten, children’s brains go through a significant amount of essential growth. It affects everything from academic achievement to long-term social skills.
What Role Does Early Childhood Education Play?
The term “early childhood learning” refers to the period between a child’s birth and the commencement of kindergarten.
This life cycle stage is about a lot more than gaining the basic skills and being ready for K-12 education. Children learn to communicate with their peers, instructors, and parents in preschool programs like Busy Bees. They also begin to identify passions that they will pursue for the rest of their lives.
In your toddler’s early education program, there are a few crucial elements to look for. First and foremost, you should seek qualified, personable instructors.
Busy Bees encourage students to learn art, music, STEM, and keep active are all strong indicators of a good school.
Social skills are increased in children who participate in early childhood education programs. Children acquire critical skills like hearing, sharing, and taking turns in a classroom situation.
Preschool instructors at Busy Bees will utilize songs, games, tales, and other activities to educate youngsters on interacting in the classroom. Play is a fundamental part of developing the social skills that will help children succeed in life.
Higher Academic Achievement
Students who are involved in early learning do better in a K-12 school, according to research.
Before attending kindergarten, children who had exposure to preschool performed better in arithmetic and reading. There is a definite link between poor academic achievement and children who remained at home with their parents.
One of the numerous important benefits of early learning is that it fosters a passion for knowledge that lasts far into preschool.
Children’s learning is given to them as entertaining games and activities in Busy Bees preschool. They have the opportunity to learn a lot about the world they live in. There’s also fun music, artwork, and toys that are not allowed at home.
Enhanced Self-Esteem and Confidence
When kids attend preschool, they are exposed to a great deal of positive encouragement. Their connection with their instructors and peers is likewise favorable.
Children’s self-esteem is built at a young age as a result of these early encounters. This self-assurance will serve them well throughout their lives.
Improved Attention Time
When kids first start school, one of the most critical skills they’ll need is a well-developed focus span. If your toddler has trouble concentrating at school, they will struggle to stay up and miss key knowledge.
As part of teaching and learning at Busy Bees, preschools concentrate on attention spans. Children begin to grasp when it is time for studying and when it is time to be playing in preschool.
The evidence that early education is important is substantial. Children who participate in early childhood education programs enhance their social skills and academic performance. They also acquire essential life skills that they will carry with them for the rest of their lives.


Udemy course How To Motivate Children by Tracy Atkinson
How To Motivate Children is the best Udemy course on the market. With this offer they will be able to greatly improve their knowledge and become more competitive within the Teaching & Academics category. Therefore, if you are looking to improve your Teaching & Academics skills we recommend that you download How To Motivate Children udemy course.
Here you can see Udemy courses linked to: Teaching & Academics.
- Author: Tracy Atkinson
- Course rating: 4.1
- Category: Teaching & Academics
- Modality: Online
- Status: Available
- Idiom: English
Abouth Tracy Atkinson
Tracy Atkinson, mother of six, lives in the Midwest with her husband and spirited long-haired miniature dachshunds. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and a master’s in higher education. Her passion is teaching, researching, studying and enjoying time with her family. She has published several titles, including MBTI Learning Styles: A Practical Approach.
What the udemy How To Motivate Children course teaches?
What you’ll learn • Understand behavior is influenced by consequences. • Identify consequences to develop student motivation. • Recognize positive and negative reinforcers. • Create a plan to bring extinction to undesirable behaviors. • Develop an understanding for prompt reinforcement. • Using reinforcement to embed desired behaviors.
For the classroom, homeschool, teacher, parent and administrator
More information about the course How To Motivate Children
Low reading scores. Fighting. Yelling. Inappropriate outbursts. Getting out of one’s seat. Incomplete work. Interrupting others. Lack of interest. All of these behaviors are disturbing to parents, teachers and administrators; but when they occur repeatedly, it drives teachers and parents to want to simply quit. These behaviors are not just frustrating and disturbing to adults but lead to self-defeating attributes for the child, limiting their progression in the attainment of lifelong learning characteristics. To deter these undesired behaviors, a more productive atmosphere can be created based on behavior modification, value foundations, effective learning communities and increasing personal behaviors. Course Objectives Understand behavior is influenced by consequences. Identify consequences to develop student motivation. Recognize positive and negative reinforcers. Create a plan to bring extinction to undesirable behaviors. Develop an understanding for prompt reinforcement. Using reinforcement to embed desired behaviors.


There are gaps on the classroom walls, during rainy days water seeps through the cracks, and muddies the unpaved floor.
Madakacho Community Kindergarten is located on South Guadalcanal, it is a patchy little leaf hut that can only fit 15 to 20 students. The kindergarten is an extension of Sughu Community High School, and it focuses on early childhood learning.
The kindergarten enrols close to a hundred children each year, and the classroom is small, resources are limited, teachers have had to resort to using sticks and stones for learning.
“It is sad to see that student at this early stage of learning do not have the resources provided for them,” said Hilda Manekoti, one of the teaching assistants.
''We must be creative, so we use sticks, stones and whatever we can find from our homes or outside the classrooms. We can see the children are so eager to learn, but it is hard with no materials and no proper learning space.”
Hilda’s supervisor is Donald Oleni, he admits that such conditions is discouraging for teachers, as it limits what they can do to impart knowledge and learning to young children.
“Everything you see here is homemade out of our own creativity, it is all from us teachers, whatever we can find from home we make something from it,” Donald said.
"Creative ideas, that’s all we have, to help in the learning of these young children. But they deserve more.”
Early Childhood or Pre-Primary Year (PPY) are the foundation of each child’s learning journey. Ms Manekoti says what they must put up with is sad, especially for those children who turn up faithfully every morning, eager to learn.
"Children here always do their best to attend, to learn, but with no proper resources it is hard to keep them interested. Proper Sanitation for these children is also an issue, and with the crowded classrooms it is not very healthy for them," Manekoti said.
With the rainy season fast approaching Hilda says classes will be cancelled – the leafy roof is leaking, the floor will be muddy, and there are not enough chairs for students to sit on.
Sadly, this is the reality for many schools in the rural areas – sticks and stones for learning? these children, our children, deserve better.


What do children need from education now, and in the future? How is technology best used in teaching and learning? How can innovative approaches to education be reconciled with established, traditional ones? What does student-centred learning really mean?
The Place of Music in 21st Century Education
6,602 already enrolled
Details to know
Add to your LinkedIn profile
7 quizzes, 0 assessments
There are 5 modules in this course
What does music education look like with and without technology?
12 videos5 readings2 quizzes
Hein: "Why does classroom music seem alien?"
8 videos3 readings2 quizzes
If we can learn music from the cloud, do we need music teachers?
6 videos4 readings1 quiz
What opportunities do new technologies afford music education?
7 videos2 readings1 quiz
What would a pluralist music education look like?
6 videos2 readings1 quiz
Earn a career certificate
Add this credential to your LinkedIn profile, resume, or CV
Share it on social media and in your performance review
Why people choose Coursera for their career
Showing 3 of 64
- 5 stars
- 4 stars
- 3 stars
- 2 stars
- 1 star
Reviewed on Nov 7, 2019
Reviewed on Aug 10, 2019
Reviewed on Jan 18, 2017
Recommended if you're interested in Arts and Humanities
Open new doors with Coursera Plus
Unlimited access to 7,000+ world-class courses, hands-on projects, and job-ready certificate programs - all included in your subscription
Advance your career with an online degree
Earn a degree from world-class universities - 100% online
Join over 3,400 global companies that choose Coursera for Business
Upskill your employees to excel in the digital economy
Frequently asked questions
Access to lectures and assignments depends on your type of enrollment. If you take a course in audit mode, you will be able to see most course materials for free. To access graded assignments and to earn a Certificate, you will need to purchase the Certificate experience, during or after your audit. If you don't see the audit option:
The course may not offer an audit option. You can try a Free Trial instead, or apply for Financial Aid.
The course may offer 'Full Course, No Certificate' instead. This option lets you see all course materials, submit required assessments, and get a final grade. This also means that you will not be able to purchase a Certificate experience.
When you purchase a Certificate you get access to all course materials, including graded assignments. Upon completing the course, your electronic Certificate will be added to your Accomplishments page - from there, you can print your Certificate or add it to your LinkedIn profile. If you only want to read and view the course content, you can audit the course for free.
Yes. In select learning programs, you can apply for financial aid or a scholarship if you can’t afford the enrollment fee. If fin aid or scholarship is available for your learning program selection, you’ll find a link to apply on the description page.


The Print Center and the International Print Center New York have come together to aggregate resources related to print and print culture supporting Black Lives Matter and other social justice causes. This list was born out of the 2020 protests. It is a work in progress. Resources include exhibitions, publications, free/low-cost printing, events, organizations, fundraisers, reading lists, and other initiatives. Please share resources for potential inclusion by emailing email@example.com.
Radical Intersectional Printmakers Guild (RIPG)
Watch the first meeting of RIPG, introducing the group and seeking feedback from potential members on what they want the organization to represent.
FOR/FOUR #5: The Printmakers
Watch Black women printmakers LaToya Hobbs, Jennifer Mack-Watkins, and Tanekeya Word, founding members of Black Women of Print, discuss their work as cultural practitioners, their inspirations and paradigm shifts during these unprecedented times and beyond.
Printmaking for a Social Movement
For Grades 6 – 12, from PBS Learning Media’s Art and Social Justice Collection. Explore political printmaking that inspires, organizes and illustrates a social movement with Oakland-based graphic arts collaborative Dignidad Rebelde.
Black Women of Print
A society of Black women printmakers making the narratives and works of Black women printmakers visible.
Printmaking As Resistance
Celebrating printmaking as a form of resistance. Current home of the Printmakers Against Racism project.
Prints for Protest
A diverse group of artists and activists who share the belief that art can be used as a tool for political activism and resistance.
Printers Without Margins
A project by Pickwick Independent Press, a community print shop in Portland, ME, interested in collaborating with individuals and organizations working for social, racial, economic, environmental and gender justice.
Anti-Racist Art Teachers
Working towards removing biases, stereotypes and false narratives in art education.
A print sale in solidarity with Black trans people and sex workers. Affordable editions and prints by artists.
30 Days of Black American Printmaker History
Created by Sarah Ellis, this ongoing project introduces a Black American Printmaker each day with their artwork, interviews and other references.
Block Prints by African American Women Artists
From the National Museum of American History, this article by Helena E. Wright introduces Black women artists Margaret Taylor Burroughs and Elizabeth Catlett and their works.
Black Printmakers and the WPA
From City University of New York, an essay by Leslie King-Hammond on the history of the Works Progress Administration (WPA) and how it lifted Black voices and created a generation of Black printmakers.
Anti-Racist Print & Printmaking Resources
An incomplete, open source list of print and printmaking resources for fighting racism and supporting justice and equality.
Anti-Racism Resources in the Art World
Developed by Artsy, this is a list of resources that call for and support systemic change in the art industry.
Dox Thrash House
Prolific Black printmaker Dox Thrash’s historic Philadelphia home is threatened. Click to help raise funds for this project.
Printers for #BlackLivesMatter
A list of print studios offering free services for anti-racist protest use.
The Print Center condemns the violence and injustice routinely perpetrated on Black Americans, Asian Americans and other communities of color. We condemn the embedded, systemic racism in the United States, which has led to the senseless deaths of George Floyd, Breonna Taylor and far too many others.
The Print Center's founding commitment to providing democratic access remains a guiding principle. We believe that art, artists, galleries and museums are deeply important to civic engagement and to building stronger communities. We honor the power of photography and print to raise and amplify a multiplicity of voices. We are committed to fostering that power to advocate for change as well as supporting artists working for equity and justice in our exhibitions and programs.
Through our exhibitions, public programs, publications, arts education activities and hiring practices, we will continue to work to eliminate systemic racism.


Gymnastics is a sport that includes physical exercises requiring balance, strength, flexibility, agility, coordination, dedication and endurance. The movements involved in gymnastics contribute to the development of the arms, legs, shoulders, back, chest, and abdominal muscle groups. Gymnastics evolved from exercises used by the ancient Greeks that included skills for mounting and dismounting a horse, and from circus performance skills.
Health benefits of gymnastics:
Improves Motor Skill Development and Accelerates Learning
Healthy Lifestyle Choices