The reasons that rainbow slide are suitable for children
Rainbow slides are a popular type of amusement ride designed specifically for children. These brightly colored, curving slides offer a thrilling experience for children, allowing them to slide down from a height in a secure and safe manner. There are several reasons why rainbow slides are suitable for children, and in this essay, we will explore some of the main ones.
Firstly, rainbow slides provide children with an opportunity to develop their motor skills. Climbing up the stairs to reach the top of the slide helps to improve a child’s balance and coordination. Once at the top of the slide, children must learn to position themselves correctly to ensure a smooth and safe descent. As they slide down the curves and turns of the slide, they will also learn to control their movements and adjust their body position accordingly.
Secondly, rainbow slides offer children a chance to experience a sense of adventure and excitement. The twisting, turning design of the slide adds an element of surprise and unpredictability, which can be exhilarating for children. As they slide down, they can feel the rush of wind on their faces and the sensation of movement in their bodies, creating a thrilling experience that is both fun and stimulating.
Thirdly, rainbow slides encourage socialization and interaction among children. These slides are often located in public parks and playgrounds, providing a space for children to play and interact with others. Children can take turns using the slide, helping to develop social skills such as sharing, cooperation, and communication. Rainbow slides can also serve as a meeting point for children, facilitating new friendships and social connections.
Finally, rainbow slides are an affordable and accessible form of entertainment for families. Compared to other forms of outdoor recreation, such as amusement parks or water parks, rainbow slides are relatively inexpensive and can be found in most public parks and playgrounds. This accessibility means that children from all backgrounds can enjoy the benefits of using a rainbow slide, regardless of their socio-economic status.
In conclusion, rainbow slides are an excellent choice of amusement ride for children for several reasons. They are designed with safety in mind, provide an opportunity for motor skill development, offer a sense of adventure and excitement, encourage socialization and interaction, and are an affordable and accessible form of entertainment for families. For these reasons and more, rainbow slides are a popular and enduring feature of children’s play spaces around the world.


- NASA Space Place – NASA Science for Kids – Activities include an art challenge, Color Your Universe, and How Far Away is the Moon?
- Education at home | National Oceanic and Atmospheric Administration (noaa.gov) – Citizen science, hands-on activities, mobile resources and more. STEM at your fingertips teaches about climate, weather, more.
- 50+ Awesome Engineering Projects for Kids – Left Brain Craft Brain – Fun building (engineering) activities for kids using simple materials found at home like boxes, rubber bands, and paper towel tubes.
- Take Flight – Using everyday materials, youth engineer a glider that can fly straight for 15 feet.
- Keep Your Cool! Design Your Own Cooler Challenge – Youth design a cooler that will keep a bottle of water cool using the engineering design process. They test their prototype and graph their results to determine the effectiveness of the solution.
Training and Professional Development – March
Professional Development ACRES Training Cohort: Asking Purposeful Questions Mondays: 3/14/2023, 3/28/2023, 4/11/2023 10:00 am-12:00 pm EST/ 7:00-9:00 am PST Questions begin a path toward discovery, imagination, and STEM exploration. How can we help youth expand and...


History of Reading Recovery®
Reading Recovery was developed in the mid – 70’s by Dr. Marie Clay, a New Zealand educator and child psychologist. In 1984, The Ohio State University initiated Reading Recovery in the USA. Today, Reading Recovery is implemented in 49 states and has served over 2 million children.
Dr. Marie Clay, a New Zealand developmental psychologist and founder of the Reading Recovery intervention, dedicated her career to identifying and helping struggling readers. Her work profoundly influenced early intervention. In this picture, Dr. Clay discusses implementation issues with South Carolina Teacher Leaders in Savannah, Georgia.
Clemson University was the second university training center established in the USA (1989). Betty Boseman, Director of Elementary Education in Dorchester District #2, is credited with bringing Reading Recovery to South Carolina. Dr. Boseman, along with John Kelley from Oconee County School District, formed the State Advisory Council that brought together leaders from Clemson University, the State Department of Education, and various school district administrators. Dr. Joe Yukish, who trained at OSU as a Reading Recovery specialist, became the first Reading Recovery Trainer. Under his leadership, the Teacher Leader training program was developed and the training of Reading Recovery teachers in school districts expanded. Dr. Yukish served as Trainer until 2002.
While the search was conducted for Dr. Yukish’s replacement, Dr. Kathy Headley served as Site Coordinator of the University Training Center (UTC) and directed the center’s responsibilities of providing off-site graduate courses for the Reading Recovery teacher training courses. She worked with the SC Reading Recovery Advisory Council and State Department of Education to recruit Dr. Susan King – Fullerton to the university as the next Trainer.
Dr. Fullerton joined the faculty at Clemson in 2004. Dr. Fullerton trained two classes of Teacher Leaders and provided professional development to all the Teacher Leaders. In an effort to strengthen the quality of Reading Recovery implementations, she developed and hosted Summer Institutes for trained Reading Recovery teachers. With support from the State Department of Education, she increased the staff at the UTC to include a Teacher Leader in residence and a second Trainer, Georgia Nemeth. In addition to her work as Director of the Clemson University RR Training Center, Dr. Fullerton is a practitioner and researcher of literacy for the deaf. She stepped down as the Director in 2007 and is now a Clemson University Reading faculty member. In the interim, Clemson University in cooperation with the North American Trainers Group, appointed Dr. Floretta Thornton-Reid of Georgia State University to serve the Teacher Leaders in South Carolina as well as train a class of Teacher Leaders for South Carolina and Tennessee. Dr. Thornton-Reid brought together Teacher Leaders from the GSU and Clemson sites for professional development.
With the assistance of Dr. Bill Fisk, Clemson University conducted a search for a new trainer. During the 2009-2010 Academic Year, Dr. C.C. Bates attended The Ohio State University where she completed a year of post-doctoral study to prepare for the Reading Recovery Trainer position. Dr. Bates has research interests in primary classroom practices, early intervention, and use of technology in professional development. During her tenure at Clemson University, Dr. Bates has trained over twenty Teacher Leaders. Dr. Bates was integral in helping secure Clemson’s subaward for an i3 Federal Grant for Reading Recovery. The Ohio State University in partnership with 17 other Reading Recovery University Training Centers was one of four recipients (2010-2015) for this scale-up grant, which required the most evidence of effectiveness. The grant provided for the initial training of Reading Recovery teachers, and brought $2.4 million to the Clemson University Training Center.


Kids sing! NCYC offers free choral music education in Newport County
Updated: Oct 11, 2018
Does your child love to sing? Are you searching for an extracurricular activity for your child that is engaging, enriching and community minded? Singing lessons for kids don’t have to be expensive or involve a lot of running around. Residents of Newport County can enjoy once-weekly professionally conducted singing lessons for kids. Your child will have the opportunity to perform in fabulous local settings that don’t require travel or expense to experience.
The Newport County Youth Chorus is a FREE after-school choral music education program for young singers in 2nd—6th grade. There is no audition, and participation does not require previous musical experience—just a love of singing! With over 25 years of musical expertise combined, the NCYC team will teach your child how to sing a wide range of musical styles, alone and with a group, and even in different languages. In addition, participants will develop musical skills and experience how their unique voice positively affects our ensemble’s beautiful sound.
Clinical benefits of singing lessons for kids
As early as infancy, the majority of children appear to show spontaneous enjoyment of singing. For example, when examined in conjunction with reading and storytelling (ie: singing to tell a story), it was found that the more involvement children had with musical stories positively impacted their overall communication and problem solving skills.
Singing and improved musical abilities are intrinsically linked to language skills and memory, The benefits of music are so powerful that singing has also been examined as a form of therapy for respiratory diseases including cystic fibrosis and Parkinson’s Disease! Not surprisingly, singing lessons for kids can also improve pitch perception and hearing in all children, even those with hearing impairments.
Overall, participating in the arts (including singing) can have a positive effect on self-confidence, self-esteem, relationship building and a sense of belonging, all qualities which have been associated with resilience and mental wellbeing.
NCYC: Bringing the gift of music to our community
As we begin our second year, the Newport County Youth Chorus will continue meeting our mission of offering an exceptional choral music education program to the youth of the greater Newport community. In addition to fostering our children’s growth, we offer mentorship to developing teachers from Salve Regina University and local high schools. Together we are creating a community arts organization that serves and connects the many facets of the Newport county area by spreading joy through our music and offering service to our neighbors.
To learn more about free singing lessons for kids, and to reserve your child’s spot, visit www.newportsings.org/how-to-join-us or email email@example.com. Rehearsals begin the week of September 24. We will accept new singers through October 30.
To learn more about the Newport County Youth Chorus team, and how singing can enrich your family’s life, sign up for our newsletter here or subscribe to our blog at www.newportsings.org for more great information on singing’s role in our global and local communities, and how NCYC strives to be a part of that endeavor.


First Grade English in one workbook! Hours of fun, illustrated activities covering all the basics of First Grade English, and more!
Fun illustrated exercises for ages 6-7
An entire year of English learning packed into 192 pages!
Phonics, vocabulary, grammar, high-frequency words, handwriting, and more!
Developed with teachers and curriculum experts, and hilariously illustrated by Hollywood artists.
In line with Common Core standards.
Practice long and short vowels and adjacent consonants. Revisit grammar topics, such as prepositions and conjunctions. Go over math vocabulary, including measuring words and telling the time. Develop speaking and listening skills with "Teddy Talks" - and share your ideas with the world!
"This is a wonderful workbook full of fun illustrated exercises to complement the First Grade curriculum. With a focus on phonics, vocabulary, grammar, and more - this research-backed book will grab children's attention with hilarious illustrations and creative activities."
Susan Neuman - Professor of Childhood Education and Literacy Development, NYU
With a team of award-winning artists and writers, Mrs Wordsmith creates books, games, worksheets, and apps to improve the reading and writing of kids aged 4-11, and to make word learning fun!
Variations of this content are available as printable worksheets at mrswordsmith.com


Lesson Plans for Creative Dance PDF
Connecting With Literature, Arts, and Music
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Children love to express themselves through movement—and with this great new resource, you can guide them through a range of actions and dances that will help them develop both physically and mentally.
Lesson Plans for Creative Dance: Connecting With Literature, Arts, and Music is a resource for physical educators, classroom teachers, and dance specialists as well as a useful supplement to college level elementary education courses. Author Sally Carline has tested and refined the creative movement activities that she has prepared for educators and for preservice teachers, and she includes background material that will ground you in understanding how to best teach and incorporate movement activities in a variety of classes and settings.
Lesson Plans for Creative Dance supplies you with
• lesson plans that incorporate Laban movement concepts and extend children’s movement vocabulary;
• a progression of learning that creates a rich, extended experience for students;
• 28 dances with music for students through age 12; and
• ways to incorporate dance with various types of literature, art, and music.
Part I presents guidelines for assessing creative dance based on Rudolf Laban’s analysis of human movement. You learn about body, dynamic, spatial, and relationship awareness and gain insight into using rubrics to evaluate your students. You also learn how to help children warm up properly, channel their energy, and improve their footwork and rhythmic skills. Part I will help you incorporate dance with action words, action rhymes, and other poetry as well as with visuals and rhythm in a variety of settings.
Part II offers 28 age-appropriate, ready-to-use dances that include a variety of lesson progressions as your students acquire and develop movement skills. You will be able to teach dance skills and incorporate other creative elements and concepts to give your students an understanding of the many ways in which a skill can be performed.
Through Lesson Plans for Creative Dance, you can work on several ideas within the same lesson and continue to develop those ideas in future lessons. You can also incorporate ideas from language arts, social studies, art, music, and science to facilitate children’s learning and increase their enjoyment of various subjects.
This lesson planner will help you take your movement education to the next level, help your students acquire skills and knowledge, and bring meaning and joy to your creative dance sessions.
Part I: Introduction to Teaching Creative Dance
Chapter 1. Teaching and Assessing Creative Dance
Chapter 2. Introductory Activities
Ages 4 to 6
Ages 5 to 7
Ages 6 to 8
Ages 7 to 9
Ages 8 to 10
Ages 9 to 11
Ages 10 to 12
Part II: Dances With Literature, Arts, and Rhythm
Chapter 3. Dances With Action Words and Visual Aids
Chapter 4. Dances With Action Rhymes
Chapter 5. Dances With Poetry
Chapter 6. Dances With Rhythm
Part III: Dances With Music
Chapter 7. Dances for Ages 4 to 6
The Queen’s Guards
Chapter 8. Dances for Ages 5 to 7
When I Get to the Fairground
Pattern to Cure a Headache
Peter Pan and His Shadow
Chapter 9. Dances for Ages 6 to 8
The Full Moon
The Little Chinook
Battle of the Seasons
Chapter 10. Dances for Ages 7 to 9
The Space Stealers
The Volcano Makers
Chapter 11. Dances for Ages 8 to 10
The Abandoned Cartwheel
Chapter 12. Dances for Ages 9 to 11
Skeletons and Ghouls
Chapter 13. Dances for Ages 10 to 12
The Sheriff and the Cowboy
Dances for ages 6 to 8
Introductory Activities for Ages 4 to 6


High-quality children’s books are used as a vehicle for supporting and applying current research on the acquisition of language and reading. This course provides an overview of exemplary authors and illustrators of children’s literature from birth to age 8. Students become familiar with Caldecott Award-winning books and the artistic techniques used to create these books. Poetry, multicultural books, and bibliotherapy as applied to early childhood education are studied. Students learn how to use children’s literature to highlight the literacy elements of characterization, plot, setting, and theme. They learn how to teach domains of language (phonology, semantics, syntax, morphology, and pragmatics) through shared storybook reading. Additionally, students explore the teacher’s role in promoting family literacy. An NHTI ECE Lab fee is assessed for all students taking this course. Students are expected to carry out 2 hours per week of observation and practice in a childcare setting.
Using Children’s Literature to Support Young Children’s Language and Literacy Development


Young Girls Code the Future of Villa Rosa
Project Launch: 12-1-17
This project aims to introduce 36 young girls aged 11-15 to the digital world of computer programming so that they become innovators in STEM fields, leaders in their communities, and agents of their own future through the development of skills in computer science and technology. Cocread wants to make technology gender-inclusive at the early age in Haiti's disaster-prone neighborhoods as the empowerment of girls is a vital part of the larger effort to secure the country's future.
Project Update: 6-12-18
To date, 7 girls have received computer programming training. Participants have been introduced to computational thinking, virtual reality, and programming and have completed a variety of projects. One 9-year-old project participant successfully coded an AI robot to solve a communication and interaction problem in Haitian Creole. Additionally, Cocread has hosted 5 promotional events since the project launched, increasing the rate of visitors to the community by 45%.
Explore other Projects
Lumpampa Early Childhood Learning Center
To uplift and spearhead education standards in the community ...Learn more
Pre-School for Kolda Kids
The organization's mission is to support children in their studies, stand up for children's rights in school, and to connect with the teachers and the principal to ensure children are receiving a qual... ...Learn more


Classrooms come with their own unique characters, props, and soundtracks. To the average student, these things meld into the background, setting the scene for learning. However, for children affected by autism, simple disruptions—from the opening of a book to the ringing of a bell—can cause major setbacks in the learning experience.
How can teachers and parents ensure that the needs of students with autism are being addressed?
Learning to learn: It is essential for any student to develop good learning habits in order for true learning to take place, and the same is true for children on the autism spectrum. Learning how to sit appropriately, turn on “listening ears,” and raise a hand to respond are foundational skills that need to be taught and reinforced right off the bat. Autism is a spectrum disorder, in which symptoms may vary from mild to severe based on the child. For that reason, it is critical not to generalize a diagnosis.
(Next page: Five more tips)
- 7 ways to make homework easier for students with autism - March 28, 2023
- Is the ‘Growing Your Own’ pipeline working for special education teachers? - March 27, 2023
- Helping students understand the Nature of Science - March 27, 2023


The whole language approach to teaching reading has been devastating for students
Reading is the most important skill taught in school. If students don’t learn how to read, not much else that happens there is going to matter.
That’s because being able to read is essential in virtually every job. Without the ability to read, life itself will be a struggle.
However, reading does not come naturally to most students. It must be deliberately taught. This means we must ensure that it is taught properly.
Unfortunately, reading instruction has become highly politicized. Broadly speaking, there are two opposing sides. One side focuses on teaching students how to sound out individual letters and words (phonics), while the other side encourages students to guess the meaning of words based on their context (whole language).
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So-called balanced literacy claims to incorporate elements of both phonics and whole language. However, it is considerably skewed towards the whole language side, particularly since balanced literacy incorporates the “three cueing” system, which encourages students to use various contextual clues to decipher the meaning of unfamiliar words.
Like other provinces, balanced literacy and the corresponding three cueing approach is dominant in Manitoba. While the new (2020) English Language Arts curriculum framework doesn’t directly mention either phonics or whole language, the framework’s repeated emphasis on students creating their own meaning from what they read makes the document’s underlying philosophy quite obvious.
Importantly, this topic has caught the attention of the Manitoba Human Rights Commission. The commission is investigating how reading is taught in Manitoba and plans to issue a final report in 2024. If what recently happened in Ontario is any indication, that report is going to be very interesting indeed.
Earlier this year, the Ontario Human Rights Commission (OHRC) released its “Right to Read” report. The report painted a damning picture of Ontario’s approach to literacy in public schools. According to the report, the three cueing system is not supported by the science of reading. In fact, it goes directly against the empirical evidence.
The report notes that to become proficient readers, most students need focused and structured lessons in phonics. They need to learn how to sound out individual letters and then use this skill to pronounce individual words. In short, students need more phonics instruction and less whole language ideology.
Perhaps the most disturbing aspect of the OHRC report is that the evidence cited in it has been hiding in plain sight for decades. Back in the 1960s, Dr. Jeanne Chall, the former director of the Harvard Reading Laboratory, conducted extensive research into various strategies for teaching reading. She found that the evidence overwhelmingly shows that students need to learn phonics in a structured and systematic way.
However, Chall’s findings went against the ideological predispositions of the many progressive educators in faculties of education. These progressives, who dominated teacher training institutions, were attracted to Dr. Ken Goodman’s whole language approach. This meant that the whole language approach continued to rule the day.
The longstanding dominance of whole language in education faculties has been devastating for students, particularly those with learning disabilities. This is a human rights issue that must be addressed.
All students deserve to become proficient readers. It’s not too much to ask that teachers use evidence-based methods when helping students learn how to read.
Michael Zwaagstra is a public high school teacher and a senior fellow with the Frontier Centre for Public Policy.
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The opinions expressed by our columnists and contributors are theirs alone and do not inherently or expressly reflect the views of our publication.
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Troy Media is an editorial content provider to media outlets and its own hosted community news outlets across Canada.


Curated from the YAMAHA Educator Suite – by Marcia Neel –
One of the hallmarks of successful music educators is their desire to continually seek out ways to “build a better mousetrap.”
For example, they look for new rehearsal and conducting techniques, innovative ideas to reach others through advocacy and more effective strategies to enhance recruitment and retention for their school’s music education programs.
These and other topics have been addressed in resources provided by the Music Achievement Council (MAC), a not-for-profit organization sponsored by the National Association of School Music Dealers (NASMD) and the National Association of Music Merchants (NAMM). The MAC resources presented below have been created by teachers for teachers to help with recruitment and retention. They are available on the NAMM Foundation Resources for Educators website. The “First Performance Concert” book costs $45 while the rest are available as free downloads:
Available for beginning band or orchestra, these “First Performance” materials help students demonstrate what they have learned in a short 30-minute concert to be presented within the first six to eight weeks after picking up their instruments. The package features sheet music, programs and a script that can be read by the school principal, a band parent or other invited emcee.
The timing of “First Performance Concert” creates excitement for parents and students alike, inspiring young musicians to practice more because they have quickly learned the satisfaction of a well-prepared show.
To further encourage retention, you can involve high school students as ushers, hosts or guest performers. In the case of band, a surprise appearance by the high school marching ensemble just prior to the conclusion of the show might be an impactful way to provide beginners and their parents with the “long view” of the music education program.
One of MAC’s most successful resources, this booklet compiles ideas and practices of music teachers, music dealers and the music products industry, including the following two key concepts:
This guide covers 24 topics that fall under four general areas: The Classroom, The Business Side of Teaching, Telling the Story and Supporting Music Education. Many tips include supplemental videos from directors who explain how they have implemented the specific concepts.
The transition from middle school to high school has been repeatedly identified as being the most crucial period in retaining students. The key to successful retention is action.
This publication provides strategies that directors, parents, principals, music supervisors and even the students themselves can implement to create a more seamless changeover as musicians advance from middle school to high school programs.
5. Bonus: Be Part of the Music
In addition to the tools provided by MAC, check out the Be Part of the Music website created by Scott Lang. This collection of written content and video materials provides information for students and educators segmented by band and orchestra as well as by middle school and high school.


Kindergarten readiness and conversational turns: Study results point to a boost from LENA Start
Duration: 1 hour, 2 minutes
A study out of South Carolina has found a correlation between increased conversational turns and higher scores on the state’s Kindergarten Readiness Assessment (KRA). Furthermore, the study found that higher KRA scores were linked to participation in the LENA Start program, designed for the parents of infants, toddlers, and preschoolers.
These results build on years of research linking conversational turns to positive child outcomes. Around the world, researchers have used LENA technology to draw connections between conversational turns and brain growth, social-emotional development, middle school IQ scores, and more. This is also a story of community partnerships done right.
Dr. Jody Dill, the study's author, presented these findings, along with her graduate advisor, Dr. Mary Ann Solesbee. They were joined by Dr. Dan Wuori, Senior Director of Early Learning at the Hunt Institute, and Lisa Blanton, Coordinator of Early Childhood/Elementary Curriculum in Cherokee County, S.C.
About Jody Dill:
Dr. Jody Dill is a 25-year veteran of elementary education, serving as a Special Educator at Mountain View Elementary School in Taylors, S.C. Her dissertation is entitled "The Relationship Between Conversational Turns and Student Achievement."
About Mary Ann Solesbee:
Dr. Mary Ann Solesbee is a professor in the Graduate School of Education at North Greenville University in Greenville, S.C., where she teaches literacy and leadership courses and serves on doctoral committees. Dr. Solesbee has devoted her life to education. She taught elementary school, directed a program in English and culture for Kanto International students from Japan, and directed a Teaching American History Grant for eight school districts in the Upstate of South Carolina. Dr. Solesbee brings her love for history, teaching children, and mentoring teachers in a newfound writing career. She is the author of a series of books for middle grades that focus on American History in the Upstate of South Carolina. Her latest textbook, for first-grade social studies, is called South Carolina: Right Under Our Feet.
About Dan Wuori:
Dr. Dan Wuori is the Senior Director of Early Learning at The Hunt Institute, serving as a subject matter expert and overseeing The Institute’s expanding work in the early childhood policy realm. A former kindergarten teacher and school district administrator, he served as the Deputy Director of South Carolina First Steps to School Readiness — the state’s comprehensive, public-private early learning initiative — from 2005-2018.
About Lisa Blanton:
Lisa Blanton has been in education for 18 years, with experience as a teacher, instructional coach, and public school administrator. She has worked with both local and state agencies to improve developmentally appropriate practices in early childhood settings, with a special focus on language and literacy professional development for teachers. She currently serves as the Coordinator of Early Childhood/Elementary Curriculum in Cherokee County, S.C. She is National Board Certified as an Early Childhood Generalist and has a B.A. in Elementary Education, M.Ed in Early Childhood Education, and an Ed.S in Educational Leadership.


In today’s issue of The Guardian, it was reported that children across the UK will be required to learn how to use a number of social media platforms as part of the national curriculum in primary education.
Included in their lessons will be blogging, podcasting, wikipedia (and, I assume wikis in general), Twitter and other SM tools. These lessons will be taught in conjunction with “fluency” in Web 2.0 as a medium. (I’ve always said we need to speak media fluently!)
The changes have been proposed by Sir Jim Rose, who was appointed to “give the primary school curriculum a refresh.” I’d love to see this kind of dedication to new technologies and forward-thinking in our schools here in the states. According to my nieces, kids are still taught “typing” in Georgia’s public schools. As if kids haven’t mastered the keyboard by now!
I know some might say our schools are already over-run with web 2.0 tools. I have teacher friends who are losing their minds with kids texting and tweeting all day. But imagine what we could gain from teaching kids how social media can be used to communicate, promote, motivate, mobilize, and learn. If nothing else, we’d see fewer cases like the UK teen fired for her Facebook comment, or the Twitter twit who lost a job before she even started it, if kids understood the total implications of the web. The world has changed, folks. As I always say, keep up or fall back.


My name is Brain Brian
This outstanding book by Jeanne Betancourt, portrays the life of a boy who struggles to hide his dyslexia from his friends. Based on the author's personal experience as a dyslexic, this novel is "drawn from real insight".
Fish in a Tree
Ally has been smart enough to fool a lot of smart people. Every time she lands in a new school, she is able to hide her inability to read by creating clever yet disruptive distractions. She is afraid to ask for help; after all, how can you cure dumb? However, her newest teacher Mr. Daniels sees the bright, creative kid underneath the trouble maker. With his help, Ally learns not to be so hard on herself and that dyslexia is nothing to be ashamed of. As her confidence grows, Ally feels free to be herself and the world starts opening up with possibilities. She discovers that there’s a lot more to her—and to everyone—than a label, and that great minds don’t always think alike.
Knees: The mixed up world of a boy with dyslexia
This is a good book for kids dealing with dyslexia. The author explains what life is like for a child with dyslexia, from backward letters and numbers, to words jumbling in the air and falling into his ear messed up and difficult to understand.
Thank You, Mr. Falker
This is one of my all time favorite picture books! The story's main character, Trisha, so badly wants to read. Due to her undiagnosed dyslexia, she struggles with reading until with her 5th grade teacher, Mr. Falker, discovers her secret and teaches her how to read. On the last page of the story, the author reveals that "Trisha" is Patricia Polacco, and Mr. Falker was the teacher who changed her life. Have a box of tissues handy while reading this beautiful story - I can never make it through dry eyed!
Josh: A Boy With Dyslexia
This is the first children's book I ever read featuring a main character with dyslexia. It was part of a fourth grade study about "understanding differences." My students loved reading this book, along with Janover's book, Zipper: A Kid with ADHD. It gave them a glimpse into someone else's life and struggles. It also taught them that a disability doesn't define a person or their worth.
Meet the Author
Jennifer Cerra is the founder of R.E.A.D. Intervention. She has been working with students as an educator since 1998. Jennifer received her B.A. in English Literature from Boston University and her M.Ed. in Elementary Education from Lesley University. She is also a certified reading specialist and Orton-Gillingham practitioner who received training through Fairleigh Dickinson University, an accredited IMSLEC graduate level program. After working in the public school sector for over 20 years, Jennifer decided to dedicate her passion for literacy instruction to private students struggling to read and founded R.E.A.D. Intervention. Based on R.E.A.D.’s success with students, she was approached by educational leaders and asked to provide in-person professional development on using evidence-based methods such as Orton-Gillingham. In order to deliver the content to a wider audience in a cost effective manner, R.E.A.D. created online learning modules and resources to support the delivery and implementation of this instruction. We are excited to partner with educators to help their students unlock the code and experience reading success! To learn more about R.E.A.D.'s online training offerings, visit: https://learn.readintervention.com/
All Dyslexia Reading Reading Specialist Tutoring
254 Highway 202/206
Bedminster, NJ 07921
Illustration Art by: lolagraphicimages.etsy.com
Photos by: Sharon McCutcheon. Debbie Hudson, Eniko Kis -Unsplash; Tero Vesalaine - Pixabay; Photo by Daniel Fazio on Unsplash


The next generation of early childhood education and care educators are learning their craft from industry leaders with a firm grasp of sustainability at TAFE NSW Coffs Harbour Education Centre (CHEC).
Instead of brightly coloured plastic play equipment, you'll see children playing in a simulated natural early childhood setting, climbing and exploring on recycled materials such as old tyres, crates, and cardboard boxes or making 'eco-glitter' from dried orange rind, flower petals, and leaves.
The materials are sourced from op shops, skip bins, and trade waste materials that would otherwise end up in landfill. It is all part of the CHEC's mantra of 'reuse, recycle, remake, rethink, repurpose' and their mission to embed environmentally friendly practices in how future educators interact and engage with children.
“The teaching team are very passionate and proactive about embedding Certificate III and Diploma students with the knowledge to take sustainable play and learning concepts into educational workplaces when they gain employment,” Acting Head Teacher Kate Collingburn said.
“It means that for both our students and the children, we are encouraging creative thinking and building sustainable and environmental values that they will use throughout their lives.”
The sustainability mindset goes beyond just the resources children play with. The simulated environment includes its own native stingless beehive and the children make their own beeswax food wraps to take home as well as growing seedlings and cooking with food from the vegetable garden. They even collect bread tags to be made into recycled furniture, which is then sold to provide wheelchairs for children.
TAFE NSW students have incorporated used toy markets, book swaps, and market gardens into their assessment projects as part of their course.
“We use all these opportunities as teachable moments to embed sustainability values into our students' learning and the lives of the children we work with,” Ms Collingburn said.
TAFE NSW graduate Alice Williams, who completed a Diploma of Early Childhood Education and Care and now works at Gamumbi Early Childhood Education Centre, said TAFE NSW instilled a love and appreciation of sustainability ideals.
“My study with TAFE NSW was integral in shaping my beliefs and philosophy around sustainability. It enabled me to think beyond traditional practices such as composting and worm farms to reflect more holistically about the sustainable resources we can provide for children's play,” Alice said.
“I now favour recycled materials from collecting food packaging from our kitchen to sourcing loose parts, which are not only great for sustainability but also provide greater play affordability.”
Fellow Diploma graduate Marlene Rumble, also a Gamumbi employee, echoed those sentiments, saying TAFE NSW opened her eyes to the role sustainability and nature can play in early childhood learning.
“TAFE NSW taught me about the importance of being with children in an outdoor environment and the endless learning opportunities it provides, from saving food scraps for the worm garden to beekeeping, gardening, recycling, and exploring nature in a bush setting,” Marlene said.
“Also, I loved that the materials we used for teaching were all from second-hand shops, garage sales or homes, and were reused and repurposed.”
For more information about early childhood education and care courses at TAFE NSW, visit www.tafensw.edu.au or call 131 601.
Media contact: Terra Sword, Communications Specialist. Phone 02 6623 0325. Email email@example.com.


Schools and districts around the Richmond area are back in session, but the delivery of instruction definitely varies. This unprecedented back to school year has so many moms serving as teacher too. Some moms have set up learning pods within their school community. Some moms are monitoring a remote learning experience balancing children’s technological needs while printing out worksheets for them to complete. Fed up with the amount of screen time and schedule of virtual learning, some moms have decided to homeschool.
No matter what educational journey you have chosen for your children, two factors remains the same. The first is the fact that this takes a lot of time, which is precious for moms. The second is the fact that our elementary school children, especially our youngest ones in kindergarten, first, second, and third grade, are suffering the most. Significant gaps in learning have taken place during these years where the focus on the foundation skills of reading and math are taught. How can we ensure that our young learners do not fall any further behind?
First, remember that children learn best through reading, writing, math, conversation, play, and exploration. How many experiences a day do your children have with these six components? It is also important to remind yourself that you should not be recreating a seven-hour school day. Incorporate 30 minutes a day of reading, 15-20 minutes of math practice, and daily writing. Ask children questions about what they are reading and what the text makes them think about or reminds them of. Practice math facts daily to increase memory and automaticity of number sense. Incorporate real-life experiences that involve reading and math such as reading labels on foods, take out menus, or signs around the neighborhood on a nature walk. Shopping online or rearranging rooms involve mathematical life skills including money and measurement. Cooking a meal together combines the use of reading and math.
Research shows that early literacy skills are a strong indicator of reading success in school and life. Reading and math are also very systematic and developmental. Each child’s journey is unique, but the sequence remains the same. Children can’t spell or read until they understand letter sound relationships. Children will not be able to count money or understand fractions if they do not have good number sense. As months go by and children continue on to the next grade level, we want them to excel, which means the foundational skills of reading and math should be present. We want children to feel confident and competent in these two subjects that are needed to complete anything in life.
This is the reason my sister and I created The Starke School – to help moms help their K-3 children understand and maintain the foundations of reading and math. The developmentally appropriate system takes place online and offline, anytime and anywhere, at your own pace and convenience. Families can purchase a monthly subscription to enroll their children at any time. The Starke School can be used as a tutoring program, supplemental learning program, or a support to a homeschool curriculum for an entire family. In addition to one-on-one virtual reading tutoring, in-person reading tutoring is available around the Richmond area.
Thanks to a collaboration with Richmond Moms, we are pleased to give the gift of time to provide academic support to a deserving mom in our community for a month. Please email us at [email protected] to be entered!
Kathryn Starke is a literacy consultant, author, Richmond native, and founder of Creative Minds Publications and The Starke School. Her books include Amy’s Travels, Tackle Reading, and A Touchdown in Reading: An Educator’s Guide to Literacy Instruction. Visit www.creativemindspublications.com and https://kathrynstarke.wordpress.com/the-starke-school/ to learn more.
Berry Caprese Salad
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Sparkling Sweet Tea Sangria for Summer
Cheers to Summer! We love a good Sangria in the warmer weather, and depending on the setting or food pairing, have served it in white, red or rose varieties. This Sparkling Sweet Tea Sangria from The BakerMama is not only refreshing, but decorated with a patriotic,...
Top Rain Jacket Picks for Moms
The days are getting longer, flowers are blooming…Spring is here (finally)! But just when temperatures start rising and the deep winter brain fog starts to clear, the rain starts. And it just doesn’t stop. We’re here to help you combine some retail therapy with a...


We can’t study geology and rocks without doing this fun, traditional activity of making and exploring a volcano. This is an iconic science activity for kids. All it takes is a few steps to make this science magic happen.
Making and Exploring a Volcano: Geology for Kids
My children were 2 and 4 when we did this activity. We have done this 3-step science experiment with the kids many times. They love it.
We added this activity into our Hands-On Homeschool Geology Unit. There are many books that help kids learn about the earth structure and function. This 3-step experiment for kids is a fun way to bring that information alive.
3-Step Science for Kids Supplies:
- Brown construction paper
- Glass jar
- Baking soda
- Cookie sheet (with raised sides)
- Food coloring
Making a Volcano: Step One
Curl a piece of construction paper into a cone. Place 2 tablespoons of baking soda into the glass jar. Place the paper cone over the glass.
Exploding a Volcano: Step Two
In a measuring cup, pour in 1 cup of white vinegar. Add a few drops of red or orange food coloring to make it look more like real magma.
Exploring a Volcano: Step Three
Get ready for the oohs and ahhs! Pour the vinegar into the glass. The kids love this part. You can have your child pour the vinegar if you prefer. That is great pouring practice.
We all know the baking soda reacts with the vinegar and the volcano erupts. Although this is not exactly the same science as a real erupting volcano it does act as a great segway into reading about volcanoes and geology with kids.
When I teach preschool at home, I like to get my preschooler learning to write in a simple way. I use journaling for preschoolers. It is not strict writing. It is exposure to creating a response to an activity.
My preschooler drew a picture of what she remembered the volcano looking like when it erupted. I simply say, “Go ahead and draw or write about what you saw happen in our experiment.”
And, that is our final activity in this volcano exploration.
>>You can view how to teach a preschool activity here and grab the free printable guide.<<
>>If you are looking for more preschool at home guidance, check out the homeschool preschool schedule.
What science experiment do your children love to try over and over again?
Enjoy your time at home!
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|Course ID||Course Name||Instructor||Room Number||Time|
|MA 157||MATHEMATICS AND NUMERACY TEACHING|
The focus of this course is on mathematical literacy (numeracy) as a key educational outcome and the important role that all teachers play in achieving this goal in school. Mathematics lays the foundation for the development of students’ mathematical literacy. Through this course, participants will explore and design hands-on numeracy learning experiences to promote students’ capacity and confidence to use mathematics in the real world. They will explore the scope, structure and philosophy of the school mathematics curriculum and develop a wide repertoire of teaching approaches that can support students’ understanding of mathematics and hence build their numeracy skills.


Did You Know ?
Students spend up to 58% of classroom time writing on paper
Write Start for Kids is the only Cincinnati based tutoring service dedicated exclusively to handwriting as means for your child to reach his or her full academic potential.
Handwriting is generally taught beginning in kindergarten with printing. Most students will achieve printing fluency by the end of second grade, then competency with cursive handwriting by the end of fourth grade.
Write Start for Kids is Learning Without Tears™ Certified and our Cincinnati handwriting tutors can work with clients of any age or ability, including special needs, ESL students looking for English writing practice, or homeschool environments.
Taking notes by hand results in better comprehension and attention
Research shows students who take notes by hand versus on a computer have better comprehension of what is being said, and have more sustained attention during discussion of concepts.
Handwriting helps develop eye-hand coordination, early motor skills, and boosts brain development among young children, with research showing greater neural activity in children handwriting versus looking at letters.
Good handwriting can enhance effectiveness with digital devices
A balanced learning environment focuses on both handwriting and keyboarding as fundamental skills. When taught together, students can successfully tackle any assignment or testing, in any setting.
Contact our Cincinnati handwriting tutors today to schedule an assessment at one of our convenient Cincinnati locations.
What Will We Be Learning?
Preschool: Letter and number recognition; social skills; proper crayon grip; pre-writing strokes (lines, crosses, circles, triangles); left/right discrimination; drawing.
Grades K-2: Letter recognition and use; print, letter, and number formation; word spacing; pencil grip; writing on lined paper.
Grades 3+: Letter formation, size, placement; cursive letter formation and connections; sentence and word spacing; pencil and pen grip.
All of these skills and more!
WHY HANDWRITING ?
Good handwriting is correlated to improved achievement in reading, writing, language, and critical thinking.
Handwriting improvement classes stimulate brain activity and motor skill development.
Students who are confident in their handwriting can focus on content rather than formation of letters.


We offer recorder club to Year 2.
learning the recorder can be the first step into learning an instrument and has a wealth of benefits:
1 It helps develop strong lungs and breath control.
This is such an important skill! I know we all need to breath to stay alive, but how many of us know how to breath and fill our lungs with a good string of low breath?
2 It teaches us to read music
Learning to read music, and having the brain learn new things is one way of strengthening new pathways. Learning to read anything is important and learning to read music is a lifelong skill that can be used in all parts of future music education.
3 It helps us develop our listening skills
Developing skills in listening to each other, and how different parts of the music interact and rely upon each other is something that we should be able to do. Playing and performing as part of a small or large recorder ensemble requires everyone to listen to each other to make the music “sound” the way it should.
4 It helps us develop our aural skills
Music aural skills can only be developed through playing and performing music. The more opportunities students have to play music, the more they learn about what music has the potential to sound like when musical elements are changed or altered. Through playing music children develop their musical “ear” when they start to connect what is written on the page to what they hear or play.
5 It helps to develop our eye and hand coordination
When students play the recorder, they must coordinate both their hands to make the correct notes with their fingers. At the same time, they might be either watching the page of music or their music teacher conducting the ensemble, either way they need to make sure that the eyes and hands are doing what they are supposed to, at the right time! This activity is so important to help develop other reading and sporting skills.
6 It helps develop our fine motor skills
Using each of the fingers, on both hands while playing the recorder is not easy for a lot of children. Coordinating the placement of fingers over those holes to form notes that are written on the page, requires a lot of brain power. When students rehearse the placement of fingers in the correct position, their fingers develop muscle memory and it becomes easier and easier strengthen their fine motor skills.
7 It can help our self-confidence and self esteem
When children learn new things, it is often hard at first. As a child overcomes the problems that learning the recorder can present, their confidence and self esteem are built up. If you have ever watched a child perform and then talked to them afterwards, they are usually smiling from ear to ear as they know that they have just been a part of something that was truly special.
8 It helps develop our problem-solving skills
When students try to create a piece of music, either from one that is written or one that they are creating, there will always be problems. Students need to work together to come up with a solution, and this requires patience and thinking outside the box to fix an issues that may come their way.
9 It helps build teamwork skills
Being a part of a team, or musical group, is one way that students get the opportunity to build teamwork skills.
10 It helps develop our musical ear
Playing any instrument helps us to listen to music differently. The more diverse music that our students experience helps them develop their own musical ear. If students only hear and perform one type of music, they are not then having the chance to experience every different flavour that music has on offer.


Art Can Be Seen Everywhere
Many of us think of art as paintings hanging in a museum or a creative elective taken for fun in high school. However, art has an influence on our everyday lives. Having an appreciation and an eye for art can significantly benefit someone’s personal life and career. This does not mean that you have to necessarily be the next Van Gogh. However, understanding the impact art has on the world can provide a unique perspective on someone’s life.
Art is timeless. People have been using art for centuries to voice their opinions on politics, religion, and humanity. Art from the past and created today reflects the culture and context in which it was created. It evokes emotions, whether good or bad, that can help us sympathize with or understand people from hundreds of thousands of years ago. Art can also help us understand ourselves and our emotions. Being aware of art that surrounds us keeps our communities and the larger society vital and strong.
Whether you believe you are artistic or not, creating or understanding art can help propel you in whatever field you choose to work in. Understanding concepts of art develops crucial skills when it comes to thinking patterns. Art teaches someone how to “think outside the box”. For example, in a corporate setting, having the ability to creatively see and solve a problem will allow someone to stand out in the workplace. Studies have shown that children who have an art education in school have developed strong critical thinking and problem-solving skills. Both of these dynamic skills are looked for and can enhance any career path.
Whether you are interested in exploring art history or enhancing your career, everyone can agree that we deserve joy in our lives. Art can bring that to us. Having a creative outlet is one of the most overlooked aspects of living a joyful life. Whether or not you deem yourself artistic, expressing yourself creatively is found to be essential in living a balanced and healthy life. In the same way, endorphins are released from completing a hard workout; similar psychology is involved in creating something. Whether this is drawing a portrait, discovering a new recipe, or just filling in a coloring book, being able to have a creative outlet in your day is a simple way to improve your mental well-being and quality of life.
So sprinkle moments of artistic expression to whatever you are doing and learn more how to ensure that everyone can reap the benefits of accessing the arts.
To learn more about the impact of the arts and arts education click here


ERIC Number: ED347443
Record Type: RIE
Publication Date: 1989
Esteem Builders: A K-8 Self-Esteem Curriculum for Improving Student Achievement, Behavior and School Climate.
A curriculum for enhancing student self-esteem in grades kindergarten through 12 is presented in this guide. An introduction discusses the background and research-based data as to why esteem building is essential for today's students. Chapter 1 explains the building blocks of self-esteem: security, self-hood, affiliation, mission, and competence. Chapter 2 presents a detailed plan of daily, weekly, monthly, and yearly activities that are grade level specified and cross-referenced to all major curriculum areas. Chapter 3 presents activities and strategies to build the student's feelings of trust, safety, and security. Chapter 4 presents activities and strategies to build the student's feelings of individuality and acquisition of self-knowledge. Chapter 5 presents activities and strategies to increase the student's feelings of belonging as well as to enhance social skills. Chapter 6 presents activities and strategies to help the student gain a sense of purpose. The chapter covers goal-setting, measuring past performance, and decision-making skills. Chapter 7 presents activities and strategies to help the student recognize successes and internalize feelings of accomplishment. Chapter 8 presents activities in which students work as cooperative teams to build each of the five feelings within themselves and others. Chapter 9 presents daily language development assignments and topics. Chapter 10 presents activities done on a school-wide basis to increase each of the five self-esteem components. This chapter presents spirit and climate energizers as well as activities for principals. Two appendixes contain a self-esteem bibliography and student self-esteem assessment charts and prescriptive plan. (ABL)
Descriptors: Counseling Techniques, Elementary Education, Elementary School Students, School Counseling, Secondary School Students, Self Esteem, Self Evaluation (Individuals)
B. L. Winch & Assoc./Jalmar Press, 45 Hitching Post Dr., Bldg. 2, Rolling Hills Estates, CA 90274 (ISBN-0-915190-53-2, paperback, $39.95; ISBN-0-91519088-5, spiralbound).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A


Resources for Parents and Caregivers of Preschoolers
There are only 2,000 days between the time a baby is born and when that child shows up for the first day of kindergarten. Experiences during these 2,000 days have a lasting impact on later learning, health and success. That is because children’s earliest experiences literally determine how their brains are wired; lay the groundwork for future health; and form the foundation of the social and emotional skills needed for academic and workplace success.
Talking and listening to infants, toddlers, and preschoolers
A Place of Our Own website has a Child Development / Cognitive Development page presenting tips on talking and listening to infants, toddlers, and preschoolers.
Early Childhood Nutrition
Tips, Tools and Resources for Parents and Caregivers: Fruits and Vegetables on a Budget – Have A Plant
Pre-K preparation and readiness: Parents Are Teachers, too!
Talking is Teaching / Talk Read Sing is a campaign of Too Small to Fail in partnership with various organizations that are dedicated to improving early childhood development. See Program Resources for Parents and Caregivers.
City’s First Readers is a collaboration of nonprofit organizations fostering the literacy development of children, ages 0-5. By combining resources and best practices, more New York City children have greater access to the programs and services that will stimulate their literacy development.
Please also see these Parent Resources for babies, toddlers and pre-schoolers.


Elsewhere in this blog I have written about the strengths and weaknesses of Kodaly, Orff, and Gordon approaches to music education. Those articles assumed that it is beneficial to grab strengths from each approach, mixing and matching them into a teaching method that is better than strictly adhering to any one of them. In this … Continue reading Eclectic Application of Major Music Education Methods
Conversational Solfege and the National Core Arts Standards
Conversational solfege is a curriculum for teaching music literacy developed by Dr. John Feierabend. It is a literature based curriculum that is grounded in Music Learning Theory and the Kodaly philosophy for music education. It is not a method that one uses to the exclusion of all others, but rather an effective way of teaching … Continue reading Conversational Solfege and the National Core Arts Standards
Should We Be Teaching The Names of Lines and Spaces on the Musical Staff?
Chances are, if you are a musician, you were taught somewhere along the way, the names of the lines and spaces on the musical staff. Chances are also good that the teacher used some kind of mnemonic device, like "every good bird does fly" for the lines of the treble staff, and "face" for the … Continue reading Should We Be Teaching The Names of Lines and Spaces on the Musical Staff?
Musical Fractions That Make Sense
The nomenclature for durations we have (except for those who use the quaver family of names) really is not very useful. Whole note, half note, quarter note, eighth note, and sixteenth note are the terms by which teachers, both of music and of other subjects, connect music to fraction arithmetic. As far as it goes, … Continue reading Musical Fractions That Make Sense
Music Literacy is More Than Reading Music
I saw this post recently on Facebook. "What do you teach?" "Music." "Oh, okay. So, do you read music?" "You teach English, right?" "Yes." "Can you read English?" My first reaction, as a Music teacher, was probably similar to the author of this post. I was irked, maybe even offended. Of course I read music. It seems so obvious … Continue reading Music Literacy is More Than Reading Music
Resources for The Amazing Human Musical Mind
Over the last ten posts, I offered a series on early childhood music education. Today, I'd like to share with you some of the songs I mentioned and recommended in that series. Below you will find some videos of music educators performing these songs. The materials from John Feierabend are available from GIA Publications. "The … Continue reading Resources for The Amazing Human Musical Mind
The Music Specialist Trap
Whether we want to admit it or not, we music teachers are all to some extent caught in the specialist trap. This trap has been built out of people who claim to have little or no musical talent and who must rely on us to provide all of the musical training for their children. The … Continue reading The Music Specialist Trap
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NATIONAL KINDERGARTEN DAY
Each year on April 21st, National Kindergarten Day honors the birthday of the man who started the first Kindergarten. Friedrich Wilhelm August Fröbel (April 21, 1782 – June 21, 1852) is credited with starting the very first Kindergarten in Germany in 1837. Frobel was a German teacher and a student of Johann Pestalozzi. Frobel laid a foundation for modern education, recognizing that children learn through play and experience.
The first kindergarten (which means garden for the children) was developed in Blankenburg, Germany, in 1837. The kindergarten fostered Frobel’s social experience for children. It also allowed them to smoothly transition from home to school.
Eventually, the Prussian government banned Frobel’s unorthodox methods. However, the rest of the world was eager to accept Frobel’s idea of kindergarten, including the United States.
In 1856, Watertown, Wisconsin, opened the first kindergarten in the United States. Founded by Margarethe Schurz, this kindergarten was a German-language class, as were many in this region. Kindergarten found its way into private English-speaking institutions across the country. However, it wasn’t until 1873 that it became part of any public school system.
National Kindergarten Day offers an opportunity to thank a kindergarten teacher you know. There are several ways to celebrate the day, too!
HOW TO OBSERVE #NationalKindergartenDay
- Recognize an outstanding kindergarten teacher.
- Explore a career in elementary education, specifically as a kindergarten teacher.
- Learn more about elementary education.
- Donate to a teacher’s supply fund.
- Share your experiences as a kindergarten teacher.
- Invite families to see how today’s students learn.
- Spend a day in a classroom.
- You can also visit the National Day Calendar Classroom for projects and ideas to help you Celebrate Every Day.
- Share your kindergarten memories using #NationalKindergartenDay on Social Media.
NATIONAL KINDERGARTEN DAY HISTORY
National Kindergarten Day honors the day Friedrich Wilhelm August Fröbel was born on April 21, 1782. However, we were unable to identify the founder of National Kindergarten Day.
Q. Do kindergarten classes run half days or full days?
A. Most kindergarten classes today operate full days five days per week. However, in the past, the programs ran half days.
Q. How old are children when they begin kindergarten?
A. Most children begin kindergarten the year they turn five. However, children who are born later in the year often wait until the following year to begin. Schools provide parents with age guidelines.
April 21st Celebrated (and Not So Celebrated) History
President John F. Kennedy opens the Seattle World’s Fair via remote control from Palm Beach, Florida. The central feature of the fair was the 600 foot tall Space Needle. It included a revolving dining room and 360-degree viewing.
Based on the comic strip “Little Orphan Annie” by Harold Gray, Annie debuts on Broadway. Peter Howard directs the award-winning musical. It won seven Tony Awards including Best Musical and Best Original Score.
Chinese students protested in Tiananmen Square in Beijing. The demonstrations called for democracy, free speech, and a free press from the Chinese government. The protest led to mass demonstrations and the Chinese government declared martial law.
April 21st Celebrated (and Not So Celebrated) Birthday
Friedrich Wilhelm August Fröbel – 1782
The German student of Johann Pestalozzi is credited with laying the foundation for the modern kindergarten in Blankenburg, German.
Charlotte Bronte – 1816
In 1847, the English novelist published her most notable work, Jane Eyre.
John Muir – 1838
The naturalist and preservationist is best known for co-founding the Sierra Club. Through his efforts, natural treasures such as Yosemite, Sequoia, the Grand Canyon, and Mt. Rainier are protected as national parks.
Dorothy Baker – 1907
Author Dorothy Baker wrote three novels in her lifetime earning her a Houghton Mifflin Literary Fellowship and a Guggenheim Fellowship.
Queen Elizabeth II – 1926
On February 6, 1952, Elizabeth II succeeded her father King George VI following his death. She has four children; Charles, Prince of Wales, Anne, Princess Royal, Prince Andrew, Duke of York, and Prince Edward, Earl of Wessex. She is the longest-reigning British monarch.


Atmospheric Perspective Value Studies in Ink
Learn how to create landscape value studies with an ink brush
In this course you will gain a greater understanding of how to create atmospheric perspective in your landscape paintings. This is done through an understanding of values. Using an ink brush and water, you will follow along with me as I lead you through 3 tutorials that discuss the concept of atmospheric perspective. These tutorials are part of my year-long course, Draw 365, where I help you strengthen your drawing skills and explore different mediums.
Leslie Lambert (also known as Leslie Lambert Redhead and Leslie Redhead) is an artist, illustrator, and author whose watercolor paintings have earned international awards and recognition. In addition to being a signature member of the Northwest Watercolor Society (NWWS) and the Canadian Society of Painters in Water Colour (CSPWC), Leslie holds a Master's of Education in Art Education.
Leslie was born in Utah, grew up in Maryland, attended university in Hawaii and Utah, and raised her children in Massachusetts, New Hampshire, and the west coast of Canada. The artist currently resides in Northeast Washington. In addition to giving painting instruction at the University of Victoria and the College of Southern Idaho, Leslie teaches watercolor workshops throughout the U.S., Canada, and Spain. She is the author of Watercolor 365 and illustrator of the award winning children's book, Island in the Salish Sea.
Inspiration for Leslie's work comes from everyday moments and adventures as she visually journals the people and landscape that surrounds her. She enjoys encouraging others to embrace their inner artist and continues to seek the creative in all things.
Frequently Asked Questions
Thank you for letting me be a part of your artistic journey! I hope you enjoy this course as much as I enjoyed creating it. Please reach out to me if you have any questions.
Yours in Drawing,


Your Career Pathway
As an early learning professional, you can advance your career through formal education provided by colleges and universities and through informal educational opportunities offered by other training organizations. You are also required to take ongoing professional development to remain in your position.
You have choices, options and requirements. But how do you know what makes sense for you? By designing your own career pathway.
A career pathway builds on core knowledge. Competencies for practitioners in seven subject knowledge areas are organized from basic- to high-level skills across tiers. Each tier is a prerequisite to the next and presumes a practitioner has greater knowledge and skill than in the one preceding.
A career pathway provides direction for practitioners who want to move from entry level into professional careers in early childhood learning. It also includes structural support such as articulation of credentials and coordination among academic program providers. And it incorporates continuing professional development requirements, providing a road map of career opportunities within early care and education.


In November, January, April and June our grade 10 students will be expected to write both the Province’s Numeracy and Literacy assessments. These assessments are a graduation requirement for all students.
The Numeracy assessment is not tied to a specific Math course, but rather it evaluates a student’s numeracy skills that have been developed over the course of their education experience. Grade 10 students have the ability to re-take the Graduation Numeracy Assessment to improve their proficiency score in grades 11 and 12. Only their best proficiency level will be included on their transcript. Student proficiency will be reported on a 4-point scale.
Our school will be hosting Numeracy Assessment sessions for grade 10 students on January 25th and 26th. The majority of the assessment consists of 24 computer scored questions and two written response questions.
Students will be using the school’s Chromebooks as they are not permitted to use their own devices for this assessments. The Chromebooks have been set up by our District IT Department to have secure logins and secure operating systems, as required by the Ministry of Education.
Those grade 11 students who did not have an opportunity to write the Numeracy Assessment last year will have an opportunity in June.
We will be hosting sittings of the grade 10 Literacy Assessment during the school year. This assessment measures the student’s ability to critically think by analyzing various texts and developing conclusions based on their understanding of these texts. The assessment also measures the ability of students to communicate their ideas. The Literacy Assessment is not based on a particular course, but on learning across multiple subjects from K-10.
Students will complete the assessments online, so we will be using our Chromebook carts and our PC Computer Labs.
References and Resources
For further information, please follow the links below to find out more about the Graduation Assessments:
• Graduation Numeracy Assessment – https://curriculum.gov.bc.ca/assessment/grade-10-numeracy-assessment
• Graduation Literacy Assessment – https://curriculum.gov.bc.ca/assessment/literacy-assessment/grade-10-literacy-assessment
• General Information about and Resources/Practice Questions for the Assessments – https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/program-management/assessment/graduation


For many student teachers the prospect of facing their first classroom experience is overwhelming. This book presents a realistic view of what they will face in the classroom, but also provides them the skills they need to become reflective, professional teachers in their own right.
Early Childhood Learning Experience: Learning to Teach Well is a combination of an informational text and workbook-like exercises that encourage self-reflection and ways for each student to get the most out of their fieldwork experience. It includes features from real student teachers as well as from current mentor teachers. Developmentally and culturally appropriate practices are woven throughout the text to ensure readers are aware of national standards for programs and practices.
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I can recognize and read the words, "the," "of," and "and."
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Sight words are frequently-occurring words that often have irregular spellings. This particular lesson introduces students to the words "the," "of," and "and," three of the most common words in the English language.
This lesson will teach students to recognize, read, and write the words "the," "of," and "and."
The intro of this lesson has student name and recognize the 26 different letters of the alphabet.
The first activity shows the word used in context ("the box"). Next students practice writing the word in the air with their finger, then talk with a partner about how to spell the word. Another activity scrambles the word, requiring students to reassemble the letters to spell the world correctly. Then, a spin the wheel activity gives four other quick activities students could do to reinforce their understanding of the word being discussed.
These problems use our text-to-speech tool so that students can practice recognizing and then spelling and using "the," "of," and "and" correctly.
Students get to play Hangman to practice spelling the words one more time!
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 Elementary Teacher’s Role in Moral Education: An Investigation of One Albuquerque Public School Site
Master of Arts in Teaching (MAT)
This paper examines the elementary teacher’s role as a moral educator. The context is the Albuquerque Public Schools (APS) in New Mexico. I have investigated the Character Counts! program, the moral education program which has been adopted and utilized by the school district. I describe the goals and rationale behind the Character Counts! program, as written about in existing documentation and literature. In addition, I have conducted interviews with individuals in APS in charge of creating and disseminating such information. I have reported on the perceived effectiveness and shortcomings of the Character Counts! program as described by the people in charge of such program implementation, school administrators (i.e. vice-principals and principals), classroom teachers, resource teachers, and other school personnel. Through information gained from surveys and taped interviews, I report what these school personnel see as their roles with regards to a.) moral education and b.) the Character Counts! program. I provide insight into how they see this role being perceived in their teaching. Finally, I provide information about the school personnel’s’ perceived professional development needs with regards to strengthening their value as moral educators.
Educational Assessment, Evaluation, and Research | Elementary Education and Teaching | Teacher Education and Professional Development
Bauer, Melanie L., "The Elementary Teacher’s Role in Moral Education: An Investigation of One Albuquerque Public School Site" (2000). MA TESOL Collection. 436.
Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons


In Ontario, media components are included in the English as a Second Language curriculum in the Social-Cultural Competence and Media Literacy strand. The document English as a Second Language and English Literacy Development (2007) identifies four overall expectations in this strand:
- Use English and non-verbal communication strategies appropriately in a variety of social contexts;
- Demonstrate an understanding of the rights and responsibilities of Canadian citizenship, and of the contributions of diverse groups to Canadian society;
- Demonstrate knowledge of and adaptation to the Ontario education system;
- Demonstrate an understanding of, interpret, and create a variety of media works.
“The plethora of print, screen, and electronic mass media messages directed at adolescents and youth makes the development of media literacy especially important for secondary students. The media-literacy aspect of this strand explores the impact and influence of mass media and popular culture by examining the art and messaging of texts such as films, songs, advertisements, television shows, magazines, newspapers, billboards, photographs, and websites. Because of the significant influence that implicit and overt media messages can have on students, it is important for students to develop the ability to evaluate such messages critically. Understanding how media texts are constructed and aimed at specific audiences enables students to respond to media texts intelligently and responsibly.”
Click on a grade level under English as a Second Language for a list of media-related outcomes and links to supporting resources from the MediaSmarts site. (Note: as many of our lessons can be adapted to suit different grade levels, specific lessons may be listed for more than one grade. Teachers should also note that individual lessons often satisfy a number of learning outcomes.)


Did you know about 15% of Americans suffer from dyslexia? Of that number, many are children who experience a tough time in the school system. Many children with dyslexia find it difficult to concentrate or succeed in class.
That is because they learn differently than their peers. So, understanding how to teach children with learning disabilities is a must. Want to know the top dyslexia strategies for your children or students? If so, continue reading this article.
1. Phonemic Awareness Instruction
People can experience several types of dyslexia. However, many of these variations involve difficulty reading or interpreting words. That is why many dyslexia strategies involve evidence-based reading instruction.
That means you implement a systematic method proven to aid children with disabilities. One part of this instructional method is Phonemic Instruction. Phonemic awareness means you can break up each word into different sound segments.
So, phonetically sound out each word in a book or passage while you teach. For instance, if you have the word “cat,” you will sound out three different phonemes.
When you do this, your students understand what sounds make up the word as a whole. Once the children learn how to do this on their own, it will strengthen their reading and comprehension skills.
2. Systematic Phonics Instruction
Systematic phonics involves understanding the correlation between sounds and letters. So, you want your students to see a word and instantly recognize the sound that letters make.
When you utilize this method, you represent each phonogram in isolation. You also want your students to repeat the phonogram as many times as it takes for them to learn.
That is the key to systematic phonics. You begin simple and help the students work up to more advanced words and reading.
3. Classroom Accommodations
Teaching children with dyslexia isn’t all about instruction. You also have to prepare classroom accommodations for those students. A good way to start would be to have a parent-teacher conference.
Ask the parents how the child learns and what accommodations work best. One of the best accommodations is breaking material up into blocks. Do not throw a lot of information at the students all at once. This can create confusion and frustration.
You can also do your best to block out outside stimuli that may distract dyslexic students from their work.
That way, they can hone in on classwork without extraneous sounds and visuals. By accommodating these children in the classroom, you ensure they learn to the best of their abilities. Along with these tips, you may also enroll your child or student in a literacy program to help empower them with personalized instruction.
For More Dyslexia Strategies
As you can tell, children with learning disabilities like dyslexia learn differently in the classroom. By implementing strategies, like evidence-based reading instruction, you can enhance dyslexic children’s learning abilities.
We hope these top strategies help you with the dyslexic students in your class. If you require more tips and advice about dyslexia teaching methods, we urge you to continue reading our Education blog posts. We have many more articles discussing teaching methods that will surely help you become the best teacher possible.


Learn about and celebrate Lunar New Year with your students!
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Lunar New Year is a holiday commonly celebrated in many Asian and other countries in late winter. In this lesson, students will learn about the holiday including traditions, beliefs, and activities. Students can participate in various engaging activities such as drag and drop interactive whiteboard exercises and can receive printable worksheets including a template for a red envelope that students can decorate, cut, and glue together.
Students will be able to explore the traditions, beliefs, and practices of the Lunar New Year holiday.
Begin on slide 1 where you can click on any of the topics to learn about it. Within some topics are links that say, “Click here” which will bring you to an activity or a printable worksheet. To return back to the previous slide you were on, click on the “back” link, located on the top, right corner of the slide.
• “What is Lunar New Year?” - Students learn about what Lunar New Year is and watch a short video about what celebrating the holiday may look like.
• “Traditions” - Students learn about cleaning up in preparation for the holiday and the act of giving out special red envelopes to family and friends. In this section, students can participate in a cleaning activity on the interactive whiteboard, where students “throw out” garbage and “scrub” or erase dirt and grime from the room using the eraser tool. They also participate in a red envelope activity on the interactive whiteboard, where they drag and drop money into a red envelope. Additionally, students can make their own red envelopes by decorating, cutting, and gluing the included printable worksheet.
• “Significance of the Color Red” - Students learn about why the color red is important. They can engage in an interactive whiteboard activity where students drag and drop a common, Chinese decoration onto different areas of the room to decorate it in preparation for Lunar New Year.
• “Celebrating” - Students can learn what most countries do in order to celebrate the holiday. Students also learn about some examples of traditional clothing that people wear for the holiday.
• “Lunar New Year Food" - Students learn about the different types of foods that people eat for the holiday. One activity is included where students can stack some tangerines onto a plate in order to prepare a fruit plate for Lunar New Year dinner guests. The activity is interactive and to be used on a whiteboard.
Finally, in “Lion Dancing,” students learn about the practice of lion dancing and watch a short video that explains more about it. Included is a printable worksheet where students can decorate their own lion heads.
This lesson includes printable worksheets. For the red envelope printable activity, students will need materials to color with (e.g. crayons), scissors, and glue. For the lion head printable activity, students will need materials to color with (e.g. crayons).
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.


(contenu disponible en anglais uniquement)
The global drive to engage in evidence-based decision-making has been widely acknowledged and adopted at the regional and national levels worldwide. In the Pacific, there is a growing pool of data banks that are being used by Pacific governments to amend policies on critical issues affecting the region.
Adding to the Pacific’s consistency with the global evidence-based decision-making norm, the Pacific Community (SPC) is investing in strengthening the availability of education data for Pacific Island countries to use in improving the quality of education across the region.
The region’s largest assessment, the Pacific Islands Literacy and Numeracy Assessment (PILNA), which is administered by the SPC’s Educational Quality and Assessment Programme (EQAP) provides data on the literacy (reading and writing) and numeracy skills of students who have completed four and six years of formal primary education.
The overarching goal of PILNA as a long-term Pacific-wide regional assessment is to generate cognitive and contextual data that can be used to drive ongoing collaborative efforts to monitor and improve learning outcomes for children in the Pacific.
EQAP’s Large Scale Assessment Team Leader, Torika Taoi, explained that “PILNA contains a wealth of invaluable data collected over the PILNA cycles since 2012. When carefully explored and findings addressed, this data provides a roadmap that could lead to improvements in policy that will bring about meaningful change in students’ learning”.
In October 2022, the EQAP team convened a regional data mining workshop to enable the participating countries to gain knowledge, experience and skills to extract and explore in-depth the relevant data from the 2021 PILNA report and identify aspects of the PILNA data that can inform national planning, research, and monitoring and evaluation.
Nine Pacific Island countries participated in this regional workshop.
Nora Warren, the Assistant Chief Executive Officer of the Policy, Planning and Research Division at Samoa’s Ministry of Education, highlighted the usefulness of the workshop for participating Pacific Island countries.
“This workshop will help me understand the PILNA data from the lenses of a student, a school teacher and a school leader. Understanding their reasons will inform better decisions, policy development, research and practices for the country, especially for the Ministry of Education, Sports and Culture in Samoa”. Similar responses were received from other participating countries.
When dissected, the PILNA 2021 report can be divided into two components, cognitive and contextual. The cognitive component of PILNA is designed to collect achievement data on student learning outcomes in reading, writing and numeracy at Year 4 and Year 6 through the administration of the assessment.
On the other hand, the contextual data relates to the responses of students, teachers and head teachers of the participating schools. These groups fill in questionnaires following the administration of PILNA to provide information about the contexts that students come from, including factors related to their home and community.
Responses to the questionnaires provided information about teachers, their classroom practices, and the resources available at their schools.
In affiliation with the achievement data, the contextual data provide information about associations with student learning outcomes. This information provides a more in-depth understanding of the observed assessment outcomes and the implications of these outcomes for designing improvement strategies.
The participating PICs are now disseminating the country-specific data, generated through the PILNA 2021 assessment and contextual questionnaires, to their relevant Ministry of Education staff to drive local interventions.
To calculate the impact of this workshop, the EQAP team will be hosting a second data mining workshop this year. Through this workshop, EQAP will be gauging the changes in the education systems and practices that stemmed from the initial workshop convened in 2022.


Enjoy this Easy Science for Kids Algeria Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Algeria. You need to answer all the questions to be able to get your score. You can do this fun quiz about Algeria again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Algeria.
[gravityform id=”372″ name=”Geo – short – 087″ title=”false” ajax=”true”]
The Algeria Quiz & FREE Easy Science Quizzes
Our easy earth science quizzes are a free quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Algeria Geography quiz helps your kids learn fun facts about Algeria while enjoying this FREE interactive science quiz for kids.
If your kid is enjoying home-schooling, or is in an after-school enrichment program, then this is a fun yet educational activity, with reading comprehension benefits for first graders all the way to fifth grade kids. Kids will enjoy competing against their classmates and friends, to see who gets best results, doing this entertaining free online Geography quiz on Algeria.
As a reading comprehension training for kids, you can set a timer to encourage kids to do the reading comprehension in a faster and more efficient manner as they train to remember what they read, or you set a restriction on the number of times your kids can read about the quiz topic, before they do the actual fun Geography quizzes.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Algeria quiz answer they think is correct, and at the end you get the Algeria quiz score. Your child can try again and again doing the Algeria quiz, till gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Algeria? Check out all our other fun General Knowledge Quizzes and learn easy earth science. Visit our Earth Science for Kids all about Algeria page. Get lengthy info here.


Join us for Space Science for Kids via Zoom on November 2nd at 4pm. Registration is required – sign up here!
A comet is an ancient ball of ice, rock, and dust left over from the formation of the solar system. Comets go around the sun like planets, and when they get close to the sun, some ice vaporizes, forming a tail that can provide a dazzling display.
Unfortunately, comets usually have very long orbital periods, which usually means people don’t get to see comets very often. But there’s a good chance that everyone will see a comet in their lifetime – Halley’s Comet – because it comes close to earth every 75-76 years. Halley’s Comet last visited earth in 1986, and it will return again in 40 years.
During our Space Science program, we’ll make a model of a comet. If you’d like to follow along with the experiment yourself, a caregiver should plan to be present to help. Here’s what each participant will need:
- A small-medium mixing bowl that can stand up to being cold
- 3 cups crushed ice (not cubed)
- 1 cup of water
- 1/2 cup of sand
- A plastic garbage bag or grocery sack
- 1 tablespoon ammonia (optional – has a strong smell, choose not to use if sensitive to this ingredient)
- 1 tablespoon corn syrup or cornstarch (whatever you have on hand)
- A pair of winter gloves or rubber gloves
Additional resources about Comets that you can get with your library card!
Book: Comets, Asteroids, and Meteors
Book: Journey Around the Sun: The Story of Halley’s Comet
Book: Caroline’s Comets: A True Story by Emily Arnold McCully, about Caroline Herschel, the first woman to discover a comet.
Book: What Miss Mitchell Saw by Hayley Barret, about the life of Maria Mitchell, whose discovery of a comet paved the way for her to become America’s first female professional astronomer.
Streaming: Search comets on hoopla. You’ll find “Comets and Asteroids in Action” by Kevin Kurst, and “Chasing Comets, Asteroids and Mysterious Space Objects” by Nancy Dickmann.
~ Cathy Bakken, STEM Librarian
Article Source: Spokane Public Library


I can use what I know about the 4 times table to solve 8 times table facts
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students use their knowledge of the 4 times table to solve facts from the 8 times table.
Discuss with students that they can apply facts they already know, about the 4 times table, to solve facts they don't yet know. This saves time because they don't have to start over with every fact.
Students are asked to give the product of the images presented.
Explain to students that they can use their knowledge of 4 times table facts to solve 8 times tables. Do this by having students drag toys to boxes. Show that 2 x 4, doubled, is the same as 2 x 8. Show the same using 5 x 4 to help solve 5 x 8. Have students solve the next problems applying the 4 times table facts to solve the 8 times tables problems. Remind students that if they know the product of a x4 fact, they can double it to solve a x8 fact. Have students discuss and explain their thinking to a partner. Next show a the x4 facts and their accompanying x8 facts to 10 and have students solve for the products. Have the class practice with a game. Spin the wheel to get a number. Multiply it by 4 and then use the answer to solve the related x8 fact. Then practice some word problems with the class that use x4 knowledge to solve a x8 problem.
Students start by giving the product within the 4 times table and then are asked to solve the related 8 times table facts. They are then asked to solve word problems that ask students to use doubling.
Discuss with students that they can use their knowledge of 4 times table to solve facts from the 8 times table. Explain that by using this knowledge they don't have to solve from scratch and that they make their calculations easier. Close by playing a game. Students must spin the wheel and multiply the given number by 4 and then use that answer to solve the x8 fact.
Students who have difficulty can visualize the doubling process by drawing/writing marks on a sheet of scratch paper.
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.


Home Worksheets UKG Join the Dots Worksheets
Join the Dots Worksheets For UKG
Join the dots worksheet for UKG is a fun and educational activity that helps kids develop fine motor control, problem-solving, focus, attention, and creativity. It also encourages early numeracy skills and improves hand-eye coordination, enhancing agility and coordination. Kids can use their imaginations to create pictures or stories using shapes, promoting creativity. Through these join the dots activity worksheets for UKG practising these skills in a fun way is an effective way for kids to learn.
In addition to these join the dots worksheets for UKG online, HP PLC provides regular webinars for parents to address any questions about their child's academic and co-curricular development. Experts from the field provide valuable information during our webinar series. Parents can also subscribe to our YouTube channel to learn daily hacks to assist their children's learning.


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Is your kid a 5-year-old ready to join kindergarten? Are you worried as to how the apple of your eye will do?
When we are kids and start getting formal education, we initially cry everyday on our way to school, go through a lot of emotional turmoil and fear leaving our parents to go to a strange place called school. Gradually, we make friends, get used to the books and what’s in them. However, a trend has emerged lately of disliking or fearing a subject called Mathematics.
Numerophobia (fear of numbers) is seen in a child early on these days. If not tackled at a young age, it can be quite challenging to deal with it as the child grows up, given aptitude tests for professional courses require one to be a pro at numbers.
Panic attack already? Relax. As a parent, you can help.
So before your child comes running in a frenzy to you or you see more red marks on its report card/notebooks, you can be the saviour.
Build numeracy skills in your child early on. It is said that children learn as they play, most importantly, in play children learn how to learn. Make numbers fun for them. While cooking, let them make fractions of ingredients needed, sing number songs with them to teach counting, make colourful flashcards of numbers to teach addition, subtraction, multiplication. Ask them to add the numbers on the number plate of vehicles while you take them out. Reward them if they are right as this adds to their self-esteem.
The cognitive development of your child at this age allows it to grasp and retain things very efficiently. If an aptitude for numbers is built now, it is likely to stay long.
Mould your child early on.
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