About Rime Magic
When students who have struggled with reading and participated in reading intervention groups for years are introduced to Rime Magic, they sit right up and pay attention. They realize right away that there is something very different going on. A few minutes into the first lesson, they can see that this is going to make a difference.
Rime Magic is an innovative word-recognition system that is raising the achievement and building the confidence of K-2 readers just starting out, and 3-12 readers who have fallen behind in word recognition and need to catch up fast! Research-based and classroom-proven, Rime Magic focuses on the rime, the vowel and consonant combination that helps drive word analysis. For example, readers see the /ip/ in “slippery” and build the word out from the middle — adding the onset, the beginning consonant or consonant cluster (/sl/ in “slippery”), as well as the affix or endings (/er/ and /y/ for “slippery”).
By focusing on the rime, readers learn to see the natural segmentation patterns of the written word to “crack the code” With practice, students pick up the pace and the rimes jump out at them as they read. Confidence soars and word recognition becomes more automatic, boosting comprehension and fluency.
Rime Magic takes decoding instruction to a level that makes it easily transfer to reading. Instead of practicing isolated phonics skills, students learn to see the rime inside a word (example: seeing the “ip” in slippery). After experiencing the Rime Magic sequence, they will no longer have to rely on “sounding out” words from beginning to end, a strategy that is most often frustrating and confusing, given the irregularity of the English language. They will begin to see words in “chunks” that make sense to them, allowing more efficient word recognition.
Very short sessions with Rime Magic will make a significant difference in word recognition for students who have fallen behind. You can expect to see fast growth for most students after just a few sessions. Upper-grade students who score below a 3.0 word-recognition grade equivalent will quickly respond to Rime Magic strategies, moving closer and closer to reading grade-level text easily, able to participate successfully in reading and writing with their peers. Students with a specific learning disability can make good progress in overcoming blending difficulties and issues with letter confusion, often making enough growth to rejoin their classmates in mainstream language arts activities. No student needs to enter middle school with low word recognition!
Five to ten minutes of Rime Magic each morning will prevent your first- and second-grade students from falling behind in word recognition. You can slip a few minutes of Rime Magic into any language arts program you might be using in your classroom, and watch what happens! Students transitioning from Spanish will find English reading much more accessible and have fun in the process. Watch the engagement of your K-2 students as they discover the secret to unlocking the way words work in English! Young students who have been reluctant to focus on words will become enthusiastic participants and look forward to Rime Magic each morning. Check out the videos of first graders on Facebook and YouTube.
Students can get confused by traditional phonics rules and exceptions.
Rime Magic is experience-based—rather than memorize rules, students explore, manipulate and grasp the patterns of written language.
Some second- and third-graders fall behind in comprehension, word recognition and fluency.
The Rime Magic sequence supports reading intervention for students in second grade or above who have low word-recognition scores.
Many reading programs for early grades require hours of phonics instruction and isolated skills practice that take time away from authentic literary experiences.
The efficient, effective approach of Rime Magic gives students more time to engage in read-aloud, shared, guided and independent reading and writing to make them stronger, well-rounded readers.
Rime Magic Brochure
Here is the beautiful new Rime Magic brochure to share with teachers and administrators who are interested in fast results for their students in word recognition.
Rime Magic Flyer
Share Rime Magic with administrators and other interested educators. Download this informative flyer about the Rime Magic approach to learn more! Download Rime Magic flyer
MEETING THE STANDARDS: FOUNDATIONAL SKILLS—
CORRELATION WITH Rime Magic: Phonics-Powered Prevention and Intervention for All Students
You will find that all of the Foundational Skills, Grades K – 5, are effectively and efficiently addressed when you implement the strategies in RIME MAGIC: Phonics-Powered Prevention and Intervention for All Students. Download CCSS Reading Foundational Skills


Fun Preschool Maths Activities for Parents
It's easy to encourage an early love of maths in your child while preparing them with the numeracy skills they need to succeed in school.
There are plenty of everyday opportunities to develop early maths skills through simple activities that are fun and motivating for your preschooler. Besides workbooks, puzzles and online maths programs like Mathseeds, here are some fun preschool maths activities you can try at home.
Have you tried Reading Eggs and Mathseeds yet? Register now for a FREE trial!
Make shapes using play dough
Play dough creates many great opportunities for hands-on learning activities, including learning about and manipulating different shapes. Show your child some 2D and 3D shapes and ask them to mould the shapes using play dough. You can also use shape cutters to help guide them.
Sort the toy basket
Sorting and classifying objects is an important way to help your child understand the nature of maths. You can easily introduce these skills by gathering a basket or box of toys and helping your child sort each item by size, colour or type (e.g. cars, soft toys, dolls).
Fill up cups, jars and containers during bath time
Collect jars, cups and containers of different sizes and bring them to bath time to explore the concepts of 'full' and 'empty'. Talk about what's happening as you play. For example, "The cup is now full, no more water can fit in!" and "Let's pour water from the small cup to the big cup and see if it becomes full."
Online maths games
Online maths programs are a great way to build essential numeracy skills in a fun and highly motivating way for your preschooler. Look for online maths programs that have been designed by expert educators and match your child's individual level. Mathseeds provides hundreds of one-on-one lessons and maths games that you can try for free here.
Playing shop is a fun way to practise early maths skills and show your child how numbers and counting are a part of everyday life. Gather toys or grocery items and label them with prices written on sticky notes. You can pretend to buy and sell items using play money or creating your own paper money. This will teach your child the concept of paying for items using notes and coins.
Count and cook
Cooking is a great activity to introduce your preschooler to fractions and measurement. Show them different measuring tools and talk about the concept of fractions, such as explaining how two half cups make one whole cup.
Don't drop the ball
Count the number of times you and your child can throw a ball to each other without dropping it. You can also count the number of times you can tap a balloon before it reaches the ground.
Play heads or tails
Introduce your child to the concept of chance and probability with a simple game of heads or tails. Probability tells us that for a single coin toss, there are two possible outcomes — heads or tails — so the chance of getting either is one in two, or 50 per cent.
Patterns help children learn how to sequence and to make predictions, which are important skills for building a variety of maths skills. Experiment with your preschooler by creating different patterns or necklace designs using macaroni, beads or cereal (e.g. green, white, orange, green, white, orange). Building block towers is also a fun activity that helps your preschooler practise sequencing.
Guess the weight
Use kitchen scales to weigh certain objects around the house, such as a toilet paper roll or a pumpkin. You can also help your child estimate the weight of each object before weighing them.
Call out a number and ask your preschooler to find it. You can do this activity while driving (e.g. spotting numbers on signs, houses and number plates) or while shopping. You can also ask them to identify shapes, colours and patterns out in the real world.
Mathseeds is the award-winning online maths program that makes learning maths easy and fun for children aged 3–9. Claim your FREE trial here.


Since 2015, the humanitarian system in Venezuela has been dire. More than 4.5 million Venezuelans have left the country and the factors driving their displacement show no signs of abating. An estimated 1.7 million Venezuelan currently live in Colombia. About 460,000 of them are school-aged children.
Over recent decades in numerous and meaningful ways, Colombia has become a powerful example of the possibilities of improved human development and strengthened governance despite significant challenges. Colombia continues to struggle with high levels of poverty and an extraordinary number of internally displaced people. Nevertheless, the country’s government and civil society have made tremendous strides in establishing greater stability and social cohesion. Now the country is grappling with an influx of Venezuelans unlike one it has ever experienced before.
Venezuelans have been met with a generous and humane response from the Colombian state, which granted them access to the local education and health care systems. Efforts to integrate Venezuelans into Colombia’s public service infrastructure have been aided by the fact that challenges facing refugees elsewhere, including language and cultural barriers, are less of a challenge because Venezuela and Colombia are both Spanish-speaking societies with similar cultures and customs.
But Colombia’s efforts to open these doors have not meant that every Venezuelan has walked through them. Assessments are rightly looking at understanding the barriers to education and trying to get an estimate of the number of children out of school (OOS). Like in many emergencies, the international community is doing little to understand children’s foundational reading, math and social-emotional skills. Without understanding where these children are in terms of foundational skills, educational programs will not know how to support them, policymakers will not know how to make decisions, donors will not know where to direct funding, and people sounding the alarm on the issue will rely on inadequate data.
With support from the Tinker Foundation, the International Rescue Committee (IRC) conducted a learning assessment in the city of Cúcuta to better understand these challenges and shine a light on children’s needs. This study sought to answer on a set of key questions:
- What are the literacy, numeracy and social-emotional learning (SEL) skills of Venezuelan children in Cúcuta?
- How do these compare to the skills of their Colombian counterparts?
- How do the literacy, numeracy and SEL skills of Colombians and Venezuelans vary by different sub-groups of children by schooling status, age, sex, disability, and socio-economic status?
This brief will discuss several of the key findings from this assessment to illustrate the extent to which schooling, or lack thereof, is impacting children’s outcomes in Colombia.
Located along the shared Colombian and Venezuelan border, Cúcuta is a medium-sized city of about 710,000 people. An estimated 93,000 Venezuelans live in Cúcuta, a city that struggles with high levels of unemployment.
Cúcuta and its environs have also long struggled with a high number of OOS children. Earlier this year there were an estimated 22,350 Venezuelan children in Cúcuta and 361,433 across Colombia OOS.
They are now joined by the more than 9 million school-aged children who are OOS indefinitely because of school closures prompted by the COVID-19 pandemic.6 This IRC study was the first educational assessment of its kind in the Cúcuta region.


Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.


Just as there are hundreds upon hundreds of musics around the world, there are as many “whys” of musics. And because music education depends, partly, on the natures and values of musics, it stands to reason that there are hundreds upon hundreds of values of music education.
I will not pretend to know each and every value. Nor will I pretend to have experienced them all. Still, part of the joy of music education is experiencing known and unknown values. Even better: to experience values never deemed possible.
Here are 3 values. They aren’t the best nor the most comprehensive. Still, they’re part of why I engage in music education.
1. Musical understanding. A key value of music education is musical understanding. What does this mean? Briefly, musical understanding is experiencing and expressing oneself through music. This depends upon many factors—too numerous to mention here. For now, when I experience and express myself through music—when I compose a pop song, perform in a large ensemble, or dance Gahu—I gain a sense of self-knowledge (and self-other knowledge), self-growth (and self-other growth), and self-esteem I couldn’t gain otherwise. Why? When musical challenges meet (or slightly enhance) my abilities, I experience flow (also known as optimal experience). “Flow” describes a kind of experience that’s so engaging that it’s worth doing for the doing itself. The arts and sports are typical sources of flow. What sets musics apart from all other sources of flow and self-other understandings is the unique materials and requirements of musics, namely sonic-musical events created and shared by and for others at specific times and places.
2. Community. Related to self-other understanding, a key value of music education is community. Music making connects me to those I engage with musically. There are a number of reasons for this. First, music making can be emotionally engaging/arousing. When I’m emotionally engaged, I’m likely to connect with those who are part of this emotional engagement. Also, I become in-sync with others. And being in-sync connects me to others I wouldn’t otherwise be connected with/to. Relationships form because of musical experiences, and a community is born. With that comes trust, care, commitment, fellowship, well-being, and so on. The value of community yields exponential dividends. However, this isn’t the only kind of community that music education yields. By engaging with musics written by and for others—for example, Mahler’s 1st Symphony, the Red Hot Chili Pepper’s “Snow (Hey, Oh),” “Siyahamba,” or Ellington’s Black, Brown, and Beige—I can connect to people, places, and times far removed from my own here and now. That kind of time/space travel and communality is greatly rewarding.
3. Happiness. A key value of music education is happiness, or, stated differently, Aristotle’s notion of “human flourishing.” While some people may think that happiness is a “soft” value like “fun,” it’s not. Happiness is the pursuit of a life well lived. Living well isn’t simplistic or easily achieved. When engaged in the teaching-and-learning of music, I’m contributing to my life’s happiness. What more can be said about music education and happiness? Perhaps it’s something only to be felt and experienced. So, listen, make, and engage – with, in, and through music.


Iswarchandra Vidyasagar and Social Reforms
Iswarchandra Vidyasagar is described as having the genius and wisdom of an ancient sage, the energy of an Englishman and the heart of a Bengali mother.
Iswarchandra Vidyasagar was born on September 26, 1820, in Birsingha village of Midnapore district in a poor Brahmin family.
Iswarchandra Vidyasagar moved to Calcutta after his elementary education where he studied Sanskrit grammar, literature, Vedanta philosophy, logic, astronomy, and Hindu law, and received the title of Vidyasagar, Ocean of Learning at age 21. He even studied English literature and philosophy and was appointed as principal of Calcutta’s Sanskrit College at the young age of 30.
The Borno Porichoy, his Bengali primer, reconstructed the modern Bengali alphabet. Even after 125 years after his death in 1891 it remains every child’s introduction to learning and writing the language in Bengal.
Vidyasagar launched a powerful attack on the practice of child marriage pointing to social, ethical, and hygiene issues, and rejecting the validity of the Dharma Shastras that advocated it.
As a strong advocate of widow remarriage, he wrote his two famous tracts on the Marriage of Hindu Widows. Through his argument in reason and logic, he advocated that there was no prohibition on widows remarrying in the entire body of Smriti literature (the Sutras and the Sastras). His persistent efforts led to the enactment of the Hindu Widows Remarriage Act, known as Act XV in 1856.
He also campaigned against polygamy. He even petitioned the government for the prohibition of polygamy among Kulin Brahmins.


These printable and digital fourth grade math resources will save you a ton of time looking for quality, standards-based activities for your students. You have the option to purchase these resources individually using the links below or you can purchase my Elementary Math Resources Collection, which includes all of the resources listed below for all the grade levels and much much more. Learn more about the following 10 fourth grade resources below:
- Word problems
- Math journal
- Open-ended problems
- Number of the day
- Math vocabulary resources
- Math spiral review
- Sorting activities
- Printable math games
- Math quick checks
- Progress monitoring assessments
FOURTH GRADE MATH WORD PROBLEMS
Word problems are covered in the fourth grade Common Core math standards. According to the standards, fourth graders need to be able to use addition and subtraction within 100 to solve one- and two-step word problems.
Your students will confidently know how to solve word problems and be able to identify the limitations of using word problem keywords as a stand-alone strategy through daily word problem practice opportunities that this resource provides. This fourth grade word problem resource has a seasonal theme correlated with each month: January, February, March, April, May, June, August, September, October, November, and December.
FOURTH GRADE MATH JOURNAL
Math journals are a great way to encourage elementary students to make sense of math concepts, think critically, make connections, explain thinking, communicate ideas, practice literacy skills, self-assess, and reflect on learning. This math journal resource includes 170+ prompts offered in both printable and digital formats.
FOURTH GRADE NUMBER OF THE DAY ACTIVITIES
A number of the day activity is a great idea for how to start an elementary math lesson. These activities offer students daily practice of basic number sense skills that are essential for fourth grade and beyond and help build math confidence. This resource is both printable and digital.
FOURTH GRADE MATH VOCABULARY RESOURCES
In many ways, learning math is like learning a foreign language. In order to be successful in math, students must become fluent with the vocabulary. This fourth grade vocabulary packet includes tons of printable and digital resources to help you support your students in learning your grade level’s math language and being comfortable enough to use it in academic conversations. Elementary math vocabulary instruction is a large component of best practice math teaching.
FOURTH GRADE MATH SPIRAL REVIEW
Spiral review in math is the idea that after introducing and explicitly teaching a foundational concept or skill, students continue to practice it regularly throughout the school year in order to maintain what they have learned. It is an integral part of every fourth grade classroom. Using them consistently reduces the amount of time you need to spend on test prep, helps reinforce or re-teach foundational skills, and inspires math confidence amongst students.
This Common Core-aligned fourth grade math spiral review bundle includes 250 print and go assessment pages and 250 Google forms, so your students can access the resources digitally and in hard copy. Each page follows a consistent ten-question template, which means this resource includes 2,500 problems!
FOURTH GRADE MATH QUICK CHECKS
These fourth grade Common Core-aligned math quick check assessments can help you quickly check for understanding and identify students who require intervention, so you can provide appropriate data-driven instruction and remediation. A great way to implement them in your classroom is as exit tickets.
There is a three-question assessment for each Common Core math standard. This resource comes with an answer key and data tracking sheets and includes both a printable and digital version.
FOURTH GRADE MATH ASSESSMENTS
These fourth grade Common Core-aligned math assessments are a valuable formative assessment tool that you can share with families at parent teacher conferences. They are great for progress monitoring, providing data-driven RTI instruction, and collecting report card data.
There are three assessments for each Common Core standard, so you can use them to monitor student progress throughout the school year. Each assessment has ten questions, has an answer key, and is available in printable and digital format. Additionally, this resource includes a student data notebook, teacher grade book and teacher planning pages.
ELEMENTARY MATH RESOURCE COLLECTION
The Elementary Math Resource Collection is a HUGE library of thousands of standards-based math resources for 1st-5th grade. Becoming a member will give you access to ALL 5 grade levels, which is helpful for differentiation and if your teaching assignment changes to a new grade level in the future. This collection will save you time, give you access to an abundance of resources, and increase student engagement!


The pedagogical expeimentation in urban marginalised neighborhoods is linked with the larger aim of impacting the wider arena of education practices and interventions for the marginalised. Ankur disseminates the learnings from its practice to promote child-centred pedagogy in varied contexts. This includes collaborations and interactions with government schools, university departments, educational bodies and institutions, organisations and networks.Contribution to Critical Pedagogy
Collaboration with government school
The aim of the collaboration is to demonstrate how school can become a nurturing space for children and how classrooms can become spaces that invite and value children’s expression. Together with the teachers, we build a pedagogical practice that makes classroom interactions interesting and collaborative and engages children in co-construction of knowledge. The intervention involves rethinking concepts of text, space and neighbourhood in school education. The collaboration underlines the infinite potential of children, locality as an educational resource, and the possibilities in teachers and school. Read more
Bachelor of elementary education department, Delhi University
Ankur takes the colloquia on ‘Story telling and children’s literature’ with students of Bachelor of Elementary Education. The sessions aim to communicate that the role of storytelling and children’s literature is not just to develop reading-listening skills but to promote agency within the learner while they are listening and reading. Active listening and active reading involves encouraging learners to make meaning. To help learners go through such a process, the teacher trainees go through the processes themselves. Some of the themes include what is children’s literature, children as authors, drawing upon children’s literature as a resource in class-room.
Collaboration with department of social work
The collaboration with departments of social work seeks to engage with the thinking of a professional in the making. It presents alternative perspectives and practices of working with children, young people and the communities in working class settlements. Interventions that do not view these settlements and their inhabitants in terms of lack, and engage them in creative process and knowledge building. The multi-level engagements with departments of social work include – resource inputs in orientation programs, field work placements, research guidance, interactions with faculty and presentations at seminars.
Linkages with initiatives
All opportunities are taken up for learning and exchange with other educational and development initiatives working in varied contexts on child-rights, education, child labor, gender justice, youth empowerment and community development. This is done through participation meetings and consultations, presentations at seminars, capacity building workshops, and providing resource inputs in events.
The Right to Creativity initiative has been launched to inject the recognition of children’s creativity in the discourse on child rights and pedagogy. Creativity needs to be seen as an inalienable right of the child. There is a need for learning spaces that nurture children’s creativity and challenge them to explore and express their potential. The creative expressions in different media forms, emerging from right to creativity workshops and events are taken to wider audiences in neighborhoods, schools, organizations and various other platforms. Learnings from these processes feed into the dialogue with collaborators, child rights organizations, academic institutions and others.


422 has three even digits. How many factors could it possibly have? Scroll down to see.
This Find the Factors puzzle has the same color scheme that puzzles 414 and 417 had, but this one also has a couple of numbers that aren’t colored at all. If 422 were colored, it would be yellow. I’ve had one very close guess posted in the comments for 417. Will anybody be able to read my mind and figure out what the coloring is all about? You can type your guess in the comments. Only an elementary education is required to figure it out!
Print the puzzles or type the factors on this excel file: 12 Factors 2015-03-09
- 422 is a composite number.
- Prime factorization: 422 = 2 x 211
- The exponents in the prime factorization are 1 and 1. Adding one to each and multiplying we get (1 + 1)(1 + 1) = 2 x 2 = 4. Therefore 422 has exactly 4 factors.
- Factors of 422: 1, 2, 211, 422
- Factor pairs: 422 = 1 x 422 or 2 x 211
- 422 has no square factors that allow its square root to be simplified. √422 ≈ 20.5426
A Logical Approach to FIND THE FACTORS: Find the column or row with two clues and find their common factor. Write the corresponding factors in the factor column (1st column) and factor row (top row). Because this is a level three puzzle, you have now written a factor at the top of the factor column. Continue to work from the top of the factor column to the bottom, finding factors and filling in the factor column and the factor row one cell at a time as you go.


In this important book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help diagnose a child’s level of mathematical understanding and provide guidance for teaching. By focusing on the inherent delight and curiosity behind young children’s mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying levels of knowledge exhibited by individual students, which in turn allows them to better meet the learning needs of all children. Using straightforward, no-nonsense language, this book summarizes the current research about how children learn mathematics, and how to build on what children already know to realize more effective teaching.
This second edition of Learning and Teaching Early Math remains the definitive, research-based resource to help teachers understand the learning trajectories of early mathematics and become quintessential professionals.
Updates to the new edition include:
• Explicit connections between Learning Trajectories and the new Common Core State Standards.
• New coverage of patterns and patterning.
• Incorporation of hundreds of recent research studies.
Table of Contents
1. Young Children and Mathematics Learning
2. Quantity, Number, and Subitizing
3. Verbal and Object Counting
4. Comparing, Ordering, and Estimating
5. Arithmetic: Early Addition and Subtraction and Counting Strategies
6. Arithmetic: Composition of Number, Place Value, and Multidigit Addition and Subtraction
7. Spatial Thinking
9. Composition and Decomposition of Shapes
10. Geometric Measurement: Length
11. Geometric Measurement: Area, Volume, and Angle
12. Other Content Domains
13. Mathematical Processs and Practices
14. Cognition, Affect, and Equity
15. Early Childhood Mathematics Education: Contexts and Curricula
16. Instructional Practices and Pedagogical Issues
Douglas H. Clements is the Kennedy Endowed Chair in Early Childhood Learning, Executive Director of the Marsico Institute of Early Learning and Literacy, and Professor at the University of Denver, USA.
Julie Sarama is the Kennedy Endowed Chair in Innovative Learning Technologies and Professor at the University of Denver, USA.
“The book’s strengths are many. The in-depth coverage of the mathematical concepts and the related research are invaluable. But notably the greatest strength, in my view, is the inclusion of the developmental trajectories. I think these are an invaluable reference for anyone teaching mathematics to young children, and I encourage my students to all hold onto this text for reference when teaching.”—Barbrina Ertle, Department of Education, Adelphi University
Praise for the 1st Edition:
“What math is most important for young learners? What concepts and skills are foundational for their reaching the next level of math understanding? And how can teachers help children grasp each new idea and remain enthusiastic about math? These are the key questions in this incredibly valuable book from Douglas Clements and Julie Sarama. For each topic area, they clearly describe the developmental path, or ‘learning trajectory,’ along which children move to develop mathematical concepts and skills. And they offer evidence-based guidelines and instructional activities in an engaging, straightforward way that reflects their deep respect for, and understanding of, what teachers do.” —Carol Copple, Former Director, Publications and Initiatives in Educational Practice, National Association for the Education of Young Children
"One of the book's greatest strengths is the focus on 'Developmental Trajectories', which are a little like 'schemas'. Learning or developmental progressions that children follow as they are learning something - for example, from rolling, crawling, walking, skipping and jumping, to running and moving with increased speed and dexterity." - Martine Horvath, eye magazine
"Armed with learning trajectories, it is easy to assess any student's thinking via pedagogical documentation, locate the student on a trajectory, determine the next step in the child's learning, provide feedback that fosters it and program relevant instructional tasks." - Edward Schroeter, ETFO VOICE


This article describes how the fictional concept of Holodeck can be seen as a future immersive learning technology, as well as a new medium for future enacted, narrative experiences. In essence, the article illustrates how this fictional media has been recently studied within the art education context; particularly with the emphasis on how the medium has been considered through the holonovel writing activity. At first, the literature review presents earlier Holodeck-related research, innovation and applications, which, subsequently, provide important terminology for the holonovel writing process. The terminology includes the setup, important stakeholders and those critical units and entities that are needed for defining the pre-conditions for the Holodeck. Thereafter, the article introduces content of the holonovel course and the creation process for such holonovels that take the form of science fiction prototypes. Finally, the article presents some student-created examples of holonovels that employ the Holodeck for educational and pedagogical purposes.
|Journal||Journal of Universal Computer Science|
|Publication status||Published - 1 Jan 2019|
|MoE publication type||A1 Journal article-refereed|
- Science-fiction prototype
- Art education
- 4D/AR/VR/MR experiences


EDUCATION AND LEARNING
Hallam, S (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28:3, 269-289.
Creech et al, (2013). The power of music in the lives of older adults. Research Studies in Music Education. 35:1 83-98.
Study describes Brain Changes During Learning (Science Daily)
Collins and Adoniou (2018)
Beaty et al, (2018). Robust prediction of individual creative ability from brain functional connectivity. Proceedings of the National Academy of Sciences of the United States of America.
The Real Neuroscience of Creativity (Scientific American)
The structure of creative cognition in the human brain (Frontiers in Human Neuroscience)
Happy creativity: Listening to happy music facilitates divergent thinking. Ritter and Ferguson (2017)
Limb and Braun (2008)
Different Types of Music May Aid Stroke Recovery (DANA Foundation)
Can a Mnemonic Slow Memory Loss with Age? (Scientific American)
Need to Remember Something? Try Drawing It (Neuroscience News)
Memorization is not a dirty word (Psychology Today)
Reunited: A Short Film about Music and the Human Spirit
Musos are up to ten times more likely to face mental health issues (ABC Hack, Triple J)
MOVEMENT and COGNITION
Music moves brain to pay attention, Stanford study finds (Stanford Medicine News Centre)
Verghese, et al (2002). Leisure Activities and the Risk of Dementia in the Elderly. New England Journal of Medicine
Regular Exercise Changes the Brain to improve memory, thinking skills (Harvard Health Publishing)
Dance for Parkinson's: Yes you can be a Bowie hero (Sydney Morning Herald)
The Best Sensory Experience for Learning a Dance Sequence (Neuroscience News)
Dancing and the Brain (Harvard Mahoney Neuroscience Institute)
Shakespeare and Whieldon (2017). Sing Your Heart Out: community singing as part of mental health recovery. (Medical Humanities)
Sing ’til you’re grinning: community choirs versus football teams. (2017) Graham W. Kerr
Vaudreuil et al. (2019) Bridging the Clinic to Community: Music Performance as Social Transformation for Military Service Members (Frontiers in Psychology)
How Does Music Affect Our Brains & Our Bodies? (Wired Magazine, Incl. interview with neuroscientist Daniel Levitin)
COLLABORATION and COMMUNITY BUILDING
IUPUC group showcases the ukulele, campus community-building (University of Illinois)
Solving the World's Biggest Problems Takes Ensembles, Not Soloists (2014) Jeffrey C Walker
note: titles are linked to Amazon, reviews are not.


ePub Teaching Social Studies in the Elementary School download
Our social studies books for elementary students brings a new experience into classroom.
Our social studies books for elementary students brings a new experience into classroom. 7. The Effects of Geography on Life in the Southeast Video Essential Question: How has geography helped shape daily life in the Southeast? In a Social Studies Skill Builder, students look at maps and answer questions about climate, elevation, natural resources, and bodies of water in the Southeast. Study Your State: Your State’s Natural Resources and Natural Hazards. Reading Further: Hurricane Andrew. 8. A Crop Duster Tour of the Midwest Essential Question: Why do we call the Midwest America’s Heartland ?
Start by marking Teaching Social Studies in the Elementary School as Want to Read . Thanks for telling us about the problem.
Start by marking Teaching Social Studies in the Elementary School as Want to Read: Want to Read savin. ant to Read.
Basic subjects are taught in elementary school, and students .
Basic subjects are taught in elementary school, and students often remain in one classroom throughout the school day (until starting different blocks), except for physical education, library, music, and art classes. However, in the majority of schools, especially primary, physical education, art and music are not taught. Typically, the curriculum in public elementary education is determined by individual school districts. The broad topic of social studies may include key events, documents, understandings, and concepts in American history and geography, and in some programs, state or local history and geography.
I study K-12 social studies education and, in particular, the civic development of youth. I’m especially interested in the ways civic education, multicultural education, and global education overlap.
Online shopping for Social Studies Education Books in the Books Store. 1-12 of over 7,000 results for Books : Education & Teaching : Schools & Teaching : Instruction Methods : Social Studies. Trace Letters: Alphabet Handwriting Practice workbook for kids: Preschool writing Workbook with Sight words for Pre K, Kindergarten and Kids Ages 3-5. ABC print handwriting book.
Elementary Social Studies: A Practical Guide. com/ See the last page of the syllabus for more specific information on purchasing the eText version of our textbook. com Use your smart phone to scan this QR code that will take you directly to my site!
I really love to teach guided reading groups. Social Studies activities for Elementary and Middle School is fun and engaging with Social Studies Interactive Notebooks for the Year Bundle! and even grade students love these hands-on foldables, projects, and lessons. Social Studies activities for Elementary and Middle School is fun and engaging with Social Studies Interactive Notebooks for the Year Bundle!
Teaching elementary school requires a series of competences The children are always given an opportunity to take part in the lesson and apply the skills they have learned
Teaching elementary school requires a series of competences. Teachers usually make differences in young lives, a process, which requires patience, dedication, knowledge and hard work. Teachers are well prepared by taking courses in maths, history, English, science, sociology, arts, child psychology or development. A major in elementary education usually means five-years of studies. The children are always given an opportunity to take part in the lesson and apply the skills they have learned. Teaching at elementary school may require the use of a multiple intelligences method.
She has taught at several public schools and at Duke University
She has taught at several public schools and at Duke University. She has published in The Clearning House, the Malaysian Journal of Education, The Social Studies Teacher, AHA Perspectives, and Social Education. JAMES LITLE is Instructor of History and Social Science at the North Carolina School of Science and Mathematics. He has been a social studies teacher and department coordinator in a public high school, and has published in the International Journal of Social Studies, AHA Perspectives, and The Social Studies Teacher, and Social Education
- Teaching Elementary Social Studies: Principles and Applications ebook
- Teaching Elementary Social Studies: Strategies, Standards, and Internet Resources ebook
- Teaching as Story Telling: An Alternative Approach to Teaching and Curriculum in the Elementary School ebook
- Curriculum and Instructional Methods for the Elementary and Middle School (6th Edition) ebook
- Teaching Elementary School Mathematics for Understanding ebook
- Elementary School Social Studies: Research As a Guide to Practice (National Council for the Social Studies) ebook
- Methods and Resources for Elementary and Middle-School Social Studies ebook
- Health Education: Elementary and Middle School Applications ebook
- Elementary school mathematics: Teaching developmentally ebook
- Essentials of Classroom Teaching: Elementary Social Studies ebook


In Praise of Kindergarten
“The heart of the Waldorf method is that education is an art – it must speak to the child’s experience. To educate the whole child, his heart and his will must be reached, as well as the mind.”
– Rudolf Steiner
Speaking to a child’s experience and level of development is the key to reaching students, and teaching well, in all grades. But nowhere is this more essential than in kindergarten. Children ages four to six experience their world with their will. They are the center of every action and activity, and they move through their day by the force of their self-centered, self-driven curiosity.
Not only is it counter-intuitive to make them sit still to recite or memorize, it is detrimental. Pushing academics into kindergarten eliminates a child’s greatest gift for learning — curious, intrinsic motivation — and replaces it with external behavior modification. Take a more traditional story time vs. phonics instruction as an example.
Actions with purpose
During story time, or even a puppet show, a child is learning language skills. They are developing auditory processing as they listen and comprehend. The children are expanding comprehension with imaginative envisioning. There attention is stretched as they struggle to listen. And they are taking in new vocabulary and noticing patterns of sounds and meaning. This listening, comprehending, and imagining is key to future reading comprehension when words on a page must go beyond stale script and develop richness in the mind.
During phonics instruction, a child might sit at a desk and learn the sounds that “A” makes. But how does this, how can this, enliven the mind and how does it relate to a child’s experience? Will this spark the kindling of curiosity? How can we ask our teachers to try and make something this abstract relevant to a child who is in Piaget’s Preoperational Cognition?
The reality is that current kindergarten class curriculum is not based in childhood development science, but has instead been reverse-engineered by advisory boards. If a child must read by grade three, then the assumption is, the sooner they learn, the better.
Concerned skeptics at the American Principles Project protest that no developmental or neuropsychologists were involved in the committees creating modern, early-grade curriculum. But at an even more fundamental level, the problem with this thinking is that it regards learning as a strictly linear ascension, when any teacher or parent can attest otherwise.
Many child development experts are unimpressed with the trend of turning kindergarten into the new first (or second) grade. The Harvard Education Letter has serious concerns about the state of early education. This includes its “narrow range of literacy and math skills, eliminated recess or physical education, and scripted curricula.”
Children need time
Jerlean E. Daniel, executive director of the National Association for the Education of Young Children reminds us that: “Above all, young children need time—time to manipulate objects and ideas, time to make the information their own.”
And it’s not as if this new way of educating five- and six-year-olds is working wonders. This report from New Zealand, covered by The Telegraph, says, “Pupils kept out of formal schooling until the age of seven perform just as well those subjected to normal lessons at five… In some assessments of reading skills, those with a later start actually overtook their peers by the age of 10.”
A garden for the children
Waldorf educators join in the chorus of dissention. At Waldorf schools, kindergarten is still kindergarten and it still holds its Germanic meaning, “a garden for the children.” It is a place for nurturing, watering, and cultivating a child’s intrinsic curiosity and natural propensity to learn through play. It is a developmentally-appropriate learning environment where child-directed creative play, story time, artistic activities and outdoor exploration are teaching children essential skills.
Kindergarten can and should still serve as the transition time between the familiar security of home and the more demanding and stimulating world of school. We must advocate for the protection of childhood and provide children with the space and time they need to grow.


Australia Quiz – Fun FREE Online Interactive Earth Science Quiz
Enjoy this Easy Science for Kids Australia Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Australia. You need to answer all the questions to be able to get your score. You can do this fun quiz about Australia 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 Australia.
About the Australia Quiz & FREE Online Quizzes
Our fun Geography quizzes are a free quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Australia Geography quiz helps your kids learn fun facts about Australia while enjoying this FREE interactive science quiz for kids.
If your kid is enjoying home-schooling, or is enrolled in some extra-curricular program, then this is a fun yet educational activity, with reading comprehension benefits for grade one to grade five kids.
Kids will enjoy competing against their classmates and friends, to see who gets best results, doing this fun Geography quiz game on Australia.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or you can simply limit the number of times they can read about the quiz topic, before they do the actual earth science kids quiz.
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 Australia quiz question and answers.
You will select the Australia quiz answer they think is correct, and at the end you get the quiz score.
Your child can try many times doing the Australia quiz, till gets the perfect score faster, as children learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Australia? Check out all our other fun General Quizzes and other fun facts on earth science. Visit our Easy Geography for Kids all about Australia page. Get lengthy info here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Australia Quiz – Fun FREE Online Interactive Earth Science Quiz - ." Easy Science for Kids, Nov 2020. Web. 23 Nov 2020. < https://easyscienceforkids.com/australia-quiz-fun-free-online-interactive-earth-science-quiz/ >.
APA Style Citation
Tobin, Declan. (2020). Australia Quiz – Fun FREE Online Interactive Earth Science Quiz -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/australia-quiz-fun-free-online-interactive-earth-science-quiz/
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Supporting Diverse Voices in Young Children’s Texts: Writing as a Space for Children to Play at Naughty and Nice
This paper argues that facilitating our students to write with voice is the central task in writing instruction. Data for the paper comes from a teacher research study I undertook within my own classroom. I demonstrate that written voice is salient to young children and describe why teachers should support a diversity of voices in children’s dictations and early writing. Examples illustrate how children work in playful and complex ways with qualities of written voice. In contrast, there is discussion of how some children struggle. Suggestions for how teachers might organize a classroom to promote strength and diversity in young voices conclude the paper.
BARBARA HENDERSON is Assistant Professor of Elementary Education at San Francisco State University.
Lessons Learned:A Cross-Cultural Study of Teaching
SANA M. SERRANO
Alternative methods of teaching that improve instruction can be gained from cross-cultural information about theory, content, and pedagogy. I was part of an elementary school group that studied Japanese teachers’ method of teaching mathematics. This article describes what we learned about an alternative method of instruction, which we viewed on video tape. Included are exerpts from a second grade mathematics lesson.
SANA M. SERRANO is Assistant Professor of Elementary Education at California State University, Northridge
Last Class Notes
LILLIAN G. KATZ
During my 31 years at the University of Illinois, I taught a graduate course titled Early Childhood Curriculum Trends and Issues. The students, all of whoma were in Master’s degree programs, worked with preschool, kindergarten, and early primary school children. The course topics included studies of various curricula, approaches in the field, and examination of research comparing various curricula. The course also included discussion of the role of play in all aspects of development, the distinctions between parenting and teaching, and the role of teachers in the development of young children’s social competence.
LILLIAN G. KATZ is Professor Emerita of Early Childhood Education, University of Illinois, Urbana-Champaign, and Director, ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois.
Shared Enactment: A Meaning-Oriented, Socially Interactive, Skill-Based Approach to Literacy
The purpose of this article is to relate an activity called Shared Enactment which promotes individual narrative/literacy activities, story comprehension, and social skills and develops metacognition in children through its precursor, metaplay. The activity is meaning-oriented and socially interactivea providing a playful context as it teaches specific literacy skills: strategies that the research and literature have shown to promote optimal learning in young children. Shared Enactment involves dictation of stories generated by the children with the child/author serving as the director. One question guided the implementation of this practice: Can students be taught specific skills advocated in a standards-based curriculum and still engage in meaning-oriented, interactive activities which are essential to optimum learning! The practice is described and examples of children’s dictated stories, their enactments, and teacher’s scaffolding techniques are shared.
JANET WALLACE is a teacher in San Juan Unified School District and a graduate student in Early Childhood Education at California State University, Sacramento


By: Sarah Mihich, Marketing Intern
As Teaching Artists for Arts for Learning, you might question the short term interaction you have with the students. For some of these students this art experience could be the only one they have for the entire year. No need to worry! There are ways to ensure that this teaching opportunity is the best art experience the students will receive.
The National Art Education Association in their recent Advocacy White Paper, “What Excellent Visual Arts Teaching Looks Like” explores the philosophy by Renee Sandell, a professor of Art Education at George Mason University. Her philosophy Form + Theme + Context = Art (FTC) gives teaching artists a more balanced approach to “decoding and encoding art and other phenomena for deeper meaning and engagement”.
Through understanding form, or how the work is, students will be able to understand the structural decisions an artist makes when creating a visual art piece. Through exploring the theme, or what the work is about, students will learn what the artist is trying to express through the composition. With students examining the contexts, or when whereby/for whom, and why the art was created, students will be able to comprehend the conditions in which the artist created the work from. By using the FTC teaching philosophy, visual artists are able to ensure their lessons are balanced, interdisciplinary, and meaningful.
Excellent Visual Arts Teaching is balanced: There needs to be a balance between studying form, theme and context.
Excellent Visual Arts Teaching is Interdisciplinary: Studying the arts should show multiple connections to other subject areas for the students such as English, science, mathematics, physical education, social studies, music, and relation.
Excellent Visual Art Teaching is Meaningful: “Excellent visual arts teaching draws on art’s sensory nature to inspire individual enlightenment while building community”.
Understanding that visual art teaching is balanced, interdisciplinary, and meaningful then every lesson can be viewed as a “work of art on its own”. To learn more about the FTC approach or other philosophies on excellent visual art teachings click this link.


The National Curriculum subjects are English, Maths, Science, History, Geography, Religious Education (RE), Art and Design, Music, Computing, Design and Technology, Physical Education, and for KS2 a modern foreign language.
Our Curriculum Statement
- To nurture and develop well rounded capable and caring individuals who are exemplary citizens, enabling strong future opportunities in which they can thrive.
- To give children the knowledge, skills and attitudes to lead a rich and fulfilling life, with positive relationships, and a strong sense of commitment to making a positive contribution to the world.
In order to achieve the above we need to ensure children:
- Have firm foundations of basic skills (speaking (oracy) and language acquisition, reading, writing, maths) which they can use and apply.
- Have a broad range of exciting and creative opportunities to discover and nurture their individual talents.
- Understand the distinct nature of the different subject disciplines that enable one to become a specialist in a particular area eg. An artist or a historian etc developing increasing knowledge, skills and concepts/specialist vocabulary over time
- Develop a set of core human values which underpin their SMSC and character development, their sense of uniqueness and self worth as an individual.
- Have access and opportunity for all individuals to achieve their potential.
- To develop children’s thinking, questioning and independent learning (metacognition) skills
- To prepare children to be ready for the next stage in their education
The Coldfall Primary School curriculum consists of:
- The National Curriculum core and foundation subjects which are in part taught as distinct subject areas and in part through topics within a relevant, contextual and inspiring creative global curriculum entitled “A journey around the world”.
- Specialist provision in music, PE, Art and French
- Eco/green learning
- RE, PHSE, Citizenship and SRE.
- Values and character Education.
- An enrichment programme for each year group comprising chess, forest school, cooking, additional music and green/ eco learning.
- A programme of extracurricular activities which include creative and physical opportunities.
Overview of the National Curriculum for Years 1 to 6 (PDF format).
Key Skills in English and Mathematics
Particular skill areas are described as ‘key skills’ because they help learners to improve their learning and performance in education, work and life. These are embedded in the school’s curriculum.


We, at KSStech have developed an excellent interactive collection of children's activities,
to learn the basics of Marathi, Hindi and Gujarati in a fun filled way that you and your children
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We want to hear from you. Please click here to give us your feedback.
Dr. James Cummins (University of Toronto), a leader in second language learning and literacy development research in the world says:-
The level of development of child's mother tongue is a strong predictor of their second language development. Now most of us agree
with the above research. But how do we keep our child interested in learning his or her language? The answer to this
problem is this CD you are looking at. We have developed an excellent interactive collection of children activities,
to learn the basics of Marathi, Hindi and Gujarati in a fun-filled way.


Secondary Teacher Preparation Policy
The state should distinguish between the preparation of middle school and elementary teachers. This goal was reorganized in 2017.
Commendably, Maryland does not offer a K-8 generalist license. However, the state allows elementary teachers to teach in departmentalized middle schools, if not less than 50 percent of the
teaching assignment is within the elementary education grades. This is
especially worrisome considering that elementary teachers in the state
are only required to pass the Praxis II Elementary Education:
Instructional Practice and Applications test, which is not even an
adequate assessment of content knowledge for elementary teachers.
COMAR 13A.12.02.05 and 13A.12.01.13
Ensure that all middle school teachers are prepared to teach grade-level content.
Maryland should not allow elementary teachers to teach in a departmentalized middle schools. These teachers are less likely to be adequately prepared to teach core academic areas at the middle school level because their preparation requirements are not specific to the middle or secondary levels, and they are not required to pass a subject-matter test in each subject they teach. Although Maryland attempts to mitigate this policy by requiring that only half of such teachers' time can be spent teaching middle school students, the policy continues to allow teachers that are not adequately prepared to teach middle school students.
Maryland recognized the factual accuracy of this analysis. Additionally, the state noted that it is currently exploring the requirements of certification, which includes the appropriateness of current grade bands.
3B: Middle School Licensure Deficiencies
Middle school grades are critical years of schooling. It is in these years that far too many students fall through the cracks. However, requirements for the preparation and licensure of middle school teachers can be especially problematic. States need to distinguish the knowledge and skills needed by middle school teachers from those needed by an elementary teacher. Whether teaching a single subject in a departmentalized setting or teaching multiple subjects in a self-contained setting, middle school teachers must be able to teach significantly more advanced content than elementary teachers. In order to do so, middle school teachers must be deeply knowledgeable about every subject they will be licensed to teach, and able to pass a licensing test in every core subject to demonstrate this knowledge. The notion that someone should be identically prepared to teach first grade or eighth grade mathematics seems ridiculous, but states that license teachers on a K-8 generalist certificate essentially endorse this idea.


The 100 Square mat is an invaluable classroom resource in demonstrating how the 100 square can be used mathematically in a variety of ways by both the teacher and the children. The front side of the mat shows number shaded patterns, for example ‘odd and even numbers’, ‘counting on’, ‘counting back’, all highlighted and giving the children confidence as to how to use the grid, a great aid in helping them with their numeracy skills. A vocabulary of ‘Counting Words’ is listed as a reference for the children.
On the reverse side there are follow up exercises for the children to complete, for example, finding missing numbers, number patterns, odd and even numbers.
Through this fun way of number pattern work, children are given visual and written practice and are being introduced to the basic concepts of addition, subtraction and multiplication.


Also included in
- Kids will love this activity Earthday or any day. Fun and Fact Lessons on the science of our world and what we can do to keep it that way. Easy to understand. Colorful exclusive cartoons and art enhance the learning experience!This bundle is combined to teach kids abut their world in a fun way. Make$16.50$18.00Save $1.50
Global warming is a global warning! What is Climate Change and Global warming what can we do? A unique set of visual aids and text lesson on Global Warming for Earth Science learning. Earthday & Everyday.
Kids learn what cause and effect of Global warming and environmental concerns in a fun and unique Planetpals way! With Planetpals playful pun filled humor and inspiring facts to engage any age. Discusses how to make a difference. Enviromnetal Science. Earth Science
Two Pages include Planetpals exclusive and unique designs and learning content.
What's included: Learn about pollution and environmental concerns with
a two page Gobal Warming text lesson and Eco Tips Cartoons.
Perfect for homeschool and classroom...many ages.
Planetpals activities are unique way of engaging kids. These lessons and activities can be used in conjunction with the content on Planetpals Website (but stand alone, too) at http://www.planetpals.com. Teaching kids to love theor world through fun content and characters!
Use this resource for…
✔ Classroom Lesson
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✔ Earthday Events
✔ Interactive Activities
✔ Early Finisher Tasks
✔ Earth Science Lessons
✔ Guided Groups
Check out My Other Resources Uniquely Planetpals!
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This item is a paid digital download from my TpT store
As such, it is for use in one classroom only. This item is also bound by copyright laws. Redistributing, editing, selling, or posting this item (or any part thereof) on the Internet are all strictly prohibited without first gaining permission from the author. Violations are subject to the penalties of the Digital Millennium Copyright Act. Please contact me if you wish to be granted special permissions!


NELLS Literature Review 2017
A review by the Murdoch Children’s Research Centre reviewing the evidence for supporting children’s early language and literacy development.
Getting Early Language and Literacy Right Policy Brief 2018
The National Early Language and Literacy Coalition (NELLC) provides a policy brief calling for a national strategy to be developed. Although the importance of early language and literacy is acknowledged in a number of Australian policies and frameworks, there is a lack of strategic national focus on lifting levels of language and literacy in the early years. This policy brief outlines the need and benefits of a proposed national strategy for early language and literacy.
Early Language and Literacy Evidence Review – Universal Approaches 2020
An analysis was conducted of the international evidence for improving language and literacy skills for children five years or younger. A snapshot of current initiatives in Australia targeting early language and literacy is also included.
Early Language and Literacy Evidence Review – Vulnerable Groups 2020
An analysis of peer-reviewed literature on the effectiveness of a range of different approaches and interventions undertaken among children aged 0 to 5 years to improve their early language and literacy skills. This paper focuses on the following groups: a) Disadvantaged communities and families identified through socio-economic status b) Culturally and Linguistically Diverse families and c) Indigenous and First Nations families and communities.
National Early Language and Literacy Discussion Paper 2020
The discussion paper outlines the objectives and priorities of a National Early Language and Literacy Strategy, summarises the recent evidence reviews, and provides Australian and International examples of existing strategies, standards and initiatives regarding early language and literacy.


Social-emotional learning is a critical piece to positive early childhood development, and we know that music can accelerate this growth.
But how can educators use music to boost social-emotional skills in physically-distanced or virtual classrooms?
And what does it look like by age? Pair our free, colorful infographic with the quick tips below to keep track of SEL milestones and consider how music can elevate this critical piece of early development!
One of the often overlooked benefits of early music education and particularly a program like Kindermusik is that the music experience itself – both in class and at home – actually promotes healthy social-emotional development, a vital part of early childhood development. A class like Kindermusik gives families a place to just be together, and that together time with music becomes the basis for the kinds of things that contribute to happy, healthy, confident children.
The early years
In the early years, strong emotional ties are fostered as mom or dad cuddle, sway, or bounce their little one while humming a lullaby, rocking to a favorite song, or dancing around the room. Loving intentional touch during massage time releases those “feel-good” hormones in the brain responsible for feelings of safety and security. And a Kindermusik-inspired lullaby ritual before naptime or bedtime becomes a cherished time that strengthens the loving bonds between parent and child.
The toddler years
Later on, the time spent enjoying music together becomes a way to spend quality time, to enter into the child’s world through imagination and play, and to express through music sometimes what words cannot. It’s during these sometimes turbulent years of toddler-hood that children most need those special reassurances of their parents’ love, interest, and care.
The preschool years
As a child moves into the preschool and early school years, the security of the emotional bond with a parent paves the way for developing healthy relationships with peers and teachers. A child is ready and able to expand on the social skills that were first developed in the early years, skills that lead to confident and happy interactions with others.
Nothing more powerful than music
When it comes to your child’s social-emotional development from newborn to 7 years, there’s nothing more that will impact him more than experiencing the benefits of music, and no better choice for delivering those benefits than Kindermusik.
Have you ever wondered why a child will ask you to read the same book over and over or perhaps never tires of
rolling the ball back and forth? A newly published study may shed some light on this learning technique of young children. Nicknamed the "Goldilocks effect", the study examines the attention span of infants in relation to the complexity of the world around them. The results showed that infants focus only on situations that are neither too difficult nor too easy.
"The study suggests that babies are not only attracted by what is happening, but they are able to predict what happens next based on what they have already observed," says Kidd, lead author on the report. "They are not passive sponges. They are active information seekers looking for the best information they can find." Children who are engaged in a sensory rich learning experience are best equipped to receive and retain new information. The repetition of a fun activity likely yields new information each time for your child and provides an opportunity for them to test their predictions based on their latest observations. "Parents don’t need to buy fancy toys to help their children learn. They make the best use of their environment. They are going to look around for what fits their attention level. Kids learn best from social interaction," reminds Kidd.
I hope your family can enjoy some fun, social interaction in a Kindermusik class this summer! Click here for a free preview coupon.
This article is from Miss Aimee, of Delightful Sounds, a Kindermusik Studio in Brandon, Florida. Miss Aimee is named a Maestro in Outreach by Kindermusik International, recognizing her considerable efforts each year to reach underserved populations of children in her community.
As children grow, they must learn to play with others, not just for sake of “getting along” but also because being able to interact with peers is an important part of becoming a successful learner. Sharing and taking turns are difficult lessons to master, but as children spend more time playing together, they begin to recognize each other’s feelings and advance from parallel play (playing along side other children) to cooperative play (playing with other children).
IDEA: Use your Kindermusik songs and activities from class to inspire some parent-child play at home. You can also encourage your child’s play by providing simple and developmentally appropriate play materials. Organize the items into labeled bins and place in easy reach on shelves or in the closet.


The Hanson Method is an innovative penmanship program which makes cursive writing easy to teach and learn. This method was developed and streamlined over a period of 14 years. It has proven to be efficient and highly effective for all students. It is the best way to teach and to learn cursive writing.
The Teacher's Manual contains 40 logically sequenced daily lessons that take only ten minutes each to complete. The letters of the alphabet are designed to ensure legibility and proper connection from one letter to the next. The Student Workbook contains practice pages for both classwork and homework. In just 8 short weeks, students will be able to write legibly.
Give students the vital lifelong cursive writing skills they need. Order The Teacher's Manual and The Student Workbook—Cursive Fluency Now! I look forward to being of service and helping preserve the art and skill of cursive penmanship.
Sincerely, Ms. Hanson
Former Consultant U. S. Department of Education, Author, Creator of The Hanson Method, B. A. Elementary Education, M. A. School Administration, Educator.
Teacher's Manual $21.95 • Student Workbook $23.95. For large quantities, email or call to request discounted shipping cost. Hanson@CursiveFluency.com • (323) 333-1756
What is cursive?
Cursive is the joining together of the printed letters. It sounds simple, but without The Hanson Method it can become very complicated and challenging for most students. There is a best way to teach and learn cursive—The Hanson Method!
Why learn to write cursive?
A person can be identified by their writing. One’s signature on a document is legally binding. Writing in cursive is faster than printing. Writing personal cards and letters is a pleasure, a symbol of an educated person, and with cursive comes a sense of etiquette.
Why learn to read cursive?
Valuable cultural resources and historical documents such as the United States Preamble, Constitution, Gettysburg Address and many other valuable historical documents are written in cursive. With the disappearance of cursive writing skills, who in the future will be able to read our country's most historic documents in their original form? What will become of historical letters, and documents like private communications from historic leaders? writings of great public importance?
Also wills and land deeds are recorded and filed in our public records offices throughout America; millions have been written in cursive. Many of those records will remain legally significant for a very long time. Additionally, many towns, villages, and counties maintain record books of public meetings, and public business over the decades and centuries, all written in cursive. Who will keep, maintain, and interpret those irreplaceable records?
Experienced Teachers Say:
• These books make learning cursive fun! • Now all of my students love penmanship!
• Each daily lesson makes so much sense! • It's thorough, effective, simple, and fun! • It is a revolutionary handwriting system! • I wish my son's teacher had these books!


It has long been debated about which skill is more valuable in a musician: sight reading versus playing by ear. Sight reading means that a person learns by learning how to read music and notations. When you learn by ear you are listening to other musicians and recordings to learn a song. Classically trained musicians argue that you need to know the foundation in order to not develop poor habits. It is much more precise than learning by ear. You also have the ability to play a multitude of different styles and can more easily play with other musicians.
Musicians who learn by ear benefit by being able to learn music much faster and can pick up on mistakes more easily. It is also said that learning music by ear is a much more natural way of learning. You are conditioned from childhood to recognize and learn sounds; there is no need for sheet music. Most experts conclude that the best thing to do is to learn both styles and be as well rounded as possible as there are significant benefits to both methods.
The ones who benefit the most from any music training are going to be the children. Children who have music education from an early age show to have increased language development and a higher IQ. A young brain has more elasticity than an older person and are thus able to learn more easily. Children also gain enhanced motor skills, a sense of discipline, increase in reading comprehension and improved test scores.
While the benefits might be greater for children, learning music is still highly rewarding for an adult. Adults who learn an instrument show to have higher patience and are better able to work in a team environment. Music also helps you to connect with others and therefore improves your social life. Playing an instrument or singing is also commonly shown to reduce stress as well as prevent the onset of alzheimer’s and dementia.
With all the pluses that come with musical training it would only make sense to pursue music. Whether you start out playing on a keyboard by ear or actually formally sitting down with a teacher and learn the old fashioned way, you are going to have a rich and rewarding experience that will change you in best of ways. You can find lessons at local music shops, universities, and through personal tutors.


Looking for third grade help? These third grade resources offer multiple ways to support learners, from lesson plans to activities to worksheets. We also offer interactive games that work times tables. For those teaching third grade, you may want to check out our collection of exercises. Those working with older learners should browse our fourth grade resources.
Resources to Guide Third-graders to the Next Level
Third grade marks the center of elementary education. New adult teeth have replaced the baby ones that were there just the year before. With bigger teeth come bigger challenges as school starts gets more serious. The resource library is stocked with popular skills-based games, comprehensive workbooks, and easy-to-follow lesson plans that will help third-graders rise to the occasion.
Hundreds of highly-rated worksheets created by expert educators are available for download in the library. The activities run the gamut of the third-grade curriculum with lessons on fractions, multiplication and division, word problems to test comprehension and figurative language practice.
Guided lesson plans with suggested time instructions help parents and teachers effectively execute comprehensive exercises. Subjects range from root word prefixes to the difference between facts and opinions. The alluring activities have practical, real-world purposes that third-graders can take beyond the study desk.
In addition to classic worksheet and lesson plan methods, the Learning Library’s entertaining online games, hands-on activities, and interesting science projects add a layer of engagement to education that helps growing brains absorb and retain new information.


At Guardian, each child is seen as a strong, capable, independent, and curious citizen and our children are always encouraged to think, explore, investigate, and question the world around them.
Natural light is the basis of so many early childhood learning experiences. Growing vegetables, shadow play, plant photosynthesis, explorations about the sun, sunlight and eclipses occupy many hours of children thinking.
See what happens on the next sunny day when your child steps outside. Offer them a few light and colour catching objects and watch their imagination soar!
To read more about learning at Guardian click here.
Images shared by our Educators Sharah Shaukat Ali at Guardian Gladesville and Pooja Pooja at Guardain Roseville


St Cenydd Community School is committed to raising the standards of literacy and numeracy of all its students, so that they develop the ability to read, write, communicate and use numeracy skills effectively in all areas of the curriculum. St Cenydd Community School strives to ensure that all students have the skills necessary to cope confidently with the demands of further education, employment and adult life. Both literacy and numeracy are essential skills required in the ‘outside world’., making sure that students recognise they use these skills outside these subject areas and helping them to apply their knowledge in everyday life.
At St Cenydd Community School our ambition is for our students to leave school equipped with the skills they need to be critical, independent, and informed young adults, able to use and decipher all of the information with which they will be bombarded in future life. It is therefore the shared responsibility of all teachers to work together to build the literacy and numeracy skills of all our students, in lessons, around the school site, and in the wider community. To this end we employ whole school, cross curricular initiatives to support the work of the English and maths departments in raising standards and achievement in literacy and numeracy and students are encouraged to use and develop their skills across all subjects, in order to emphasise the importance and relevance they have for life beyond the classroom.
“Literacy is a fundamental human right and the foundation for lifelong learning. It is fully essential to social and human development in its ability to transform lives. For individuals, families, and societies alike, it is an instrument of empowerment to improve one’s health, one’s income, and one’s relationship with the world.”
Literacy is crucial to the success of individuals in both their career aspirations and their quality of life. Strong literacy skills are closely linked to the probability of having a good job, good earnings and access to training opportunities. The complexity of today's world means that students leaving St Cenydd need to be proficient in reading, writing and communication in order to understand and participate fully in all aspects of life. Literacy is woven through all of the learning that our students do at St Cenydd and teachers continue to develop their practice and expertise in explicitly teaching these skills, recognising that what it means to be literate is constantly evolving, and that the texts and technologies of the literate are now many and varied, involving spoken and written language, electronic and print media, still and moving images. Literacy skills are needed to access all curriculum areas and staff in all curriculum areas have a responsibility for helping pupils to develop their literacy skills. This development is coordinated across the schools. The school monitors all pupils’ skill development in literacy and, where individual students are deemed to be in need of extra help, provides appropriate intervention strategies for pupils.
Being numerate is about being able to apply number and mathematical approaches in everyday life. Numeracy is crucial to the success of individuals in both their career aspirations and their quality of life. Strong numeracy skills are closely linked to the probability of having a good job, good earning and access to training opportunities. The complexity of today’s world means that students leaving St Cenydd need to be proficient in their understanding of number, calculations and problem solving skills. Fluency in Numeracy allows pupils to see the links with numbers across the curriculum and establishes the importance of number both in school and beyond. At St Cenydd Community School teachers work together, using a common language and approach to improve students confidence and to encourage a positive attitude towards all aspects of numeracy. At St Cenydd pupil progress in numeracy is closely monitored and is used to inform and shape lessons across the curriculum, with staff always supporting and nurturing pupils in their learning. Where necessary, some pupils will receive extra interventions such as one to one support.
In order to support your child at home you may wish to highlight areas in your lives where numeracy skills are essential, at work and in your home life. Your child will have been given a password to use the mathswatch website, which you can explore with them, to build up any areas of mathematics they are using in class or are less confident with.


The piano TRACKS checklists are a group of documents that can be used by piano teacher to monitor and support their pupil’s progress. Our checklists are taken from our piano curriculum, which provides a basic framework for music education at the piano. There are two lists for each stage of our curriculum, one for skill and another for knowledge. This helps piano students to develop their music theory understanding at the same time as their technical and creative skills.
Piano teachers can use these checklists with or without their students to tick off items as and when the student becomes confident in them. Then use the checklists in lesson planning to see at a glance what area of pianistic skill or musical understanding needs to be developed in the next lesson. The checklists are intended to be flexible so they can be used in whatever way best supports an individual’s learning.
Payhip subscribers can download a discounted version through their subscriber area.
May 2020 Payhip offer – use the code MAY2020 to get 25% off all products (excluding subscriptions) during May.


Nr. 2: The Printed Score as a Mediator of Musical Meaning
Approaches to Music Notation in Western Tonal Tradition. (Ph.D.)
STUDIES IN MUSIC AND MUSIC EDUCATION NO 2
Författare: Cecilia Hultberg
Tryck: Lund 2000
200 kr (inkl moms)
188 kr (exkl moms) Statliga myndigheter betalar inte moms på 6%.
In this exploratory, qualitative study, selected young musicians’ ways of taking musical meaning from notation were investigated. A socio-cultural theoretical perspective was applied, which means that relations between traditions and individuals were especially accounted for. From the results of the study, conclusions on functions of the printed score as a mediator of musical meaning were drawn, and a theory of instrumental training was developed. Two main approaches to music notation were found: a REPRODUCTIVE and an EXPLORATIVE APPROACH. In the REPRODUCTIVE APPROACH, the function of the printed score is that of an explicitly normative document, which prescribes how to play, and through which the performance is to be assessed. In the EXPLORATIVE APPROACH, the function is that of an invitation to seek out implicit meaning according to the musicians’ individual judgement, within a frame of agreed understanding in Western tonal music that they share with the composer. The conclusion was drawn, that strategies for coping with music notation, used in early levels of instrumental education, might strongly influence musicians in the long term, however skilled and experienced they may be. Teaching methods based on a REPRODUCTIVE APPROACH to the printed score may even prevent professional musicians from applying musical understanding developed later. Based on these results, a theory of instrumental teaching was developed, meaning that teacher’s attitudes towards students, as well as towards music notation, might either support or obstruct students’ development.


education is the process of discovery that invites truth and infinite possibilities into one's world
The first things to ask ourselves, whether a parent, a teacher or a student, are what education means and what is its purpose? The questions seem straightforward enough at first, but the answers to them can get complex. What matters most, is for the teachers, parents and students to be on the same page in regards to our answers. Our aim is to agree on our definition.
As a society, we have gotten through different time periods and yet the concept of education has stayed with us as a powerful weapon. At each point of our history, people made decisions on what should be taught to the new generation and how it should be done. Education could mean preparation of the new generation for a specific career, the transfer of cultural values, the general disciplining and code of conduct, or the exploration of new ideas and the notion of independent and critical thinking.
Education, regardless of the form it took, shaped the views and conducts of the new generation. It helped them put in perspective the good vs bad, correct vs wrong, black vs white, etc. In this regard, education provided the framework by which to understand the world and classify the occurring events.
However, transfer of knowledge and facts has not been the single goal or definition of education. The knowledge of facts was never enough to answer all the questions one had. It is the critical thinking that provides the wisdom to understand new events, pose previously unknown questions and seek their answers.
Hence, successful education should include cultural literacy, synthesis of information and critical thinking in addition to specific skills.
Art & Music education has been fundamental since the most primitive era of our civilization. Philosophers such as Confucius and Plato have emphasized the importance of arts and music education and argued that it is this that makes us complete as humans.
Here at Arts & MusiCom we also strongly value adaptability of the society and individuals with the changing times. Which is why, in addition to providing individualized music and art education, we also provide Computer Coding and Communications Classes. It is a holistic approach, where artistic and musical education which has been valued for last 6,000 years meets the coding and communication values which are arguably one of the most important in today's workforce.
As we understand it, education is the process of discovery that invites truth and infinite possibilities into one's world. This is our one corner, join us and find the other three.
Vahe Vanesyan, Ph.D., Ed.D,
Co-Founder & Director, Arts & MusiCom


Online Education Programs
Education is a rewarding career field with a variety of job opportunities. And with the right qualifications, you can work as a principal, administrator, teacher, or reading specialist, just to name a few. Many areas of the country, as well as abroad, need qualified professionals to work in schools of every level, from preschool to collegiate. Online education programs make it possible for anyone with internet access to complete their degree.
A degree in education can help prepare you for many different careers, such as:
- Academic Administrator
- Academic Adviser
- Content Developer
- Educational Publisher
- Elementary Educator
- School Counselor
- Secondary Educator
If you’re looking to be an elementary, middle school, or high school teacher, there are a few areas of study you will need to look into. In addition to being certified as a teacher, it is advantageous to be fluent in a specific program (English, History, etc.), and have some background in psychology, particularly early childhood development if you plan on teaching at the elementary level.
No matter what level of teaching you are looking to get into, there are certain personality traits a teacher must. First and foremost is patience, since you will be dealing with people of different ages, developing through different stages of life. You will need to know how to communicate effectively with your students and provide creative and resourceful study plans to keep your students engaged and interested.
My Degree – What It’s Good For
As noted above, you don’t have to become a teacher with an education degree. In fact, there are a variety of jobs available for education graduates. Some choose to pursue an administrative position while others elect to work as a reading specialist, school counselor, or special education teacher. Below are just a few of the many areas of specialization in this field:
- Adult and Higher Education
- Curriculum and Instruction
- Early Childhood Education
- Educational Administration
- Educational Technology
- Elementary Education
- English as a Second Language (ESL)
- General Education
- Secondary Education
- Special Education
My Earning Potential
Your salary potential is based on a number of factors. Your employer, education level, and experience all factor in to determine what you can earn. Some schools require teachers to have a master’s degree in addition to licensure. If you want to work as a principal or school administrator, you’ll also need proper certification as well as a degree from an accredited school. Earning potential varies greatly depending on the position. The median salary in 2012 for a kindergarten or elementary school teacher was $53,090; for a middle school teacher it was $53,430. A principal at an elementary or middle school made $87,760. To become a principal though, one will need years of experience teaching in addition to a master’s degree.
Education degrees cover many subjects in academic and research fields and are offered by many schools at their campus or online. Students are able to work towards several types of degree in business including Bachelor of Science, Master of Education, and Doctor of Education. Read more on schools offering degrees in education:
Below, you can find several programs for popular fields in education.
Online Adult/Higher Education Degrees
- Northcentral University — PhD: Leadership in Higher Education
- Walden University — EdD: Adult Education
Online Curriculum and Instruction Degrees
- Northcentral University — MEd: Curriculum and Teaching
- Northcentral University — EdD: Curriculum and Teaching
Online Elementary and Early Childhood Education Degrees
- Grand Canyon University — MEd: Elementary Education (IR and Cert)
Online ESL Education Degrees
- Grand Canyon University — MA: Teaching English to Speakers of Other Languages
- Northcentral University — MEd: English Second Language
- Northcentral University — EdD: English Second Language


The Dhvani Music School uses an approach to Carnatic music learning which blends the best of the traditional gurukula system with a more modern educational institution approach. The DNA of this approach is derived from Dr. Padma Sugavanam’s own educational experiences, which included traditional gurukula education as well as acquiring and imparting music education in the music departments of Indian and American Universities.
Indian classical music is rightly referred to, as rāga music. The Dhvani School considers a holistic comprehension of rāga-ness to be central to learning Indian classical music. The conventional approach to teaching Carnatic music involves exercises, usually in rāga MāyāmāỊavagauỊa, followed by gītams, svarajati-s, jatisvaram-s, varṇam-s, kṛti-s and so on. While adopting the best practices in this conventional approach, the Dhvani School will take a different approach to give students the opportunity to absorb the rāga in depth, and express their internalization of rāga-ness in their music.
The Dhvani School’s curriculum is designed to take students through a sustained journey for each rāga – with exercises, compositions, varṇam, kṛti etc. ensuring an in-depth coverage of the rāga, before moving to the next rāga. The process of developing rāga-nesscan be likened to developing muscle memory – by the time the student goes through this journey, the notes, movements and graces (gamaka-s) of the rāga get well-set in the mind, as well as the voice. Learning a few rāgas this way will lay a solid foundation and equip the student to pick up and handle many more rāgas with ease. As the mental algorithms for working with rāgas gets trained and sharpened this way, the student will see that the pace of learning quickens naturally, and their ability to work with new rāgas can be developed with great felicity.


Session Two: A picture is worth a thousand words! How can photography support literacy and student voice? Participants will gain skills and confidence integrating photography into their TK-6 classrooms. This session will be presented by experts from LA’s own Las Fotos Project!
CCSESA Statewide Arts Initiative and Los Angeles County Office of Education’s Center for Distance and Online Learning (CDOL) are excited to collaborate to bring high quality arts integration professional learning to support Media Arts in Los Angeles County and across the state. The Media Arts for Elementary Classrooms Project will provide foundational skills and instruction in various Media Arts contents. Outstanding industry partners in the LA area will provide foundational skills and instruction along with TEAL experts.
Since the adoption of the California Arts Standards for Public Schools and the California Arts Education Framework for Public Schools, there is a need for practical introduction to Media Arts at the elementary level. Students are learning from home on devices and are consuming, creating, and sharing media online. Educators are eager to develop media skills to support student content that is both current and standards-aligned. Media Arts is a natural fit to the modern elementary classroom where students can express their voice and ideas in creative ways.


Full name of specification
BTEC Level 2 Children’s Play, Learning and Development
Exam board specification link
What is BTEC Children’s Play, Learning and Development
This course is suited to anyone interested in working with young children and children with additional needs in a range of settings. Settings such as nursery, pre-school or primary school. A career within the Early Years sector is challenging but also hugely rewarding. It allows you to make a difference in the lives of children, helping them to reach their full potential. If you have an approachable, trustworthy, enthusiastic and compassionate nature, then the Children’s Play, Learning & Development BTEC may be for you!
Why study this course?
We provide a practical, real-world approach to learning for those who want to work with children from birth to seven years. The course has a strong practical emphasis, including extensive work experience to build up your knowledge and skills.
What can you expect from this course?
Students will undertake practical training in various childcare establishments through work placement hours, and study core units in childcare on site at Kingston College. We will help arrange for you to complete your DBS (Disclosure and Barring Service) check, formally known as the CRB check, and this will be explained to you at enrolment.
The BTEC First Certificate allows for a pass mark differentiation. This means that you can pass the certificate at either pass, merit or distinction level which will then determine your overall qualification grade with either a level 1 or level 2 pass mark.
How is it assessed?
Coursework, 7 pieces, 1 exam
What can I do after completing this qualification?
BTEC Firsts motivate learners and opens doors to progression into further study and responsibility within the workplace. On completion, this course will act as a stepping stone towards a level 3 Early Years qualification or enrolment onto an apprenticeship course or employment in the industry.
What will I study? (include unit numbers and names)
1. Children’s Development
2. Children’s Communication, Literacy & Numeracy Skills
3. Play & Learning
4. Keeping Children Safe
Additional activities within this subject
Practical sessions, trips and visits