This research paper presents preliminary results of an NSF-supported interdisciplinary collaboration between undergraduate engineering students and preservice teachers. The fields of engineering and elementary education share similar challenges when it comes to preparing undergraduate students for the new demands they will encounter in their profession. Engineering students need interprofessional skills that will help them value and negotiate the contributions of various disciplines while working on problems that require a multidisciplinary approach. Increasingly, the solutions to today's complex problems must integrate knowledge and practices from multiple disciplines and engineers must be able to recognize when expertise from outside their field can enhance their perspective and ability to develop innovative solutions. However, research suggests that it is challenging even for professional engineers to understand the roles, responsibilities, and integration of various disciplines, and engineering curricula have traditionally left little room for development of non-technical skills such as effective communication with a range of audiences and an ability to collaborate in multidisciplinary teams. Meanwhile, preservice teachers need new technical knowledge and skills that go beyond traditional core content knowledge, as they are now expected to embed engineering into science and coding concepts into traditional subject areas. There are nationwide calls to integrate engineering and coding into PreK-6 education as part of a larger campaign to attract more students to STEM disciplines and to increase exposure for girls and minority students who remain significantly underrepresented in engineering and computer science. Accordingly, schools need teachers who have not only the knowledge and skills to integrate these topics into mainstream subjects, but also the intention to do so. However, research suggests that preservice teachers do not feel academically prepared and confident enough to teach engineering-related topics.
This interdisciplinary project provided engineering students with an opportunity to develop interprofessional skills as well as to reinforce their technical knowledge, while preservice teachers had the opportunity to be exposed to engineering content, more specifically coding, and develop competence for their future teaching careers. Undergraduate engineering students enrolled in a computational methods course and preservice teachers enrolled in an educational technology course partnered to plan and deliver robotics lessons to fifth and sixth graders. This paper reports on the effects of this collaboration on twenty engineering students and eight preservice teachers. T-tests were used to compare participants’ pre-/post- scores on a coding quiz. A post-lesson written reflection asked the undergraduate students to describe their robotics lessons and what they learned from interacting with their cross disciplinary peers and the fifth/sixth graders. Content analysis was used to identify emergent themes. Engineering students’ perceptions were generally positive, recounting enjoyment interacting with elementary students and gaining communication skills from collaborating with non-technical partners. Preservice teachers demonstrated gains in their technical knowledge as measured by the coding quiz, but reported lacking the confidence to teach coding and robotics independently of their partner engineering students. Both groups reported gaining new perspectives from working in interdisciplinary teams and seeing benefits for the fifth and sixth grade participants, including exposing girls and students of color to engineering and computing.
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Role of Occupational Therapy
Occupational Therapy focuses on the skills each child needs for their life, across the environments where they spend time: school, home and in the community. Barriers to accessing typical experiences are overcome by modifying the task or environment, or teaching new skills, step by step. When working with children with significant motor disabilities, the OT brings knowledge of activity analysis to break down tasks into component parts, and to identify what underlying skills and/or adaptations are needed for greater independence and inclusion.
Assistive Technology Use
Occupational Therapy for children with neurological impairment due to cerebral palsy or hemiplegia focuses on motor skills development and functional skills. When motor limitations are severe, the focus is often on Assistive Technology for self-care and participation in leisure skills with family and in the community. Our therapist is skilled in fine motor development of hand skills, and in using technology to maximize function while minimizing the demands for muscle strength and control.
Oregon Technology Access Program (OTAP) has a loan program for switches and software and other adaptive equipment to trial before purchase.
Click here for their website.
Corvallis Children’s Therapy also has adaptive equipment including a variety of switches and single switch software to loan to families and to use in training.
Developing Life Skills
Corvallis Children’s Therapy Occupational therapy services include fine motor skill development for hand function, sensory processing support for a range of environments, and motor skills learning for leisure and occupational tasks.
Family-driven Individual Goals
At Corvallis Children’s Therapy, goal setting for individuals is family-driven, according to the interests, priorities and daily realities of the individual and the family. Skill building starts where the individual is functioning and builds capacity from there, with support to families for additional opportunities as the skills advance.
Splinting for Wrist and Hand
Our facility and therapist can assist with splinting needs, including modifying splints for growth or repairing damaged or worn splints, as well as moulding custom splints.


Teaching and Learning
All children from aged two to eleven are encouraged to be very investigative in their approach to learning, to have no fear of taking a risk or making a mistake. We encourage all pupils to give their best, be mindful of each other, encouraging British values of mutual respect and tolerance.
We follow a thematic curriculum, wherein different areas link closely to one another. This approach to learning makes the subject matter more relevant to children; it heightens their awareness of the world around them and encourages further independent exploration.
We use a range of resources to ensure children are engaged in their learning, using both traditional and modern approaches to get the best from each individual. All children use a range of technology to support their learning; it is not unusual for even our youngest children to be using iPads to develop their literacy and numeracy skills.
Alongside the highest level of teaching from class teachers, we provide specialists in French, Music, PE and swimming. As class sizes are small, children receive a high level of individual teacher support; this ensures that our more able pupils are challenged and work at a fast pace, whilst those who are struggling in a specific area are extremely well supported. These teaching and learning opportunities ensure that all children have the necessary literacy, numeracy and critical thinking skills to enable them to access a wide and varied curriculum.
The curriculum on offer in Springfield provides children with the very best of foundations. We prepare them for the exciting opportunities and demands of the modern world. Children of all abilities enjoy great success and their achievements are celebrated by all. Their self esteem is nurtured and when they leave us they are ready both for the next stage of their education and to become valuable citizens of the future.
Laying the foundations of future success. Reception to Year Two:
From Reception to Year Two, the children’s learning and confidence grows in leaps and bounds. We nurture every child as an individual to ensure they have the foundations of an excellent education to help them to move forward to their next steps seamlessly, without any gaps in their learning.
We help children to understand that we all have different strengths and that it is important to celebrate the success of others as well as our own. They are taught to take risks, show resilience and to be resourceful when faced with independent tasks.
Our class sizes are small – between 12 and 18 pupils. Children are taught a broad and stimulating thematic curriculum by their form teacher, and by specialist teachers in subjects such as Music, Swimming, PE and Games and French.
Preparing for the future – Years Three to Six:
In Years Three to Six our children are encouraged to deepen their love for learning within lively, engaging lessons through our inspirational curriculum. Teachers promote independent learning to develop enquiring minds that are resilient and resourceful and pupils take pride not only in their final achievements but in the processes and experiences that take them there. Our Digital Learning Programme is seamlessly embedded in our curriculum, iPads engage pupils and provide another tool for learning alongside more traditional elements such as handwriting. Years Five and Six bring their own iPads to school while Years Three and Four have access to class sets of iPads to support and aid learning.
We are always happy to welcome prospective parents and pupils. If you would like to book a visit please fill in the form below. If you would prefer to visit us on an open day, you will find more information here.
We believe that a happy child is given the opportunity to reach their potential and the highest level of pastoral care underpins everything we do in order to ensure that the children are nurtured, supported and understood as individuals. When it is time to move on to Senior School, the children are very well prepared to take the next step in their educational journey, both emotionally and academically.
Good manners, caring for friends and high standards of behaviour are encouraged and rewarded.


Pete Delgado, Jenna Rosienski and Emy Aultman are all teachers with something in common – they recognize the positive impact of integrating computational thinking into their everyday cross-curricular lessons. Using resources from Ignite My Future in School, a program developed in partnership with Tata Consultancy Services to transform the way students across America learn through computational thinking, these educators have cracked the code and now they are sharing their learnings and best practices with all educators through an all new Master Class Series.
In this series of videos, each teacher explains their approach to incorporating computational thinking and changing the perception that this vital skill does not fit in with “regular” classes.
- Pete Delgado, a Science, Social Studies and Computer Science teacher at the Young Women’s STEAM Research and Preparatory Academy in El Paso, Texas introduces the core concepts of computational thinking into each of his classes. In his Master Class video, he highlights how he asked his students to use analysis to think critically about the issues associated with immigration, encouraging them to strive to become autonomous thinkers.
- Jenna Rosienski, from Franklin Middle School in Janesville, WI illustrates how she has collaborated with other teachers to implement Ignite My Future in Schools resources across subjects throughout the 7th grade, helping students learn to work together to solve complex problems, specifically related in infrastructure development.
- In her Master Class video, Emy Aultman, a K-5 Media Specialist at G.O. Bailey Elementary School in Tifton, GA debunks common myths related to computational thinking, namely confirming that teaching computational thinking does not require significant access to technology and demonstrating that these key skills do have a place in elementary education.
Any educator that is looking for new ways to engage students in developing effective problem-solving skills can benefit from this Master Class series. With these best practices and the wide variety of student activities, flexible lessons and parent resources available through Ignite My Future in School, educators can access everything they need to begin successful integrating of these key skills.


The Areas of Learning in Early Years
There are seven areas of learning and development that must shape educational programmes in Early Years settings. All areas of learning and development are important and inter-connected.
Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
These three, the prime areas, are:
The Foundation Stage curriculum covers seven areas of learning:
Prime Areas – These are usually developed first and are essential for future learning:
Specific Areas – As children grow, the prime areas help them to develop skills in:
The Prime Areas of Learning
Communication and Language development involves giving children opportunities to experience a rich language environment, to develop their confidence and skills in expressing themselves, and to speak and listen in a range of situations.
Physical Development involves providing opportunities for young children to be active and interactive, and to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Personal, Social and Emotional Development involves helping children to develop a positive sense of themselves and others, to form positive relationships and develop respect for others, to develop social skills and learn to manage their feelings, to understand appropriate behaviour in groups, and to have confidence in their own abilities.
Specific Areas of Learning
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials including books, poems and other written materials to ignite their interest.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces and measures.
Understanding the World involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive Arts and Design involves encouraging children to explore and play with a wide range of media and materials, as well as providing opportunities for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance role-play and design technology.
In Early Years, we encourage and support children to develop the following characteristics of learning:


Digital assessments of early learningResearch 12 Nov 2012 5 minute read
Danielle Anzai reports on an innovative computer-based early-years literacy and numeracy assessment that puts young learners at the controls.
ACER has developed a computer-based monitoring and assessment tool for the Northern Territory Department of Education and Training (DET) that will be used to assess Year 1 students’ literacy and numeracy skills from 2013.
While other computer-based assessments for early years do exist, they generally involve one-to-one administration by teachers. The ACER assessment pioneers an approach where early years students independently interact with the program by navigating the site, tackling the questions and recording their own responses.
From the very early stages of the test development, an attempt to replicate or replace the teacher-student interview style was felt to be counterproductive so the focus of design became about ‘what are the good points about using a computer’?
Many benefits were discovered for the computer-based model.
Firstly, research shows that children, including those from migrant and Indigenous backgrounds, engage strongly with the technology. They enjoy the independence and interactivity of using computers and computer games, even with software that does not reflect their own backgrounds.
The audio features of a computer enable standardised delivery to all students. Instructions are recorded by professional voice actors who can be directed to give emphasis to intonation where the question’s intent requires. Students can listen to the instruction as many times as they need to, which saves the teacher reading the same text over and over again.
Due to the autonomous nature of engaging with a computer program, students are less likely to feel pressure when they realise they have made a mistake. Clicking the Undo button allows for easy self-correction and a larger scope for thinking through a variety of answers before committing to one. This feature, combined with an engaging format, has the ability to allow students to feel less likethey are being assessed and reduce performance anxiety that can be created in other test environments.
The model also enables the capacity to contribute to student profiles by recording computer behaviours such as number of seconds spent on a question, use of the pop-up text before recording an answer, and number of times an instruction was listened to.
Finally, only those questions that can be asked in a manageable way onscreen were considered. This is the same for response styles also. Hence, while the main assessment is mapped against the new Australian Curriculum with additional diagnostic modules reflecting the Northern Territory’s own T-9 Diagnostic Net, the components of writing and speaking from the Australian Curriculum are not covered. To reduce confusion, there are only two item format styles, ‘clicking on’ and ‘drag and drop’.
ACER will also deliver a practice program so that teachers can troubleshoot the administration and students can familiarise themselves with the navigation prior to the trial test. To make the most of computerbased features and avoid the navigation itself becoming an obstacle, students will be able to engage with the practice program year-round. This will allow students to become comfortable with the technology, style and language.
In commissioning the work, DET was very clear that the assessment should feel local and familiar, and reflect the students’ context. The assessment features remote scenery and bush images, and one of the texts has an Indigenous family as the main characters and is read by an Indigenous voice actor. ACER secured a range of actors to read the stories for the comprehension section, and Julie Nihill – from Blue Heelers and now a teacher at Collingwood College in Melbourne – is voicing all the audio. Every instruction and question is available as an audio and text option.
ACER piloted the assessment in several Northern Territory schools, including a remote Indigenous school in West Arnhem Land, in May 2012. Feedback from the pilot indicated that the young learners enjoyed the assessment and were able to navigate the computerbased materials. The teachers who participated were enthusiastic about the potential of the tool to inform their own planning.
A larger trial of the assessment will take place at the end of 2012, and will reveal important information about this new form of testing including how well six-year-olds cope with multiple-choice questions and how well they can work independently on computers.


We are so excited for warmer weather here. With school being done for the year, I noticed my daughter had already gotten some of her letter formation and handwriting skills we had practiced over the year. When that happens, it's a great idea to go back to foundational skills and build on them. So I created this summer-themed pre-writing and scissor activity packet for just that reason.
In the Summer-themed Prewriting Lines and Scissor Practice Packet, you will get 14 pages of printables that include pre-writing line practice and scissor practice. The packet is designed for 3 year-olds and 7 year-olds or preschool age and through 1st grade.
You don't need to only use a pencil or crayon for these packets. A few great hands-on ways to use these pages include:
- Cover with Wiki Stix along the lines
- Squeeze glitter glue bottles along the lines
- Use pipe cleaners to form the lines and shapes
- Trace with a finger or paintbrush with finger paint
You can get more ideas for hands-on ways to practice pre-writing lines and scissor skills in these two posts below:
Get Your Free Pre-Writing & Scissor Practice Download
Enter your email address into the form below and click the green “click here” button. Your download will be sent to your email inbox where you can download it to your computer.
If you are new to GHOK, you'll also receive weekly email updates from me with more child development tips, tools, and strategies. You can unsubscribe at any time.
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Laura McAdams is International Programs Coordinator at Islamic Relief USA.
Enas was nine years old when her and her family fled Syria more than a year ago in January 2014. Their home is now a simple tent in eastern Lebanon in one of the more than four hundred informal settlements that are scattered throughout the country. Because there are no formal refugee camps in Lebanon, families like Enas’ have had to find shelter in these settlements, often set up on agricultural land with varying degrees of access to basic services like clean water, latrines, healthcare and education.
Like many other refugee children, when Enas arrived in Lebanon she wasn’t attending school, even though she had been a bright student who enjoyed school back in Syria. The nearest, still-running public school in Syria had physically run out of space to accommodate more students, despite the fact that teachers were teaching two shifts of classes a day, and Enas’ parents wouldn’t have been able to afford the school fees anyway. Lebanon’s schools have kept their doors open to Syrian refugee children, but lack of resources means that only about a fifth of the more than 500,000 elementary school-aged refugee children are enrolled and attending school. (more info on this at UNHCR.org)
Too many Syrian refugee children do not have access to quality, safe learning spaces. To address this, Islamic Relief and partners in Lebanon have constructed, furnished and staffed a new elementary school so that children living in the nearby informal settlements can start or complete their elementary education. By October 2014, 300 students enrolled in Al Andalus School and could attend classes free of charge. The school is also equipped with a computer lab, a teacher’s workroom, and a psychosocial classroom to ensure the wellbeing of children who have experienced trauma during the conflict in Syria. The school even has an indoor and outdoor play area.
Enas was so excited to start school back up again at Al Andalus and likes to make the short walk to school, even though transportation is provided.
“I love painting and football,” said Enas, who is now able to study and play with her friends like she used to back in Syria.
Her education gives her hope for the future, and because of it, Enas is more likely to make informed decisions on how to care for herself and others in difficult environments.
In times of conflict and disaster, just as in times of peace, all children have the basic human right to education. When children like Enas don’t have access to a quality education that helps them learn, they are being deprived of the foundation that will help them build a better future. Under the umbrella of UNICEF’s “No Lost Generation” initiative, Islamic Relief USA is committed to ensuring access to learning and psychosocial support to protect the futures of Syrian children like Enas and other children around the world.
We continue to pay attention to Syria, and we hope you will too. To learn more about IRUSA’s Syrian Humanitarian Aid, visit irusa.org/syria.


Our kindergarten through 3rd grade students engage in age-appropriate drama activities and experiences that encourage communication, collaboration, self-confidence, problem solving and creative thinking. With guidance from their teachers, they perform in productions that are connected to social studies and science concepts studied throughout the year.
Students in 4th and 5th grade apply the knowledge and skills learned in the primary grades to more advanced theater work. Our 4th graders explore imagination, movement, communication and play making during workshops with the San Diego Junior Theatre. They study character, scene development, story structure and theme with a professional teaching artist. Our 5th graders engage in a play writing residency with the Playwrights Project. They create characters and write scripted scenes for a play that will be performed by professional actors.
Our middle school students read Shakespeare and work with a visiting Shakespearean actor on the art of Shakespearean theater, culminating in the performance of one act from the play Julius Caesar. In our Film elective, Students learn to appreciate the artistry behind making a movie, including an exploration into cinematography, sound, music, screenwriting and film editing. In our theater elective, students are challenged to think on their feet and work as a team to create and perform skits.
Our kindergarten through 2nd grade students explore the elements of music using the Orff Approach, a developmental approach which combines music, movement, drama and speech. They study famous composers, sound, beat, melodies, rhythm and musical instruments. Students in 3rd through 5th grade continue studying famous composers, music theory and genres, and create music using modern technology in our recording studio.
In our Music and Composition elective, students use MIDI (Musical Instrument Digital Interface) to write, compose and record their own music, and use Yamaha keyboards and computers or iPads to edit their music. The sound and recording booth in our studio enables students to compose and record music using various instruments and/or vocals. These technologies not only serve students in music classes but also benefit students in other disciplines as they create podcasts, radio plays, films and documentaries.
Music Academy After-School Program
The goal of our Music Academy is to provide the highest quality, authentic music education to children. Weekly lessons are taught by professional musicians and music educators who support our philosophy of inspiring musical excellence, knowledge and creativity in children.


In current situation there is a huge demand for skilled resources in IT industry.This situation has created major challenges in terms of job opportunities and placements for the graduates and post graduates candidates who will be completing there degree in this year .We provides different coerces training which helps to candidate to improve there industry level knowledge and improve there technical skills .We basically helps on practical session which helps to improve candidates technical knowledge and job opportunities.For more details click on course.
Web development is the work involved in developing a website for the Internet or an intranet. Web development can range from developing a simple single static page of plain text to complex web-based internet applications, electronic businesses, and social network services.
Python is an interpreted, high-level, general-purpose programming language. Created by Guido van Rossum and first released in 1991, Python’s design philosophy emphasizes code readability with its notable use of significant whitespace.
Android software development is the process by which new applications are created for devices running the Android operating system. Google states that “Android apps can be written using Kotlin, Java, and C++ languages” using the Android software development kit, while using other languages is also possible.
Software Testing is defined as an activity to check whether the actual results match the expected results and to ensure that the software system is Defect free. It involves execution of a software component or system component to evaluate one or more properties of interest.Software testing also helps to identify errors, gaps or missing requirements in contrary to the actual requirements. It can be either done manually or using automated tools.
Data science is an inter-disciplinary field that uses scientific methods, processes, algorithms and systems to extract knowledge and insights from many structural and unstructured data. Data science is related to data mining and big data.
Take your first step towards a career in software development with this introduction to Java—one of the most in-demand programming languages and the foundation of the Android operating system. Designed for beginners, this Specialization will teach you core programming concepts and equip you to write programs to solve complex problems. In addition, you will gain the foundational skills a software engineer needs to solve real-world problems, from designing algorithms to testing and debugging your programs.
Big data is a field that treats ways to analyze, systematically extract information from, or otherwise deal with data sets that are too large or complex to be dealt with by traditional data-processing application software.


Beginning this fall, Waco ISD will be piloting STEMscopes Early Explorer, a new STEM curriculum solution from Accelerate Learning and Rice University. The program is designed to bring science, technology, engineering, and mathematics to pre-kindergarten students.
“It’s a model that provides students with engaging, hands-on discovery lessons so that they can explore the world around them, and expand their natural curiosity to build new concepts,” said Terri Patterson, executive director of elementary education for Waco ISD.
Starting STEM early not only promotes scientific reasoning skills, but also fosters a love for science and discovery. Many classrooms are home to students who struggle with science, which may be treated as a vocabulary list rather than a process.
“STEMscopes Early Explorer seeks to change how students interact with STEM, and it also opens career options to them in the ever-growing STEM workforce. Our new program helps teachers dive deeper into scientific understandings and also helps students question the world around them,” said Accelerate Learning’s Chief Academic Officer, Reid Whitaker.
Approved at the WISD board of trustees meeting on May 22, the pilot program will run for one academic year across the district’s 15 elementary campuses. In turn, Waco ISD schools will have access to the entire online curriculum, activity kits, supplementary print, and summer training with ongoing support. Accelerate Learning and Rice University hope to collect data over the course of the pilot, while focusing on the length of lesson mastery, vocabulary comprehension, and student questioning to refine the tools in STEMscopes Early Explorer.
“We’ve talked and complained because the state does not see the critical value of pre-K education, and has [only] funded half-day. Our children need more than half a day, so we always look for alternative sources,” said Superintendent Bonny Cain.
Waco ISD’s diverse instructional offerings, IB program, Montessori campuses, and Head Start partnerships make it an ideal candidate for effective implementation of this pre-K STEM curriculum. Rice University and Accelerate Learning hope to use the data gleaned from Waco ISD’s pilot to expand its reach and offer STEMscopes Early Explorer nationwide.


Women United initiatives aim to reduce the achievement gap; create an eco-system of support, promote care and connection for parents of young children; and strengthen positive social and emotional development of children ages birth to three.
Sources of information for economic statistics detailing food stability and poverty on the Cape and Islands. Compilation of evidence-based practices to promote our strategy of providing pathways to economic self-sufficiency.
Sources of Information for Health Statistics, Policy, and Innovative Solutions. Beginning with statistics and then focusing on evidenced based programs for each of four strategies in the health category; promoting healthy aging, encouraging trauma-informed care, supporting prevention and recovery strategies, and enriching the lives of individuals with special needs.
Search your area’s comprehensive Health and Human Services Directory to find services related to aging and disability; behavioral health; crisis services; disease prevention and treatment; housing and homelessness; public health; substance use; and basic needs.
Sources of information for education statistics, policy, and innovative solutions. Starting point for evidence-based resources in the three strategies of supporting early childhood learning, expanding quality out of school programming, and building SEL skills. Information on the Early Education for All Campaign in Massachusetts which aligns with the strategy of increasing access to high-quality childcare.


Department of Anthropology, College of Humanities and Social Sciences
Introduction/What is the Study of Anthropology-Elementary?
The Anthropology Department offers a combined major in accordance with the Woodring College of Education requirements. Anthropology is particularly valuable for teachers, because it provides a broad understanding of human behavior. Teachers often work with students of various cultural backgrounds and an awareness of specific cultural learning influences, attitudes, motivations, and patterns of interaction is an integral part of working effectively and respectfully in diverse communities. This is the basis of the core subjects in cultural anthropology.
This major satisfies the academic major requirement for teacher certification with an endorsement in elementary education and must be accompanied by the professional preparation program in Elementary Education offered through Woodring College of Education.
Why Consider an Anthropology Elementary Major?
Through the required basic courses in Anthropology, education majors will acquire an understanding of the nature of human beings, the evolution of the human species and the tremendous variation of cultural traits that are both our heritage and potential. Through faculty advisement, prospective students will be informed of advanced coursework that are beneficial combinations to complete individual academic goals. One possible emphasis is the culture of the Native American Indians–a subject that most elementary teacher cover at some point in their curriculum. Another emphasis may be cultural minority groups in the Pacific Northwest. The relationship of cultural learning to personality development and the relationship of cultural expectations to the learning process itself are other important areas covered by courses which may be taken as part of the Anthropology Education Major.
Actuary | Financial Planner/Analyst | Government | Investment Banker | Budget Analyst | Banking Securities | Financial Economist | Business Forecaster
How to Declare (Admission and Declaration Process):
Contact the Department of Anthropology at (360) 650-3620 or visit their office in Arntzen Hall 315 to declare the major and connect with a departmental advisor.
Advising Tips: Students are advised to declare their major early in their academic career. Anthropology advisors will provide information about the program, help develop a plan of study and answer any questions.
See the Elementary Education section of this catalog for program admission, completion, and teacher certification requirements.
A grade of C (2.0) or better is required for courses in the elementary education professional program and all courses required for the endorsement.


Resources › For Educators What Is a Brain Break? Fight the Fidgeting With These Fun Pick-Me-Ups Share Flipboard Email Print Hero Images / Getty Images Resources Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Teaching Homeschooling By Janelle Cox Education Expert M.S., Education, Buffalo State College B.S., Education, Buffalo State College Janelle Cox, M.S., is an education writer specializing in elementary school education. our editorial process Janelle Cox Updated June 16, 2019 A brain break is a short mental break that is taken during regular intervals during classroom instruction. Brain breaks are usually limited to five minutes and work best when they incorporate physical activities. When to Do a Brain Break The best time to do a brain break is before, during, and/or after an activity. The essential purpose for a brain break is to get students refocused and ready to learn again. For example, if you have just finished a mini math lesson on counting, you may ask the students to count the steps it takes them to get back to their seats for a quick transition to the next activity. This will help you with classroom management as well, because students will be so focused on counting their steps, they won't have much time to chit chat during the transition period. For the little ones in kindergarten, you may want to do a brain break after about five to ten minutes into a task when you notice students starting to wiggle around. For older students, plan for breaks about every 20-30 minutes. Brain Break Pick-Me-Ups Whenever you feel your students' engagement is lacking, try a few of these pick-me-ups. Have a three-minute dance party. Put students favorite song on the radio and allow students to dance away their jitters.Play Mingle. Set the timer for one-minute intervals that last five minutes. Each time the timer goes off students have to mingle with someone new. The teacher poses five questions on the front board to help get the conversion started.Follow the leader is a student favorite. Change this game up by having students take turns being the leader.Play a movement song like the "YMCA" or any other popular dance that all students know. These songs are quick and get students up and moving while releasing energy.Simon says is another classic game that gets students up and moving. It's also a game that you can end after one minute or five minutes.Jumping jacks. Choose a specific number of jumping jacks to get students heart rates up quickly.Skywriting is a great way for young students to practice their spelling or vocabulary words. Just choose a word and have students write it in the sky. What Do Teachers Have to Say About Brain Breaks? Here is what teachers had to say about using brain breaks in their classroom. I create a special box for students to take turns choosing a "brain break activity." Students love to reach their hand in this mystery box to discover what quick activity we will do!Brain breaks do not have to be five minutes or less. In my classroom, I adjust the time based on my students' needs. If I see they got all of their energy out in one minute I will redirect them to the lesson. If I notice that they need more than five minutes then I allow that too!Write six brain break activities on a die and have students take turns rolling the die between each task. Or, create a list of activities for each number on a die. Then when students roll, they look on the chart to see which activity they will be doing.In my classroom, we do air band! Students have a blast pretending they are playing different instruments in the air. It's a fun way to get their energy out and we always have a blast doing it. More Ideas Try a few of these 5-minute activities and teacher-tested time fillers.


- The Oxford Handbook of Chinese Psychology
- List of Figures
- List of Tables
- List of Contributors
- Introduction Reaching this stage in studying the psychology of the Chinese people
- The continuing prospects for a Chinese psychology
- What is Chinese about Chinese psychology? Who are the Chinese in Chinese psychology?
- The cultured brain: interplay of genes, brain, and culture
- Socio-emotional development in Chinese children
- Parenting and child socialization in contemporary China
- Language and the brain: computational and neuroimaging evidence from Chinese
- Language and literacy development in Chinese children
- Understanding reading disability in the Chinese language: from basic research to intervention
- Chinese bilingualism
- Chinese children learning mathematics: from home to school
- The thinking styles of Chinese people
- Approaches to learning and teaching by the Chinese
- Chinese students' motivation and achievement
- How unique is Chinese emotion?
- Beliefs in Chinese culture
- The multiple frames of ‘Chinese’ values: from tradition to modernity and beyond
- What do we know about the Chinese self? Illustrations with self-esteem, self-efficacy, and self-enhancement
- From indigenous to cross-cultural personality: the case of the Chinese Personality Assessment Inventory
- Psychology and aging in the land of the panda
- Chinese well-being
- The spirituality of the Chinese people: a critical review
- Psychiatric disorders in the Chinese
- Clinical neuropsychology in China
- The <i>Tao</i> (way) of Chinese coping
- Illness behaviors among the Chinese
- Community psychology in Chinese societies
- Psychotherapy with the Chinese: an update of the work in the last decade
- Face and morality in Confucian society
- Chinese cooperation and competition
- Interpersonal relationships in rapidly changing Chinese societies
- A gender perspective on Chinese social relationships and behavior
- Chinese cultural psychology and contemporary communication
- Chinese political psychology: political participation in Chinese societies
- Chinese social identity and inter-group relations: the influence of benevolent authority
- Developments in understanding Chinese leadership: paternalism and its elaborations, moderations, and alternatives
- Chinese consumer behavior: the effects of content, process, and language
- Sport psychology research and its application in China
- There are homes at the four corners of the seas: acculturation and adaptation of overseas Chinese
- Inter-cultural interactions: the Chinese context
- On the distinctiveness of Chinese psychology; or: Are we all Chinese?
- Moving the scientific study of Chinese psychology into our twenty-first century: some ways forward
Abstract and Keywords
Psychology and aging is a relatively large field of academic study. It describes and examines developmental changes in the second half of life in areas ranging from physiology, cognition, and emotion to personality and social relationships. This article presents a discussion on how aging in Chinese societies may be different from that in the West, viz. North American and Western European societies. It also reviews the literature on psychology and aging in Chinese societies, mostly Hong Kong, but also Macau, Taiwan, and mainland China. It provides empirical findings on age differences in self and other perceptions, interpersonal relationships, and cognition, as well as culture-specific constructs such as filial piety and renqing (relationship orientation). Besides providing background information on population aging in Asia, and China in particular, it also highlights the specific opportunities and challenges that population aging presents to Chinese societies, relative to their Western counterparts.
Helene H. Fung, Department of Psychology, The Chinese University of Hong Kong.
Sheung-Tak Cheng, Department of Psychological Studies, Hong Kong Institute of Education.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
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Why is music important? Nearly everyone enjoys music, whether by listening to it, singing, or playing an instrument. Music is pervasive in our society – it is all around us – it is part of our everyday lives. But despite this almost universal interest, many families do not have access to a music education program. This is unfortunate because music is not only an enjoyable subject, but it is a subject that will enrich a child's life.
Music education should be an essential part of every child's basic education. This is the educational gap the Smart Kidz Radio station fills. It offers parents and educators the opportunity to inspire kids to new heights by providing them with comprehensive music education radio programs…radio programs that stir their imagination by experiencing the Joys of Music!


an Art Career?
While an art job is a rewarding way to earn a living, candidates may face challenges when first starting. Although there is a wide array of choices in the field, some opportunities are by contract or commissioned, making them temporary roles. Finding regular employment often comes easier to those living in larger, urban areas.
The type of art equipment used varies from one discipline to another. Painters use oils, watercolors, or acrylics. Fiber workers depend on supplies like yarn and fabric, while a jeweler would use different types of beads, wires and clasps in their craft.
The types of tools one is interested in using determine the kind of art education required. Most art trade schools offer programs that are specific to a particular technique. It is important to research art degrees to determine the length of the program offered and the types of experiences included.
People generally choose to specialize in either fine or craft art. Fine art exists solely for aesthetic reasons and includes painting, sculpting and illustration. Crafts, like knitting or ceramics, have an intended purpose. Art classes help hopefuls explore each discipline to decide which type interests them most. More specific options include:


Nowadays, the New York City board of education is providing high incentives for in-state and out-of-state elementary education teachers such as offering free college degrees in education. Respondents with a pass rate at or above the national average were slightly more likely to allow students to repeat a course only once and to repeat only one course in the program. Board of Education meeting agendas and minutes can be accessed through the BoardDocs menu on the left side of this page.
Over the last two decades I have worked with more special education students than I can remember as a special education teacher and a regular education teacher teaching inclusion classes. While the available speaker and observer spots at the board’s regular meetings typically fill up quickly, attendees often have to miss school or work in order to take part in them.
If you can’t resolve a concern with your child’s teacher or if you’d like to learn more about school programs, reach out to your school’s parent coordinator. The NAACP in Topeka sought to challenge this policy of segregation and recruited 13 Topeka parents to challenge the law on behalf of 20 children.
In recent years, the Board of Education has gone as far as to provide qualifying scholarships and housing benefits for prospective preservice and new teachers to teach at low-performing elementary schools. A 1896 U.S. Supreme Court case, Plessy v. Ferguson, made facilities and schools separate based on race.
Segregation in schools, or putting black students in separate schools from white students, was made illegal by the Supreme Court ruling in the Brown V. Board of Education case in 1954. In the South Carolina case, Briggs v. Elliott, the plaintiffs are Negro children of both elementary and high school age residing in Clarendon County.


Music and Drama
Music and Drama develop a number of transferable skills that students can use throughout their lives. We focus on teaching students to respect and value a variety of cultures as well as different points in history. We teach them how to listen analytically, how to perform with confidence, how to work together in a variety of groups and how to deliver reasoned opinions, thinking about the respect of others.
We ensure lessons are fun and inspiring, ensuring that delivery of material is accessible to all students. We support students in their learning and ensure that the music department has a mutually respectful and safe atmosphere where students feel comfortable to “have a go” at performing and working together. We encourage students to meet and exceed their targets.
We have recently invested in our Performing Arts department and updated our theatre and music resources. We have a beautiful theatre in which the students have their drama lessons and rehearsals are held. Our music resources are modern and include opportunities for students to learn music technology as well as classical music.
All KS3 students have a weekly Performing Arts lesson. In Year 7 students have an extra lesson per fortnight to help with the transition. Music and Drama are taught on rotation so that all aspects of the curriculum are covered over the year. Often the topics we study cover Music and Drama together.
Students follow a skills-based course using National Curriculum guidelines for the basis of the Schemes of Work. An overview of the topics covered can be found below but these include:
- Keyboard skills (music focus)
- Radio plays (drama focus)
- Rhythm and percussion (music focus)
- Rap music and the musical Hamilton (music and drama combined)
- African music and the music of the Lion King (music focus)
- Our Day Out play study (drama focus)
- An introduction to theatrical practitioners (drama focus)
All classes and year groups are taught by our Head of Performing Arts.
In KS4 we currently offer Drama GCSE through the AQA exam board.
This is an exciting 2 year course and includes the following -
Understanding Drama (a written exam worth 40% of final grade )
Devising Theatre (40% of grade based on a final performance and a devising log)
Performing Theatre (a practical exam of 2 pieces from one play worth 20% of final grade).
All GCSE Drama students are able to take part in our annual London theatre trip and visit the heart of the UK's theatre district.
There are a number of trips and enriching opportunities to look forward to as part of the study of Performing Arts. These are ever-expanding but include trips to the theatre to see musicals, operas and to take part in workshops. There are also a number of extra-curricular clubs run at the school. These include music and drama groups. Annually we produce a Christmas concert, Musical and a play, as well as other performance opportunities throughout the year.
THEATRE RENOVATION PROJECT
in 2019 we launched a plan to renovate our theatre to make it a more usable space for our school community and the groups in the wider area. Together with the Friends of Chetwynde, staff, governors and parents we spent many hours rebuilding the stage and upgrading the space. We now have a large stage with wing space and a cyclorama screen for large scale projection. The next stage of our plan is to build a mezzanine technical level area and upgrade the curtains, sound and light equipment. Watch this space.
We are proud to be a Music Mark school nominated by Cumbria music service to recognise the value we place on music education. What Cumbria music service say about Chetwynde
'You ensure that pupils at your school are able to access and engage with a high-quality music education. Your dedication to offering and delivering a broad and balanced curriculum is both welcomed and celebrated'


Purpose of study
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
AimsThe national curriculum for science aims to ensure that all pupils:
develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
are equipped with the scientific knowledge required to understand the uses and implications of science, today and in the future.
Try these sites for discovering exciting science!
Discovery kids - Games, videos, exploration and a very good Facebook feed with current events.
The Science Museum - the best science museum in the world lets you explore and discover parts on line.
Extreme Science - find the biggest, baddest and best in the world of science!
Kids Gardening - the science of getting out in the garden and growing!
Planet Pals - discover more about our planet and how to help to keep it green.
Science for Kids - a great site from New Zealand.
Science made simple - get active with these great science projects that can be done at home.
Strange science - a history of paleontology and biology.


Fun Earth Quiz – FREE Interactive Quiz General Knowledge Questions for Kids
Enjoy this Easy Science for Kids Earth Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Earth. You need to answer all the questions to be able to get your score. You can do this fun quiz about Earth 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 the Earth.
The Earth Quiz & our FREE Online Quizzes
Our general knowledge quiz for kids are a free interactive online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Earth quiz helps your kids learn fun facts about Earth while enjoying this FREE interactive quiz general knowledge questions.
If your kid is being home-schooled, or is in an after-school enrichment program, then this is a fun science activity, with reading comprehension benefits for 1st – 5th grade kids. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this educational free quiz game online on Earth.
As a reading comprehension educational activity for kids, you can set a timer to encourage kids to do the reading comprehension training in a faster way, or you set a restriction on the number of times your kids can read about the quiz topic, before they do the actual fun interactive quiz for kids.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and other science quiz games in our fun quiz website, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Earth quiz answer they think is correct, and at the end you get the Earth quiz score. Your child can try again and again, till gets the perfect score faster, as your kid learns to listen more carefully and develop a better memory and attention span!
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Earth Quiz – FREE Interactive Quiz General Knowledge Questions for Kids - ." Easy Science for Kids, Nov 2020. Web. 30 Nov 2020. < https://easyscienceforkids.com/fun-earth-quiz-free-interactive-quiz-general-knowledge-questions-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Earth Quiz – FREE Interactive Quiz General Knowledge Questions for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/fun-earth-quiz-free-interactive-quiz-general-knowledge-questions-for-kids/
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Contemporary Perspectives on Literacy in Early Childhood Education
A volume in the series: Contemporary Perspectives in Early Childhood Education. Editor(s): Olivia Saracho, University of Maryland.
This volume identifies and critically analyzes research studies related to the critical skills, environments, and adult interactions that contribute to young children’s literacy development. The volume reminisces on the reformation that has emerged in the language and literacy education of young children. Prior to the 1960's, few studies were available on pre?first?grade literacy. Then studies began to emerge in the 1960's focusing on the reading readiness paradigm and on the conventional assumption that literacy development was only introduce and when children experienced formal reading instruction in school (Sulzby & Teale, 1986). Fortunately, Durkin (1966) found that there were children reading before first grade and determined that the reading readiness paradigm was theoretically and pragmatically incongruous. Others followed Durkin’s footsteps. Sulzby and Teale (1986) identify the following concepts about young children’s acquisition of literacy learning:
1. Literacy development originates well before children are introduced to formal instruction.
2. The notion that reading precedes writing or that writing precedes reading is a fallacy.
3. Literacy blooms in "real?life" settings and by performing real?life activities that are used to "get things done."
4. The purposes of literacy for young children are as important in learning about writing and reading as are the dimensions of literacy.
5. Children’s cognitive development is important to their acquisition of literacy during the years from birth to six.
6. Children learn written language when they actively engage in their world.
Competent teachers throughout the United States suggest that prior to attending school, children have acquired a distinctive culture, collection of experiences, and group of abilities (Vacca & Vacca, 2000). Many prekindergarten children have been in a group setting for three and four years such as a child care setting where teachers and caregivers teach them reading and writing.
Introduction: Contemporary Theories of Literacy, Olivia N. Saracho & Bernard Spodek. Teachers' Roles in Promoting Literacy-Related Play, Olivia N. Saracho. Hypermediating Literacy Activity: How Learning Contexts Get Recognized, Kris Gutierrez and Lynda Stone. Creating Opportunities for Discourse: Language and Literacy Development for At-risk Children, Barbara Wasik, Mary Alice Bond, and Annemarie Hindman. Storybook Reading: What We Know and What We Should Consider, Jon Shapiro, Jim Anderson, and Ann Anderson. Bridging Home and School Literacy: In Search of Transformative Approaches to Curriculum, Trevor H. Cairney. Engaging Children in the Appropriation of Literacy: The Importance of Parental Beliefs and Practices, Susan Sonnenschein. Promising Perspectives and Practices in Family Literacy, Olivia N. Saracho. Recommendations for Research, Theory, and Practice for Literacy Programs in Early Childhood Education, Olivia N. Saracho & Bernard Spodek.
Web price: $39.09 (Reg. 45.99)
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The Impact of Instructional Technology on Phonics Instruction
MetadataShow full item record
Type of Work30 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Reading -- Phonetic method -- Research
Educational technology -- Research
Third grade (Education) -- Research
The purpose of this study was to determine if students in third grade receiving special education services improved their overall phonics/decoding skills with the use of instructional technologies. The participants of this study were enrolled in third grade at Glen Burnie Park Elementary School in Anne Arundel County for the 2010- 2011 school year. All of the students received a multi-sensory phonics intervention in a small group setting in special education while the treatment group (technology) was allowed access to instructional technologies, such as the Smartboard, Airliner Slate, and/or Document Camera, during instruction. Both groups participated in 45 minute smallgroup instruction for 4 days per week. While the technology group increased their scores more than the non-technology group on the post-test, the outcome was not significant. Therefore, the hypothesis was not supported. Research in this area should continue to determine the effectiveness of phonics instruction with the use of instructional technologies and student motivation.


The strategy of reinforcing good behavior with praise is the least likely to be taught in teacher-prep programs, an analysis finds.
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As the importance of good reading instruction attracts new attention, data show that only 19 states require aspiring teachers to pass a test that shows they've mastered research-based methods for teaching children to read.
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The National Council on Teacher Quality has found that the number of elementary programs teaching scientifically based reading instruction is increasing.
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“Sing unto Him a new song; play skillfully with a loud noise.”
Jesus is the reason for the joyful noise that bursts forth from Calvary’s Performing Arts Center. Music is a gift and the aim of our band program is to acknowledge, appreciate and develop the God given talents of our students in the area of instrumental music. Music is one of the few things we do on earth that Scripture tells us we will do in heaven. With this in mind, we encourage our students to praise and worship God now through instrumental music and to consider the glory and honor that brings Him.
At CCA we praise and honor God not only through the making of music, but through all the benefits that making music affords. Band in particular fosters teamwork, discipline, self-confidence and extends our students’ learning through the increased brain activity that the making of music promotes.
CCA offers elementary band at the following levels:
4th-6th grade beginner band
5th-6th grade advanced band
6th grade jazz band
Our elementary students are introduced to band instruments at the end of third grade by CCA’s Senior High Jazz Band. They play songs and demonstrate the different instruments for our third graders to see, hear and enjoy. This performance inspires the third graders and builds excitement for the students to enroll in band in the fall of fourth grade. Participation in elementary band is open to students in fourth through sixth grades. Students at the beginning level, generally our fourth grade students, are taught the language of music and the basics of reading music and theory. Second and third year players are introduced to sheet music, playing with harmonies, intonation, playing in tune and balancing their sound with the others in the band. When students reach sixth grade they have the choice to audition for jazz band. Within jazz band, the students are introduced to the 12-bar blues chord progression. They begin the process of improvising the Blues Scale and experience the joy of creating their own unique sounds. The study of jazz in the elementary school is kept to the genre of swing. All our band students participate in the Christmas and spring concerts.
Jr./Sr. High School Band (7th through 12th grade)
Psalm 98:4-7 states: “Make a joyful noise unto the Lord, all the earth; make a loud noise, and rejoice, and sing praise. Sing unto the Lord with the harp; with the harp, and the voice of a psalm. With trumpets and a sound of cornet make a joyful noise before the Lord, the King.”
Jesus is the reason for the joyful noise that bursts forth from Calvary’s Performing Arts Center. Music is a gift and the aim of our band program is to acknowledge, appreciate and develop the God-given talents of our students in the area of instrumental music. Our target is to glorify the Lord in all we do. At CCA we honor and praise God not only through the making of music but through all the benefits that making music affords. Band, in particular, fosters teamwork, discipline, self-confidence and extends our students’ learning through the increased brain activity that the making of music promotes.
CCA offers band at the following levels:
7th-8th-grade concert band
7th-8th-grade jazz band
9th-12th-grade concert band
9th-12th-grade jazz band
Students enrolled in CCA band classes are able to develop their instrumental skills and hone their ability to read rhythms. They will increase their understanding of music theory with each year of study as well as improve and extend their concentration and listening skills. Students have ample opportunities to perform their repertoire of musical literature at such locations as theme parks (Cedar Point, Hershey Park, Busch Gardens) for festival competitions, the ACSI Fine Arts Festival, as well as through in house performances and outreach opportunities. Music is a unifying language that can minister to souls, express the glory of God and enrich our lives. CCA values the impact of music education on the lives of our students.


Around the country states and school districts are working hard to adopt standards of achievement and outcomes by which to evaluate their programs. Illinois is in the complex process of developing and revising early learning and development standards for its preschool programs that will address the benefits of programs to children from 3 years old to kindergarten.
When I observe and reflect on the complexities of providing good quality programs for the preschoolers in our state, it occurs to me that we should be primarily concerned about the nature of the experiences they are having in these programs rather than just about “outcomes” and “outputs.”
In fact, I suggest that it is more appropriate to think about “standards of experiences” for young children rather than outcome standards. As I thought about what might be some important experiences for every child in a program to have frequently, or much of the time (not every single minute), I came up with the following list. Keep in mind that this is an incomplete list.
- Being intellectually engaged and absorbed.
- Being intellectually challenged.
- Being engaged in extended interactions (for example, conversations, discussions, exchanges of views, arguments, participation in planning).
- Being involved in sustained investigations of aspects of their environment and in experiences worthy of their interest, knowledge, and understanding.
- Taking the initiative in a range of activities and accepting responsibility for what is accomplished.
- Feeling satisfied by overcoming obstacles and setbacks and solving problems.
- Having confidence in their intellectual powers and questions.
- Helping others to discover things and to understand them better.
- Making suggestions to others and expressing appreciation of others’ efforts and accomplishments.
- Applying their developing literacy and numeracy skills in purposeful ways.
- Feeling that they belong to a group of their peers.
- And so forth!
Perhaps this list is a bit long. But it was the result of just reflecting on much of what I had (and had not) observed in a wide range of programs for young children around our country—and around the world.
I strongly recommend that you meet with your colleagues and with parents and generate your own list of answers to the question: What experiences do we want all of our children to have much of the time in our daily early childhood programs?


Alan Bloom once said, “Education is the movement from darkness to light”. When looked beyond its conventional boundaries, education forms the essence of the deeds or actions of all people. Most people feel that education is a necessity and it is used as a tool for reaching a specific target.
Just like food is necessary for the health of everyone’s body, education develops the personality of people, provides physical and mental standards and in many ways transforms the living status of people. In order to distinguish between right and wrong things, a person should be educated. One of the primary initiatives of the society should be to educate people. A kid grows towards success and wisdom if given adequate education to him. Education is the helpline and baseline for a person to survive in the society.
An educated person has the wisdom and intelligence to distinguish between right and wrong deeds. The right education makes a person intellectually strong and enables us to impart knowledge to the coming generation. Education boosts the confidence of a person and helps in building the personality of an individual.
School Education lays the cornerstone in everyone’s life. The education scheme is divided into three divisions – primary education, secondary education, and higher secondary education. All categories have their own importance and benefits. Primary education is the foundation, where you learn about the basic etiquettes required in life like sharing, being disciplined. A person needs more than elementary education to sharpen his skills. Thus, secondary education prepares you for higher education. Secondary school is important because this is the stage where students become computer literate and interface with the technology of the modern world. Higher secondary education prepares the ultimate path of the future and paves a way to prepare us for the whole life.
The world is competitive and education is a necessity to keep our feet firm in this world. Education plays a paramount role in the modern technological world. There are many ways to enhance the education level. With MOOC being the latest trend, the scenario of education has changed in many ways. Education has become cheaper and parents with less monthly income can now afford to educate their kids using the education mode. Admissions in renowned and prestigious universities are now possible with fewer fees through distant learning.
Men and women together make a healthy and educated society. Hence, it is important to for both men and women to be equally educated. When a girl child is uneducated, she is more vulnerable to trafficking, according to the United Nations Inter-agency Project on human Trafficking. The success of women largely determines the sustainability and progress of all regions. As responsible citizens of the country, everyone should strive for a better future and development of the country.
For excelling in exams, a student should always solve previous year papers. Maths and Physics papers are typically tough for students. Search for cbse previous year question papers 2014 physics, 2015 and similarly for other years.


Our focus is on taking the frustration, guesswork and legwork out of making the best choices for these children by providing specific, straightforward strategies to achieve the best outcomes.
How We Assist
Matters we assist with include:
- Direct and action orientated methodologies and strategies to improve literacy and numeracy skills.
- Where do you start with a child suspected of having learning difficulties?
- Should a professional assessment be carried out and if so by whom? What should be tested?
- What treatments are available for various learning difficulties and what do they aim to do?
- Methods to prioritise learning problems and treatment options.
- Strategies and tips for school work and the academic setting.
- Does diet count?
- Approaches to talking to a child about their learning difficulties?
Our comprehensive programs and workshops are designed for teachers and parents looking to share our passion in helping children with learning difficulties to reach their full potential. All programs are conducted publicly as well as privately in house at schools for parent and support groups. Speaking engagements for conventions and expos are also possible.
Our programs are not designed to replace doctor or specialist advice, but to complement these services


‘Why didn’t they teach us any of this before?’
Youth appraisal of Turkish provision in Victoria
This article examines youth assessment of the quality and success of languages provision. The discussion draws on data collected from students and graduates of Victoria’s 16 secondary Turkish programs in large-scale surveys (n=858) and follow-up interviews (n=177). Surveys revealed that upper secondary Turkish classrooms serve predominantly Australian-born Turkish students. Nine out of ten respondents rated their English language and literacy skills considerably higher than Turkish despite regular Turkish exposure beyond school, an average of four years of Turkish study, and a positive orientation toward Turkish maintenance in Australia. Thematic interview analyses indicated that informants found classes beneficial in expanding contexts and purposes of Turkish use, improving Turkish fluency and understanding, broadening cultural knowledge, deepening communication with family, creating a sense of belonging to the larger Turkish community, and helping students prepare for the comprehensive language exam. Across all sites, student motivation and learning were adversely affected by increasingly heterogeneous class composition and a lack of a cohesive Turkish-as-a-second-language curriculum. Youth recommendations included redesigning the curriculum to teach Turkish language and literacy skills systematically, emphasizing literacy development throughout the program, parallel teaching of Turkish and English writing styles, enhancing professional development, improving school outreach, and establishing prerequisites to prolong student participation.
Keywords: languages education, languages curriculum, languages policy implementation, language program benefits, language program quality
For any use beyond this license, please contact the publisher at


The system in the human body that tells one its position in relationship to the outside world is called proprioception. Comprised of input to the brain from cell receptors (called proprioceptors) located in the skin, muscles, tendons, ligaments, and joints, along with sensory neurons in the inner ear, it tells us about our movement and posture.
4 TYPES OF INFORMATION DELIVERED TO THE BRAIN VIA PROPRIOCEPTORS:
Let’s examine the skill of jumping while reaching up with the right arm to catch a baseball:
1. POSITION: Is your elbow bent or straight on your right arm? Are the fingers open or closed? The proprioceptors tell you that your right arm is straight at the elbow and your fingers are open, waiting to catch the ball. You “feel” this position because of the proprioceptors.
2. LOCATION: This refers to the parts of the body in relation to the whole. Is your right arm, with the straight elbow and open hand, down by your right leg or up alongside your head? You may receive information from many proprioceptors all over your body that tell you that the position of your right arm is not down by your side, but up by your head. Your entire body feels the location of the arm with respect to the rest of the body.
3. ORIENTATION: Are you lying down on your back, face down on the grass, or are you standing in the vertical plane and reaching your right arm up toward the sky as you attempt to catch the ball? Sensory input from the inner ear delivers this information to us.
4. MOVEMENT: Are you standing still with your arm stiff over your head? Or are you jumping up in the air and extending the right arm to catch the ball at the same time? The proprioceptors throughout the body and inner ear deliver this information to your brain.
PROPRIOCEPTION AND BABIES
Stellar Caterpillar details tips for enhancing proprioception and improving motor skill development in babies. Babies enter our world from a dark and watery environment with a highly developed sense of touch. They need to learn to feel their bodies in our land environment, learn to move their limbs in relationship to the gravitational force, and discover a sense of orientation when they turn on their belly or lift their head. Proprioceptive information provides them with some helpful clues. For example, as you squeeze her leg bones, she begins to feel her leg and eventually feel that her leg is in a bent position. As you deliberately touch and move baby in a slow manner to deliver clear proprioceptive information to her brain, she learns to feel and ultimately move her body in this new environment.
In the above photo, baby feels her leg more clearly, and feels that it is bent because of the hand touching it. She also feels that she is lying on her side because of the pressure of her side ribs against the floor. She becomes familiar that this sensation of the ribs against the floor means that she is looking at the world from a different point of view than when her tummy is pressing into the floor. She learns that she is rolling because of the movement perceived by the inner ear.


The big bang in human learning happens in childhood. The big bang has two components: (a) critical periods for learning certain material that are time sensitive, and (b) the social environment that provides “brain food” to build a brain. We’ll describe the essential components that make early childhood learning a big bang that no child should miss and society can’t ignore.
- 2013 Festival
- Full transcript
Big IdeaIt's during the first 5 years, the first 2,000 days, there is a wonderful explosion of activity and growth in the brain that sets the stage for future learning. What happens in that first 5 years stays with you all your life.Patricia Kuhl


When Japan cut classroom hours and introduced more flexible learning in the 1980s, under a policy which it called the Yutori – which means “relax” – students’ scores dropped. Parents tried to compensate by sending them to cram schools to make up for the decline in rigour in the regular classroom.
In recent years, the UK educational authority has also come under criticism for relaxing the school syllabus, in particular, the mathematics syllabus too much. It seems that every time the curriculum is simplified and exam questions made easier, several years down the road, students and parents still complain they are too hard, because teachers are now teaching less in response to the reduced scope of the curriculum. A vicious cycle is thus set into motion — one that Singapore should avoid.
Director-General of Education Mr Wong Siew Hoong has stated previously that Singapore has learnt from these lessons and appreciates the fact that attempting to lessen the burden on students should not come at the expense of academic rigour.
In MOE schools, mid year exams are being scrapped at many levels and full subject-based banding will replace streaming in secondary schools. Former education minister Ong Ye Kung also stated that schools will gradually shift away from an overemphasis on grades and assessment, and invigorate the classroom through applied and inquiry-based learning. All this is done to modernize Singapore’s approach to education and reduce unnecessary or unhealthy levels of stress on students even while academic rigour is maintained.
We should also expect the mathematics curriculum in particular to gradually evolve over the coming years to include more topics in applications of maths to real life problems, and de-emphasize the need to cram too many formulas into the syllabus. But drilling, repetition, and constant practice will always remain at the heart of learning mathematics as this is one subject in which foundational skills must be mastered to a reasonable degree of competency before progress can be made.
To summarize, in the coming years, we should expect the school curriculum, and the mathematics syllabus in particular, to include a wider diversity of topics but without overburdening the student, and at the same time, to continue to emphasize the need for a strong foundation of skills and knowledge.


The Chagos Archipelago is claimed by the United Kingdom as a British Indian Ocean Territory. It lies about 1,770 kilometers east of Mahe which is the main island of the Seychelles. This island group is located in the central Indian Ocean.
It is located about 500 kilometers south of the Maldives. All access to the territory is controlled by the United Kingdom. A permit is mandatory and it is only issued to yachts for safe passage and no commercial flights are allowed.
Quick Facts: –
- There are approximately 60 low-lying coral islands that cover around 640,000 square kilometers of ocean.
- The Chagos Archipelago consists of different coralline rock structures over a submarine ridge.
- This submarine ridge runs southwards across the center of the Indian Ocean. It is formed by volcanoes above the Reunion hotspot.
- This archipelago also contains the Great Chagos Bank which is the world’s largest coral atoll.
- The ecosystem of Chagos Archipelago is resilient to climate change and environmental disruptions.
- It has a tropical oceanic climate which is hot and humid but moderated by trade winds.
- This archipelago and its surrounding waters is one of the most diverse places on earth.
- It is also home to the world’s largest terrestrial arthropod which is Coconut Crab or Birgus Latro.
- The native flora of this island group was originally thought to comprise of 41 species of flowering plants and 4 ferns.
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Cognition in Early Childhood book. Goodreads helps you keep track of books you want to read. Start by marking Cognition in Early Childhood as Want to Read: Want to Read savin. ant to Read.
Cognition in Early Childhood book. Read by Janie Dyson Osborn.
Discover Book Depository's huge selection of Keith Osborn books online. Free delivery worldwide on over 20 million titles. Cognition in Early Childhood. Discipline and Classroom Management.
Personal Name: Osborn, Janie Dyson. Piaget, Jean, 1896-1980. Personal Name: Osborn, D. Keith. Publication, Distribution, et. Athens, Ga. Rubrics: Cognition in children Ability testing Educational tests and measurements.
On this site it is impossible to download the book, read the book online or get the contents of a book.
Publication, Distribution, et. On this site it is impossible to download the book, read the book online or get the contents of a book. The administration of the site is not responsible for the content of the site. The data of catalog based on open source database. All rights are reserved by their owners. Download book Cognition in early childhood, by Janie Dyson Osborn, D. Keith Osborn online for free.
Osborne Dyson was born in month 1886, at birth place, Ohio, to William C Dyson and Katherine Dyson. Osborne had 2 siblings: Clara Dyson and one other sibling. Osborne lived in 1900, at address, Ohio. Osborne J Dyson 1886 Ohio. Osborne J Dyson, born 1886. Osborne J Dyson was born on month day 1886, at birth place, Ohio. Osborne lived in month 1918, at address,. Bibliography: p. 189-191. Athens Bibliography: p. Rubrics: Education, Preschool Early childhood education. Download now Cognitive tasks : an approach for early childhood education Janie Dyson Osborn, D. Keith Osborn. Download PDF book format. Download DOC book format.
The D. Keith Osborn Scholarship was established by Janie Osborn in honor of Dr. Keith Osborn who . Keith Osborn who served the University of Georgia for twenty-six years and achieved the highest teaching honor of the Josiah Meigs Award. This scholarship is awarded annually to an undergraduate and graduate student majoring or with an emphasis area in early childhood education, middle grades education, or elementary education. Awarded to an undergraduate and graduate student majoring or with an emphasis area in early childhood education, middle grades education, or elementary education who are scheduled to graduate in the upcoming fall, spring, or summer semesters.
by D. Keith Osborn and Janie Dyson Osborn.
Early childhood is a stage in human development. It generally includes toddlerhood and some time afterwards. Play age is an unspecific designation approximately within the scope of early childhood
Early childhood is a stage in human development. Play age is an unspecific designation approximately within the scope of early childhood. In psychology the term early childhood is usually defined as the time period from birth until the age of six years, therefore covering infancy, kindergarten and first grade.


India adopted the National Policy on Education in 1986 marking a landmark moment in the education movement of our country. Alongside the spirit of the education policy, in 2002, with the 86th Amendment Act, the Constitution of India inserted the provision of free and compulsory education for all children in the age group of 6–14 years as a fundamental right. In order to legislate this provision, the Right to Education (RTE) Act was formulated in 2009, while the Right to Education (RTE) Act has made progress in access to education; the delivery of education has worsened.
An article from Social Change analyses the reasons for this by using two main levers of the system: financial support and accountability. As far as support is concerned, three areas need attention, specifically, the low funding of education when compared with the global average; a mismatch between funds approved, actual funds available and funds spent; and inefficient, delayed and rushed expenditure. In terms of accountability, two main systemic gaps have been explored: accountability at the input level instead of the output level and accountability to funders instead of the community, with an emphasis on teachers’ accountability.
Education Policy was created with a national belief that education was ‘essentially for all’ and emphasised that education was a ‘unique investment’ for the present as well as for the future well-being of a nation. Almost 30 years later, we are still in the process of making this national perception a national reality.
Putting the Inputs in Place and Setting Inputs in Motion are the two essential steps to make ‘educated India’ a reality. Ensuring the accessibility of raw materials for education to the citizens—this would involve ensuring the presence of schools, classrooms, teachers and textbooks. This is the primary step on which the entire process is built. The second step is the one that makes the first step meaningful; over the years, we have been building a vast factory of education in our country, investing time, money, dreams and a lot of intellectual debates into it. Our expected product is an educated India, and we expect all the raw materials, mandated by the RTE Act, to actually churn out quality education. Herein lies the need for the second step. It is not really just one step, but more of a continuous effort of bringing the inputs in motion, making sure they are accessed and used, ensuring their effective and efficient functioning and thereby producing the output that this education factory was built to produce—Universal Elementary Education.
Register now to read more about recommendations for the better performance of the education system and an overhaul of the processes that are currently in place.


UCOL's New Zealand Certificate in Study and Career Preparation (Level 4) (Nursing Pathway) covers a variety of subjects that will equip you with academic skills for higher-level study in nursing, including:
Skills for Academic Study (Level 4)
In this course you will discover the best way for you to learn in the health sciences area. Topics cover skills considered essential for nursing students and include aspects of learning, exam and test preparation, time management, research skills, written and oral communication as well as interview and CV preparation. Classes will include work in a PC computer laboratory. You will research a health condition, infection or disease that is caused by a microorganism and present this information both in a written essay and oral presentation. You will also create a professional health portfolio of the area of health care that you are interested in working in. This portfolio includes interviewing a health professional and researching the history, academic pathway, professional associations and the significance of this health profession for future health care in New Zealand.
Mastering Mathematical Calculations (Level 3)
Students will acquire and practice numeracy skills relevant to health sciences. This will include science calculations such as concentration and pH calculations and metric conversions. You will also look at health related numeracy such as BMI and drug calculations. Statistics is a key part of understanding health related data so you will learn to create, interpret graphs and understand basic statistics from selected health data.
Human Body and Microbes
Students will examine the structure and function of the human body and prepare a poster to demonstrate their knowledge. The main body systems are covered in more detail and laboratory classes will enable a closer look especially at the cardiovascular and respiratory systems. You will explore the area of microbiology and investigate selected microorganisms, including beneficial, harmful and opportunistic effects on human health. Genetics and inheritance introduce how cells replicate, can make mistakes, and produce the mutants we all are, thus connecting the chemistry of the body to inheritable diseases.
Chemistry and Cell Biology
Students will review basic principles of chemistry including bonding, chemical formulae and chemical equations including respiration and ATP synthesis. You will explore the properties of acids and buffers to introduce how the chemistry in our blood works to keep our metabolism functioning correctly and what happens when it does not. The basics of biochemistry are covered including the interpretation of chemical structures including alcohols and natural acids, as well as carbohydrates, nucleic acids and lipids and their role in biological systems. In cell biology you will investigate the basic structure and function of eukaryotic and prokaryotic cells, then examine the basic tissue types, microorganism growth, and antibiotic resistance. All of these topics will include theory classes and laboratory investigations.
Previous Related Programmes
The New Zealand Certificate in Study and Career Preparation (Level 4) (Nursing Pathway) supersedes and takes the best from the following programme of study, which is no longer offered:
- Certificate in Science and Health


No matter where you are in your profession, our early childhood education system can assist you prepare for the position that is proper for you so you can actually make a distinction in a child’s life. Your curriculum involves coursework in youngster psychology, classroom management, early childhood learning environments, loved ones engagement, and methods for eliminating achievement gaps. The award for ideal prior finding out choices in a college offering an on the web bachelor’s degree in early childhood education goes to Ashford University They will accept eligible previously earned college credits and apply them to the degree getting pursued by the student. The unit aims to enable students to synthesise perspectives about Indigenous education and how these can improve Western education practices.
Let’s appear at specific courses in order to achieve a far better understanding of what it would be like to become a student in an elementary education degree system. College Rankings and Accreditation: Grand Canyon University is ranked as the fourth-best college for on-line education by Super Scholar. Early childhood finding out atmosphere – this course refers to the suitable examination of the greatest improvement practices for young young children between the ages of three and 8 notions such as space, components, schedules or activities are also to be discovered and utilized.
By way of grants and other funding sources, the International Academy of Science is in a position use master teachers, who are authorities in their field of expertise, to develop the Acellus courses. These programs are created to offer students with the education and training to meet state licensure specifications to operate as preschool teachers. All of these degrees can be completed with a concentration in Early Childhood Education. Hugely Competitive-Number Of Certified Applicants Exceeds Program Capacity For Fall Commence. Early childhood educators in a daycare setting, even though, usually perform year-round.
Overview: The curriculum within Baker College’s early childhood education system takes an interactive approach to learning, which far better enables students to create the information and capabilities required for becoming an early childhood educator. Students may take as several courses as they like at 1 time, as lengthy as they are able to total them ahead of their finish date. Standard time to total varies based upon the rate courses are taken and credits transferred. Students also share details that they believe will assist future students understand much more about the plan.
In recognition of her work operating a mobile preschool for isolated regions, the NSW Division of School Education awarded Diana a full-time scholarship to undertake post graduate research in Early Childhood Particular Education. The College of Education serves educational leaders by offering on the web graduate studies in education to reach worldwide populations. The ECE program offered by Granite State College is a Bachelor’s of Science (B.S) in Early Childhood Education with Teacher Certification. These courses are presented portion-time starting at the beginning of every single semester.