Yana StainovaApr 13, 2022
Musical Enchantment in Venezuela
University of Michigan Press 2021
El Sistema is Venezuela's large scale classical music education program for poor and working class people on the economic, social, and physical margins. In Sonorous Worlds: Musical Enchantment in Venezuela (University of Michigan, 2021), anthropologist Yana Stainova follows the lives of musicians in examining the effects of the program on individuals and communities. Through conversations and interactions with musicians during music lessons, performances, and during their daily lives, Stainova finds that classical music education opens up a space to dream and makes possible different futures than those generally available to working class youth. Stainova theorizes that musicians engage in enchantment, which arises from, for example, the music itself, the labor of musical practice, and the relations between people and their instruments. Yet, enchantment also exceeds these components and gives way to escape, rupture, and resistance to power structures. Stainova examines these matters as Venezuela falls into violence from economic and governmental crisis. During our discussion we talked about the arguments of the book, the writing and structure of the book, and conducting field research in the circumstances described above.
Yana Stainova is an Assistant Professor in the Department of Anthropology at McMaster University.
Reighan Gillam is an Assistant Professor in the Department of Anthropology at the University of Southern California.


The Psychology of Teaching and Learning Music
English | ISBN: 9781003038474 | 182 pages | True PDF | 6 MB
The Psychology of Teaching and Learning Music introduces readers to the key theoretical principles, concepts, and research findings about learning and how these concepts and principles can be applied in the music classroom.
Beginning with an overview of the study of teaching and learning, and moving through applying theory to practice, and reflective practice in the process of personal growth, this text focuses on music learning theories, behavioral approaches, cognitive, social-cognitive development, and constructive views of learning. It includes culture and community, learning differences, motivation, effective curricular design, assessment, and how to create learning environments, illustrated by practical case studies, projects, exercises, and photos.
Showing students how to apply the psychology theory and research in practice as music educators, this book provides a valuable resource for undergraduate and graduate music education students and faculty.
CLiCK HERE FOR DOWNLOAD


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Did you take music lessons as a kid? Do you take music lessons now, or want to put a child one day through music lessons?
Maybe you find practicing and weekly lessons boring â I know as a kid, music lessons were tedious, difficult, and sometimes not what I always wanted.
But, sometimes the most painful things actually bring about the best results. New studies actually show music lessons are one of the most beneficial activities for young, developing brains.
In a time where budgets get cut for arts programs in public K-12 schools, maybe we should reconsider the ramifications of cutting these mind-enhancing programs from schools.
So what exactly are these studies, and do what they say about growing our brains in music? Check out the results of these studies to see how music augments your brain â or the brain of your child â for the best.
At the end, over 71 studies & articles on the power of music lessons are cited.
10. Learning a Musical Instrument Is Associated with Greater Ambition
In a large-scale scientific study measuring the effect of music lessons on the brain, scientists discovered the following:
The present study shows that even after controlling for a large number of parental background differences, learning a musical instrument is associated with better cognitive skills and school grades as well as higher conscientiousness, openness, and ambition.
The good news is that, according to The Atlantic, more students are being taught music now than they were 20 years ago.
Considering the preponderance of evidence in the last decade telling us how important music lessons are for brain development, perhaps the government â once the pandemic is over â should be making an even greater contribution towards arts education programs throughout the country.
9. Music Education Enhances Executive Functioning
Executive functioning refers to a personâs ability to perform tasks such as planning and functional memory. A number of young people every year are diagnosed with executive function disorders.
In a recent Netherlands study, 147 children elementary school-aged went through a study to see if grades and executive functioning were improved after taking music lessons.
The results were clear: students taking regular music lessons scored better on tests evaluating inhibition, verbal intelligence, and planning than non-music groups. The final conclusion of the study was that music enhanced overall academic performance.
8. Music Lessons Raise Your IQ
One study published within the last decade and published by University of California press demonstrates something unbelievable: music lessons actually raise your IQ.
In the abstract of the study, researchers noted the results of the study as follows:
â(Musically) Trained participants scored higher than untrained participants on the IQ Composite score and on its Verbal and Nonverbal subtests.â
IQ tests measure spatial and mathematical reasoning. Yet music lessons require students to do nothing but listen to a teacher, practice, and perform their instrument, or so it seems.
Why is music so integral to spatial learning?
Itâs hard to say why exactly. All we know is that even a meta-analysis of 15 studies as far back as two decades ago demonstrates, conclusively, students who take music lessons increased spatial reasoning, performed better in math tests, and more.
7. Not Just for Kids
Actually, music lessons donât just help children learn â they help adults with special conditions as well. In one study published in 2020, music lessons helped patients with dementia.
The study itself explored the importance of music in relation to memory, wellbeing, and self-awareness in older patients.
Sure, music lessons are traditionally associated with children. But â what if music has a healing power for adults too?
Itâs actually been proven. Perhaps you are familiar with the field of music therapy, where music is used as a healing mechanism.
One recent study demonstrated the benefit of music therapy during chemotherapy on adult subjects. The conclusion? Music therapy helps reduce anxiety in cancer patients.


jolly phonics materials target different ages but the actual instructional content is ordered the same for each group utilizing the seven letter sound groupings. you can begin at any of the age levels. the three student books each feature all 42 letter sounds and are used for reinforcement and further skill development.
the books build on each other; each introducing more tricky words as well as sound spellings and spelling patterns and even basic sentence structure. the teacher book provides a general overview of the program along with teaching instruction for each aspect of the program. the jolly phonics student/teacher books kit provides the core phonics instruction of the program through the three student books and teacher book. all information is secure inside of rainbow.
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We support the creation of community-wide literacy clubs following training on literacy development. The clubs have mixed-ability students selected from various schools in the community.
The EduSpots Literacy Programme exists to support you with training and resources to enable you to effectively run a literacy club in your local community. At EduSpots, our literacy clubs are called EduLit Clubs, and Junior High School students make up the EduLit Junior Club.
There are two types of EduLit clubs:
- Community-based EduLit club â normally has a membership of students from various schools within the same community.
- School-based EduLit Junior club â normally has a membership of students from the same school.
There are 3 main educational aims that clubs must have in view and work toward:
- Improve Literacy Skills: ensuring that members of EduLit clubs have proficient ability to read, write, use arithmetic, comprehend, build knowledge and communicate.
- Inspire Creativity: creating a fertile environment where members can explore, discover and unleash their potential.
- Develop Leadership & Critical thinking: shaping the mindset of members to identify problems with a strong desire to influence others to take action by designing sustainable solutions for social change.
We hope that this handbook will be helpful for understanding all elements of running an EduLit club.
The activity templates below are support materials to help club leaders plan activities that are students-centred and facilitate the acquisition of both language and creative skills.
Creating a chatterbox
Find the instructions for creating a chatterbox here: The Chatterbox instructions and watch the video below:
You can download them for use in your school or community club. You can also share any ideas or comments with us in the comments.


In the long term, teachers and educators must work with hardware and software developers in order to ensure that the needs of the SEND community are respected.
This pilot project aimed two complementary groups. On the one hand are the educators kindergarten educators, K12 SEND (Special Educational Needs and Disabilities) teachers supporting regular classes and professionals form the northern ICT Resources Centre for SEND (CRTIC). On the other hand, are the K12 SEND students with physical impairment or learning difficulties, many of them related with writing, reading and numeracy skills, including the cases when these skills are just hard to develop. This group includes students with physical disabilities, visual impairment, speech disorders, language and communication difficulties, as well as emotional and behavioural problems. In 2012, and according with The European Agency for the Development of Special Needs Education:
The Pilot Project targets The Educators
The main goal of this pilot project is to offer the educators new means to improve their work and interactions with SEND students by exploring the hardware adequacy and appropriate software for distinct purposes. Nevertheless, this educational pilot project also aims not only to create opportunities for professional development amongst this group of educators, enhancing the establishment of a communitys culture, but also to gather valid and Åin loco feedback on jp.ik products in order to make them more suitable for different learners.
The Pilot Project targets The Students
In the context of this pilot project jp.ik aims to enhance the development of SEND students autonomy and to increase their opportunities to functionally connect with the world, exploring their needs and interests. To some of these students this may be the only way to communicate and participate in their communities, enabling daily routines.
So where and when this pilot project started?
This project started in 2013 and is running in Cerco School Group in the city of Oporto, but it is also running in schools in the northern region of the country for which CRTIC is responsible.
How does the Project works?
The devices are in the classrooms as familiar and ludic objects to the children, although they are used for pedagogical purposes. This way the devices easily become facilitators for accessibility in learning. Through this first contact with digital environments, other needs can also be recognized in terms of learner autonomy development, such as specific conditions for access and use the digital resources. The learning environment at this age group is particularly pervious to inclusion and the intention to have this resource available to all the children enables the Universal Design for Learning (equitable, flexible, simple and intuitive, perceptible information, tolerance for error, low physical effort, size and space for approach and use).
K12 SEND EDUCATORS
Special Education teachers have MGDUO that works as computer and tablet with free software according to their students needs. Each teacher is responsible for deciding what students will use the computer and how they will use it, taking into account development, curriculum areas, skills and the students functionality. The technology is used as educational resource for differentiated strategies and not as products for personal support.
In the last year, the focus was on the use of MGDUO for students with visual impairment, in order to evaluate to what extent 10 computers would be functional for them with screen magnifiers (accessories); multi-touch expansion; direct accessibility; keyboard; reading text aids; screen readers; and accessibility manager. In addition to these factors some other devices features are analysed, such as contrast, brightness, and keyboard color. This work is done with teachers of the special education group 930 (visual impairment) from other school group
What are the outcomes insofar ?
Among students and between students and teachers: The use of these devices enables more interaction once children get involved in activities they clearly want to share with others.
Among teachers: Creation of a Community of Practices which is truly important among these educators who usually feel isolated because of the specificity of their work and the particularity of their students needs.
Within the broader community (School-Home): These students wanted to use the devices at home and they ask for their parents and siblings help which widens the communication between them, enabling the community to use technologies for more inclusive communicational purposes. Furthermore, these kids were using the technologies intentionally to accomplish particular needs and clearly respecting security items.
It has been easier to early evaluate students characteristics and needs.
Multiple languages to approach learning.
Learning immediate feedback.
Personalized and meaningful learning.
Self-awareness of capabilities and weaknesses.
Greater relationship between acquired learning and forthcoming acquisitions.


KodÃ¡ly inspired a revolution in the teaching of music in Hungary. He, together with colleagues â among them JenÃµ ÃdÃ¡m â established new principles for music education. These principles have come to be known as the "KodÃ¡ly Method" of music education:
â¢ Music is a prime necessity of life.
â¢ Only music of the highest quality is good enough for children.
â¢ Music education should begin nine months before the birth of the child.
â¢ Music instruction must be a part of general education for everyone.
â¢ The ear, the mind, the hand, and the heart must all be trained together.
The KodÃ¡ly approach to music teaching is based on the "musical mother tongue" of the students, that is, on their own folk music. This forms the starting point for musical learning which eventually leads to an understanding of and appreciation for music of all styles, genres, and cultures.
According to KodÃ¡ly, because young children's natural means of musical expression is the voice, music instruction should be vocally based. Children are taught through their own singing games to sing in tune, to improvise, and to sight sing music.
Musical Literacy (see from menu). The ability to read and understand the notation of music is central to KodÃ¡ly's goal of making children musically independent. His approach to teaching children to read music draws heavily on the English practice of tonic solfa developed by Sarah Glover and John Curwen. In 1950 music primary schools (see from menu) were established. These are elementary schools in which music is taught everyday on an equal footing in the curriculum as mathematics or language.


The Hatch Early Learning Blog
Get the latest early childhood learning blogs from the Hatch Early Learning Experts
Alex Post Miller Oct. 25, 2022
Data collection and analysis is inherent to teaching and learning. Whether or not educators intentionally collect data, they are constantly using information about the children in their class to inform instruction. However, how educators collect, analyze, and use that data when broken down can be formalized in a process that can lead to more powerful results for all children. Plus, at the end of the day can ultimately help save educatorâs time in planning and reporting out information to families and administrators.
Alex Post Miller Aug. 5, 2022
âRelevant learning outcomes must be well defined in cognitive and non-cognitive domains, and continually assessed as an integral part of the teaching and learning process. Quality education includes the development of those skills, values, attitudes, and knowledge that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges.â â Incheon Declaration for Education, 2016
Alex Post Miller May. 18, 2022
Every year, for the past two decades, the National Institute for Early Education Research (NIEER) at Rutgers University releases their State of Preschool report. Over that time, we have seen incremental progress in state preschool enrollment, spending per child, and quality initiatives; however, this yearâs report for the 2020-2021 school year illustrated the pandemic impact has set us back.


These Saint Patrickâs day math activities help kids learn counting and numbers to ten. Suitable for Pre-K, Preschool & Kindergarten.
Saint Patrickâs Day â Counting to 10
This counting mat is also a fun way for kids to learn how to write numbers.
Preparation â Begin by printing and laminating the mat for added durability. Personally, I also like to put mine in a dry erase pocket sleeve too because it is SO much easier to wipe clean. I bought mine online from eBay. Once your mat is all prepped, youâll also need to grab some counters, a dry erase marker and a cloth to wipe the mat clean.
How to Play â Start by counting ten counters onto the ten frame. Next, re-count the counters starting with the first counter. I remind the kids to touch each counter once as they say the number. After the kids have counted to ten, get them to read the numbers on the right from 0 to 10. Finally, grab the erasable marker and trace the numbers. Encourage the kids to start where the dot is, to help them with the correct number formation.
These cute leprechaun clip cards feature ten frames with gold coins. Theyâre a fun way to develop counting, number and fine motor skills!
Preparation â Start by printing and laminating the number clip cards for added durability. Then grab a basket and fill it with clothes pins. I love using some mini clothes pins that I found in the craft section.
How to Play â Choose a card and count the number of coins on the ten frame. Then grab a clothes pin and clip it to the correct number. Continue playing until all of the cards are finished.
Tip â If youâd like the kids to be able to self- correct, you can flip the cards over and put a sticker or dot behind the correct answer.
More Saint Patrickâs Day Math Centers
The following Saint Patrickâs Day Math Centers are designed for Pre-K, Preschool and Kindergarten. They include number and counting activities up to thirty and cover other numeracy skills such as addition, subtraction, position words and 2D shapes! You can grab them here.
<< Download your FREE counting mats here. >>


Amongst other things, this research will further explore the effect of specialized music educatoin on the mental and physical functioning of children aged between six and nine years old. Specialised music education aims to encourage the child to further develop his or her musical, cognitive, emotional, and motor abilities. Given the impact of executive functions on learning conditions and learning achievements, this research specifically hones in on the effects this method has on executive functioning.
Using an experiment-like approach, the project will gather data regarding the executive functioning, learning achievements, and behaviour at four intervals throughout the academic year 2014 to 2015. This will be carried out via neuropsychological research, observations during music lessons, and questionnaires for parents and teaching staff. Data was gathered at different schools for standard and special primary education in the Dutch province of Limburg.


In pursuit of the goals of lifelong learning each child at CTK will participate in an outcomes approach to learning. An outcomes approach is built on the belief that all children will achieve expected educational outcomes over time, given a broad range of opportunities within a variety of contexts. Outcomes beyond those expected to be achieved will become goals for many children. Our program is both rigorous and flexible to enable such opportunities.
The âConnected Curriculumâ refers to the structure of our school curriculum program, where learning outcomes from across the nine Key Learning Areas are drawn together to create specific units of work that are planned around the needs of each child. Together with daily Literacy and Numeracy skill development, these units form the basis of the Schoolâs Curriculum Program.
The nine Key Learning Areas are:
Teachers at CTK approach childrenâs learning in teams. Each team of teachers plan and work closely together, within a context specific to their area of the school.
The Early Years Team (Prep - Yr 3) have early socialisation and the establishment of essential literacy and numeracy skills as their primary focus.
The Upper YearsTeam (Yrs 4,5,&6) aim to expand childrenâs thinking to explore the world beyond themselves and to establish a thirst for knowledge while building skills that will enable them to access a range of communication and investigation tools. Self-directed learning and goal setting are key aims for these students.
As a Brisbane Catholic Education school we have a structured RE Program that aims to give children Religious Literacy. The program enables children to learn about the Catholic Tradition and to use this process to reflect upon their own spiritual growth.
A high quality Japanese language and culture program occurs in Years 5 and 6.
An excellent specialist Classroom Art Program operates from Prep. This program directly follows the Australian Curriculum. Samples of childrenâs work can be seen around the school.
The following activities and courses are currently offered as extra opportunities to all students (depending on age appropriateness) as a means of enriching their learning experience:
External groups currently
All children have access to a network of computers throughout the school incorporating both a computer lab in the Library and computers in each classroom. Each classroom is networked to a central server in the school.
Information technology is but one of the technologies accessed within the learning environment at CTK and as such is not seen as a goal within itself. Computers are valuable tools that are used creatively at CTK to enhance childrenâs learning outcomes. Our students are taught how to use the internet critically and efficiently within research and problem solving processes. The application of a range of software and use of email are also part of our information literacy program.
HPE is an important classroom program within the schoolâs Connected Curriculum. Together with the classroom component children are provided with a developmental skills program in a variety of sports. In Prep, Years 1 and 2 simple skill and gross motor development is the priority. In Year 3 modified games are workshopped with students and in Years 4-6 all students are involved in interschool competitions. All students are also given the opportunity to represent the district in a variety of sports.
The following sports make up part of the school HPE program:
Within the Connected Curriculum students learn about Australian Indigenous cultures and celebrate important events such as Sorry Day, NAIDOC Week and Aboriginal Childrenâs Day.


Learn what air is composed of and why air is so important.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
This is the seventh theme of the Terra Mission course. Students learn about air. The students learn what air is composed of and why air is so important. Then students learn what the nitrogen problem is and how photosynthesis works. They learn how deforestation and forest fires add to the problem. After that, students look at solutions to reduce air pollution and how they can contribute to lower COâ emissions.
- Introduction: Fill up a bag, only not with things.
- Instruction: What is air and what is it composed of? What is nitrogen and what consequences can we determine on nature, humans, and animals? What is photosynthesis and how do plants and trees help clean the air? What is deforestation and what are the consequences of it upon nature? How can you help to reduce COâ emissions?
- Practical assignment: Make a vlog about air.
- Closing: Discuss the learning goals and worksheet. Make arrangements with students on when they will work on their practical assignment.
- Outdoor experience: The difference between air in different places
- Extra: Assignment: The Amazon, films.
Plastic soup, polluted air, litterâ¦ Children are confronted with news about climate change and environmental problems on a daily basis. Awareness is the basis for change. Therefore, Life Terra is proud to present the first series of lessons in which children can learn how to actively contribute to a more sustainable society (amongst other things). The Terra Mission course covers 8 themes for ages 8-10 and 11-14. Each theme consists of a lesson on the interactive whiteboard, a teacher guide with an answer key, and a worksheet.
Read the teacher guide attached to the Mission Terra's introduction lesson for a general introduction and useful tips on how to use The Terra Mission course.
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Grids and Gestures is an exercise intended to offer participants insight into a comics makerâs decision-making process for composing the entire page through the hands-on activity of making an abstract comic. It requires no prior drawing experience and serves to help reexamine what it means to draw. In addition to a description of how to proceed with the exercise, this piece also includes conceptual grounding in the form of a brief theoretical discussion of the ways comics convey meaning as well as personal notes on the development of the exercise and how it has been used.
"Grids and Gestures: A Comics Making Exercise,"
SANE journal: Sequential Art Narrative in Education: Vol. 2:
1, Article 8.
Available at: https://digitalcommons.unl.edu/sane/vol2/iss1/8
American Popular Culture Commons, Art Education Commons, Creative Writing Commons, Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, Illustration Commons, Interdisciplinary Arts and Media Commons, Rhetoric and Composition Commons, Visual Studies Commons


Click on the links below to read about the importance of music in education. The articles will give you a clearer understanding of not only the benefits of music education but also how essential it is for a prosperous development.
What Is The Musiconomy?
How Music Can Help Your Child Compete In The Global Economy?
Da Vinci's Code Of Music
How Music Turned Me Into An A+ Student
Tiger Mother And Music Discipline
Close Encounters: Steven Spielberg's Synergy Of Science And Music
Free Ebook: How You Can Lean Your Child To Prosperity In A New World Economy


From birth to age 5, childrenâs brains grow and develop at a rate unmatched later in life. Research shows this critical window of brain development lays the foundation for all future learning and development.
Positive, attentive and nurturing relationships with their parents and nonparental caregivers are essential to establishing a strong developmental foundation and setting children up for success in school and beyond.
Children under the age of 5 spend more than 30 hours a week with nonparental caregivers, in center- and home-based child care, preschool classrooms, and informal arrangements with family, friends or neighbors. Researchers have found that young children enrolled in high-quality early learning opportunities can reap short- and long-term benefits including: improved literacy and numeracy skills; healthy social and emotional development; decreased enrollment in special education; and higher grade retention and graduation rates.
Attributes of high-quality early learning settings typically include licensure and accreditation, low staff-child ratios and strong parent engagement, among others. Researchers underscore that the professionals who provide care and educate young children are the linchpin to quality and better outcomes.
Early care and education professionals are sometimes referred to as âthe workforce behind the workforce,â because reliable child care enables parents to work, attend school or other job training opportunities. Yet, in many communities and states, the demand for child care outweighs supply. Many factors contribute to this shortage, including a lack of qualified and supported early care and education professionals. Along with parents, employers and local policymakers, state legislators across the country are working to address these challenges.


When parents enroll their child in KindermusikÂ® or beginning music lessons, theyâre probably not thinking about their childâs college education. However, the decision to introduce music into your childâs life at an early age can set them up for future academic success.
Music lessons for kids âtill the soilâ of their minds
Children who grow up with hands-on musical experience have an advantage over their non-musical peers.
Students who play instruments get better grades in English, science and math according to a recent study in the Journal of Educational Psychology.
Peter Gouzouasis, professor of music education at the University of British Columbia has spent the past two decades studying the effects of music education on academic achievement.
In his findings, Gouzouasis reports that devoted high school music students performed one year ahead of their peers in English, science and math. In addition, he found a predictive relationship between music education and math skills. Students who received strong music grades also received strong math grades. However, the reverse did not hold true, leading him to believe that there is something inherently beneficial and enriching for math students who study music.
So what accounts for the strong relationship between music education and academic achievement?
When we engage with music, both the right and left sides of our brains are activated simultaneously. When the brain is stimulated in this way, it plows up the mind and makes it fertile ground for learning.
At the same time, music students refine their hand-eye coordination and listening and problem-solving skills while growing their creativity. Music students also learn that no good thing comes easy and develop a habit of persistence and fortitude that excelling in band, orchestra or choir demands. These skills are highly transferable to academicsâ¦and to life.
Music opens the doors to college admissions
The process of applying to colleges and universities begins with standardized testing. Most higher-level education requires a minimum score on at least one standardized test to prove competency and readiness. Colleges and universities also factor in high school GPA and your studentâs transcript with a detailed picture of the courses they completed and all of their extracurricular involvement.
Studying music can help boost your childâs grades and high school GPA and it can also help them develop the skills they need to study for and score well on these tests.
Their GPA and standardized test scores can open up the door for your child to apply to their top college or university choice.
But the benefits donât end there.
When admissions counselors look through hundreds if not thousands of applications and transcripts, how do they decide which students to offer admission to? There isnât room for every applicant at any school.
Students who pursue music as an extracurricular high school activity stand head and shoulders above their peers. Their discipline and motivation shine.
Hint: Encourage your child to submit a letter of recommendation from their high school music teacher or private music instructor with their college applications!
Plus, if the school theyâre applying to has an orchestra, that school needs violin, viola, cello and bass players. If the school has a band or choir, they need gifted musicians to fill these roles. As a music student, your child has the opportunity to apply for a music scholarship when they submit their college application. When counselors know that your child will commit to furthering their collegiate music program, their application holds even more appeal.
Ultimately, a music scholarship provides a break on college tuition.


VPAC Educational Model
VPAC Vijana (youth)
Approach for High School 9th-12th Grade Watoto's.
VPAC Vijana is a continuation to provide access to students to embrace and build on the incorporation of 21st Century skills that they acquired in Middle School as VPAC Kijana. There will be an emphasis on entrepreneurship and financial literacy as well.
In a continuation of those 13 skills, VPAC infuses the 4 C's that are executed with the 3 C's leading. Our unique curriculum provides our students with elements that will make learning fun and engaging. VPAC Vijana, students guide the learning process by completing, participating, and launching diverse artistic and scientific projects. Students progress through competency, not compliance, in regard to academic skills while being supported by their teachers, families, and the community.
Each 21st Century skill is broken into one of three categories:
Arts skills: remaining creative, adaptive, and curious
Learning skills: teaches students about the mental processes required to adapt and improve upon a modern work environment
Literacy skills: focus on how students can discern facts, publishing outlets, and the technology behind them. Thereâs a strong focus on determining trustworthy sources and factual information.
Life skills: take a look at intangible elements of a studentâs everyday life. These intangibles focus on both personal and professional qualities. FLIPS (FLexibility, Leadership, Initiative, Productivity, and Social Skills)
The 4 C's of 21st Century Skills are:
Critical thinking: Finding solutions to problems
Creativity: Thinking outside the box
Collaboration: Working with others
Communication: Talking to others
This is executed with the VPAC 3 C's leading. Continuing the educational experience through VPAC, Completing the VPAC experience, and Competing in the world.
At VPAC Vijana the Intermediate level teachers loop for 9th and 10th grade. They will hone students in on their interest and ensure the foundational skills and tools are accessible to demonstrate competency and maturate to Mastery level.
11th and 12th grade Mastery level will have access to workforce development, internship, life credits, and continued college readiness.
Starting in Middle School VPAC Watoto are introduced to their required Capstone project that must be completed in order to graduate. Each student will have a full graduation portfolio that will include:
-1,111 HOURS EVERY YEAR AS A HIGH SCHOOLER
-20 COMMUNITY SERVICE HOURS EVERY YEAR AS A HIGH SCHOOLER
-TWO MODALITIES OF PRESS
-UNPACK ME Project
A day at VPAC Vijana
During the day at VPAC Vijana, students and teachers will uphold a consistent schedule that supports and nurtures adequate time for natural learning to continue while meeting the academic expectations and project-based learning to catapult and prepare students for success.
Teachers will instruct the academic core curriculum to meet and exceed standards through project-based student demonstration. The academic subjects of math, science, social studies, and ELA are designed to ensure that all students can compete in the world with their peers. Teachers plan their lessons around the subject. All of the academics are integrated into all of the "A" Project subjects.
In 9th and 10th grade, students will be at the Intermediate level in all subjects. They will be supported by given access to the tools and skills to master the foundation of subjects and build in their VPAC Capstone while preparing for Mastery Level.
From 11th and 12th grade, students will be focused on preparing to graduate and complete the VPAC Capstone Teachers will encourage students to continue to obtain internships, obtain work in the field, produce, and hand-on project-based learning that aligns with college readiness.
Students will graduate from VPAC and continue to receive support for four years.


You have learned about the importance of early learning experiences as the foundation of education. For this assignment, you will create a PowerPointÂ® presentation to describe the influences of high-quality experiences on early childhood development.
Using the Unit 2 Assignment Template, please include the following:
Slide 1: Title Slide
Slide 2: Importance of Early Education
Define the term âhigh-quality educationâ.
Explain the importance of high-quality preschool in the life of young children. Include the importance to at-risk children in your discussion.
Slide 3: Influence of High-Quality Care
Provide at least two specific examples of how young children are influenced by high-quality care.
Slide 4: Research Article #1
Use the Purdue Global Library to locate a research article that supports the influence of high-quality education on early childhood development and provide a thorough discussion of your findings.
Slide 5: Research Article #2
Use the Purdue Global Library to locate a second research article that supports the influence of high-quality education on early childhood development and provide a thorough discussion of your findings.
Slide 6: Components of Early Education
Based on the information from your two research articles, identify two components of an effective early education program.
Explain how you would incorporate each component into your own high-quality early learning environment.
Slide 7: Reference Slide
Include at least three sources listed in APA format.
Writing Requirements and Assignment Guidelines
Your Assignment should be at least five slides, not including the Title and Reference slides, and should include the following elements:
Title slide: Include your presentation title, name, course information, and date.
Body: Answer all assignment questions.
Reference slide: Include at least three sources listed in APA format.
Use Arial or Times New Roman 18-point font.
Use APA Formatting and Citation style.
If you need assistance with APA style, please visit the Academic Success Center.
The assignment must be written in Standard English and demonstrate superior organization, including a highly developed viewpoint and purpose. Your notes below each slide in the body of your presentation should be written in complete sentences and paragraphs, supporting the content on each slide. Presentations are visual; therefore, use clear, concise bullet points and avoid crowded slides. Additionally, images and diagrams are wonderful presentation tools, but be sure to include all required citations.
Submitting Your Assignment
Use the provided Unit 2 Assignment Template. Save it in a location and with a name that you will remember. When you are ready to submit, select the Unit 2 Assignment Dropbox and upload your file. To view your graded work after your instructor has evaluated it, please visit your Gradebook.
This assignment addresses the following unit learning outcomes:
Discuss the importance of high-quality early childhood learning.
Discuss key factors of a high-quality early learning environment.
Explain how to incorporate key elements into the early learning environment


Coding is becoming an essential digital skill in todayâs classroom. Besides its technical usefulness in a digitally driven world, learning to code by implication involves developing a number of other key skills such as problem solving, strategy development, critical thinking and conceptual thinking, among others.
Kodable offers an interactive coding program ideal for children aged 4 to 10. Using Kodable learning materials, children can create and play their own games and explore the world of computing in a fun and engaging way. âKodable offers age-appropriate games and activities that take your kids from thinking like a programmer to writing real code using our personalized, kid-friendly coding interface. !â
A great coding and learning app for kids ages 5-7. âBy assembling blocks of graphic programming, children can make the characters move, jump, dance and sing. During this process, children learn to solve problems, design projects and express themselves creatively on the computer. They also use math and language in a meaningful and engaging context, supporting early numeracy and literacy development. With ScratchJr, kids donât just learn to code, they code to learn.
Lightbot introduces players of all skill levels and grades (K-12) to programming, coding, and computing through puzzle-based games. âProgramming Puzzles features 50 levels and 20 Challenge Stars to collect when you want more challenge!â
It is a drag-and-drop coding tool developed by Google to help kids learn coding through self-directed games and guided challenges. âBasic puzzles teach coding concepts through playful project ideas, allowing kids to learn and explore on their own. Bonus puzzles are added weekly for endless fun and learning. Kids can confidently embark on their own coding adventures with newfound knowledge, a dash of creativity and robot pals â Dash & Dot. Ages 8+.
Tynker Junior helps young children (ages 5-7) learn the basics of coding through fun, interactive challenges and puzzles. The app offers more than 200 coding challenges and 2 project creation studios: art and music studio (âGenerate math art and compose music using a sandbox environment which lets you create programs using the coding skills youâve learnedâ) and Animation Studio (âMake interactive animations and tell stories using a set of sandboxes that let you create programs with code.â)
PBS Kids Scratch helps children learn and develop coding skills through engaging games and programming lessons. The games feature characters from Odd Squad, Wild Kratts, Nature Cat, Arthur, WordGirl, Peg + Cat, and Ready Jet Go! The storytelling possibilities are endless with this creative coding app for kids ages 5-8.
seven- Coding for kids
Coding for Kids offers a plethora of fun, interactive games to teach young learners the basics of coding. âIt teaches coding with over 200 fun games like firefighting, popping balloons or playing dentist. Kidlo Coding helps children improve their problem solving skills, boosts memory and increases logical thinking skills and prepares them for school.


Term education is itself a journey that we keep on doing knowingly or unknowingly our entire life. Books and extra-curriculum activities in school prepare kids to become a successful individual & a global leader in future. Each and every single level of elementary education brings a dynamic change in the life of a student.
First and most important level of education in school is the toddler and play group level of learning which requires, because the techniques of handling a toddler or play group kids requires a different attitude and an scientifically trained teaching methodologies for teachers. The students involved in this initial level of learning are of 1-2.5 years of age group, these kids mostly fail to express their feelings through words, so you need specially trained teachers who understand their gestures and demands. The role of a teacher at this level is extremely important for students because at such level a child learn to express his/her emotions through words, learning of different colors, shapes increase their remembering power, daily practice of orals on such topic for example small rhymes will also increase their speaking skills, action words and scribbling expand their fine and gross motor skills as well as holding and gripping of an objects such as color and pencil. In toddler or playgroup level, ideally a child should learn through flash-cards, objects and stories to develop a natural acceptance for studies in a child. For Child at this level, visual mode of learning is more effective instead of conventional mode of learning i.e. through listening, the more teachers present themselves in front of students with help of different actions the students will do the same as their teachers which becomes an idol being for him, as well as learn and recall everything taught by their teacher through actions.
Second level of School Education start with pre-nursery classes, which embeds a different level of learning and understanding in students. In pre-nursery classes students ideally learn & understand about pattern writing, dot to dot writing, stage activities, which not only raises their credence to stand as an individual but also unknowingly make them learn how to present themselves in front of others and how to communicate their thought process to others. According to modern teaching methodologies, at pre-nursery level students should learn through CSS method (Computer Software System) which accommodates animated rhymes, patterns as well as colors recognition with different examples and representation, this enhances the learning and understanding ability of students. Learning through such methods at this level is very essential for students because at this level students learn almost all the basic knowledge which prepares them for the next stage of education.
Third & foremost important level of elementary education is the Nursery Class, which involves alphabet writing, counting writing, Hindi âvarnmalaâ it upgrades the Writing Skills in students. At this level, the primary focus is on speaking skills and personality development of the child. School should conduct multiple activities to enhance & innovate the speaking and pronunciation skills such as, storytelling competition, English and Hindi poem recitation, workshops and stage shows which builds up confidence in students and also lays the seeds of being a future global citizen.
A school who has adapted modern teaching methodologies, not only delivers academic knowledge to their students but also creates an environment in which student can learn multiple things at one go. It not only helps and prepares them for the different stages of life but also lays a foundation to become a successful human being in future. So the modern teaching methodology is like a cherry on the pie by which we enhance the learning experience of students and help them making a impact on the world.


Supporting PreK Literacy Learning through Kid Writing
Supported by the William Penn Foundation
Project led by:
Vera Lee, EdD
Diane Waff, EdD
Claudia Gentile, PhD
Katie Mathew, PhD Student
The goal of the PreK Literacy through Kid Writing project is to increase kindergarten readiness for preschool children from diverse cultural and linguistic backgrounds by using the Kid Writing (KW) approach to develop early literacy skills, including applied phonics and beginning writing. The project will provide professional development, instructional resources, and coaching to teachers across five PreK Centers in northeast Philadelphia. The project will also explore ways to increase kindergarten readiness for preschool children from diverse cultural and linguistic backgrounds by using the KW approach to develop their skills as writers and readers. Moreover, the project will address the gap early childhood educators and parents often have in their understanding of the developmental nature of writing and its central role in literacy learning.
To meet these goals, the project includes several key components. First, professional development will be provided to PreK teachers utilizing the KW approach and design for literacy-rich classroom environments in order to enhance their understanding of the vital role writing plays in early literacy development. Second, KW coaches will provide modeling and supports in classrooms of 4/5-year-olds at participating PreK centers, adapting to the age groupings used at each center. Third, KW workshops will be offered to parents in close collaboration with the PreK centerâs approach to family engagement. Fourth, the KW coaches will share developmental spelling and other formative assessment tools with PreK center teachers and staff to support teachersâ understanding of childrenâs language development.


Every child is born with unique talents and abilities waiting to be discovered and nurtured. One of the most effective ways to unlock and enhance these hidden talents is through music education. Enrolling your child in a music program can provide a multitude of benefits that go beyond just learning to play an instrument. In this blog, we'll explore how music education can boost your child's potential and help them uncover a world of hidden talents.
1. Cognitive Development: Scientific research has shown that learning to play a musical instrument enhances cognitive skills such as memory, attention, and problem-solving. Music education engages various parts of the brain simultaneously, strengthening neural connections and improving overall cognitive function. As your child learns to read music, coordinate their fingers, and listen to different melodies, they're also developing skills that can be applied across subjects in school.
2. Discipline and Focus: Learning to play a musical instrument requires consistent practice and discipline. Children enrolled in music programs learn the value of setting goals, managing their time, and practicing regularly to improve their skills. This level of commitment teaches them the importance of perseverance and hard work, qualities that can be applied to any aspect of their lives.
3. Emotional Expression: Music is a universal language that allows children to express themselves emotionally. Through music, children can convey their feelings, whether it's joy, sadness, excitement, or introspection. Learning to channel emotions into music not only helps them process their feelings but also encourages emotional intelligence and empathy towards others.
4. Creativity and Imagination: Music is a form of artistic expression that encourages creativity and imagination. When children learn to play instruments, they are not only replicating what they see but also experimenting with sounds, melodies, and rhythms. This experimentation fosters creativity and empowers them to think outside the box, leading to innovative problem-solving skills in various aspects of life.
5. Social Skills and Teamwork: Music programs often involve group lessons, ensembles, and performances. These experiences provide children with opportunities to collaborate, communicate, and work as part of a team. Playing in a band or orchestra teaches them the importance of listening to others, coordinating their efforts, and collectively creating something beautifulâa skill set that's invaluable in both personal and professional relationships.
6. Confidence Building: As children progress in their music education and witness their improvement, their self-confidence grows. Performing in front of an audience, whether it's a small recital or a larger event, boosts their self-esteem and helps them overcome stage fright. This newfound confidence extends beyond the musical realm and positively impacts their overall self-image.
7. Lifelong Learning and Appreciation: Enrolling your child in a music program instills a love for music that can last a lifetime. Even if they don't pursue music professionally, they'll develop a lifelong appreciation for various genres and styles. This appreciation for the arts contributes to their well-rounded education and enriches their cultural understanding.
Enrolling your child in a music program is an investment in their holistic development. Beyond just acquiring musical skills, they'll experience cognitive growth, enhanced discipline, emotional expression, heightened creativity, improved social skills, increased self-confidence, and a lifelong love for learning. By providing them with the gift of music education, you're unlocking their hidden talents and empowering them to reach their full potential in all areas of life.
Enroll Today and Let the Music Begin!
Don't let your child's passion for music remain a mere spark. Ignite it into a lifelong love affair through the transformative education offered at the Napa School of Music. Our outstanding program is designed to nurture, inspire, and guide young musicians toward their full potential. Whether they're destined for a professional musical career or simply seeking a fulfilling hobby, the gift of music will enrich their lives in ways beyond measure.
Join us at the Napa School of Music and watch as your child's musical journey unfolds. Enroll today and embark on a symphonic adventure that will last a lifetime. Let's create melodies, memories, and a passion for music that will resonate for generations to come.
Call Us To Register at 707-252-4040 or visit our website: https://www.napaschoolofmusic.com/. We offer lessons for Voice, Piano, Keyboards, Guitar, Bass, Drums, Percussion, Violin, Viola, Cello, Ukulele, Mandolin, Banjo, Flute, Saxophone, Trumpet, Tuba, and Trombone near the following cities: American Canyon, California Vallejo, California Fairfield, California Yountville, California St. Helena, California Sonoma, California #musiclessons #musictraining #musictheory #instrumentallessons #napaschoolofmusic


FNLDC: Literacy Development in Northern California
The Far North Literacy Development Consortium (FNLDC)
The FNLDC will focus on using Universal Design for Learning (UDL) to build teacher capacity for literacy instruction across disciplines. The FNLDC will use UDL to âestablish a shared set of expectations, experiences, and a common language for molding and shaping an instructional approach.â
Key activities include:
- Providing professional learning focused on UDL, including but not limited to the creation of professional learning communities, providing opportunities to earn micro-credentials in UDL, providing access to deep-dive modules, annual symposiums, guest speaker series, lesson design studios, and a final culmination summit
- Developing committees that focus on family engagement, including planning interactive literacy nights
- Maintaining a digital hub to house resources to share beyond the life of the grant
Overall, the FNLDC will help teachers plan lessons, choose materials, and improve instructional practice in a way that intentionally mitigates or removes barriers to meet the needs of all learners. Teachers will empower students by valuing their voice and choice, which will improve engagement. A focus on family literacy will help the community understand the importance of developing literacy skills.
The FNLDC will work with the following districts:
- Biggs Unified School District, which includes: Biggs Elementary and Biggs High School
- Plumas Unified School District, which includes: Chester Junior/Senior High School, Greenville Junior/Senior High School, Quincy Junior/Senior High School, and Portola Junior/Senior High School
- Union School District, which includes: Happy Valley Elementary School
FNLDC Annual Report now available!
This report documents the activities and findings from Year 1 (2021â2022) of this exciting project in northern California.
September 2021 â May 2024
California Department of Education, Comprehensive Literacy State Development Grant
Sylvia Rodriguez Douglass, CAST
Minden Byrne King, BCOE
Tricia Grunerud, BCOE
For more information about this project, please email Sylvia Rodriguez Douglass.


A nutrition plan for your childâs individual needsThere are many reasons why a child with special needs may struggle more with health issues.
At Essential Balance, we can help you overcome these barriers and help your child achieve their full health potential.
Eileen Fauster is a Registered Holistic Nutritionist (RHN), and Kirsten Colella is a Certified Nutritional Practitioner (CNP) offering holistic nutrition for children with special needs in Toronto, Etobicoke, North York, GTA, Woodbridge and Vaughan.
Every child is unique. Get a nutrition plan customized to your child.
Barriers to Nutrition
- There may be physical barriers, such as a physical disability that restricts movements.
- Low abdominal muscle tone can hinder digestion and cause constipation.
- Delayed fine and gross motor skills can make feeding itself difficult, limiting food choices.
- Sensory issues can also be a factor, causing extreme pickiness. Certain textures, flavours, and temperatures may be off-putting to your child.
- Finally, one of the biggest barriers to health is communication. One of the most common recommendations for parents is to educate their children and involve them in meal planning and preparation This is a great way to encourage your child to eat healthier. However, involving your child in meal preparation isnât that easy if they do not communicate in the same ways as you.
What We Will Do
- Evaluate your childâs current dietary intake, as well as any current health concerns.
- Formulate a specialized nutrition plan that considers your childâs individual needs.
- Help you implement the plan at a pace that is comfortable for both you and your child.
- Work with occupational therapists or feeding specialists to come up with strategies for combining nutrition with fine and gross motor skill development. (e.g. preparing foods in way that encourages pincer grasp development), as appropriate.


What parents do, or donât do, has a lasting impact on their childâs reading skill and literacy!
Children develop much of their capacity for learning in the first three years of life, when their brains grow to 90 percent of their eventual adult weight (Karoly et al., 1998). Given the course of brain development, it is not surprising that young children who are exposed to certain experiences usually prove to be good readers later. Just as a child develops language skills long before being able to speak, the child also develops literacy skills long before being able to read (National Research Council, 1998).
Counting, number concepts, letter names and shapes, associating sounds with letters, interest in reading, and cooperation with other children are all relevant to learning to read (Wells, 1985). Researchers studying high school seniors found early educational experiencesâsuch as learning nursery rhymes, watching Sesame Street, playing word and number games, and being read toâare all good predictors of later reading ability (Hanson et al., 1987).
Positive parental attitudes toward literacy can also help children become more successful readers (Baker et al., 1995). Enthusiasm about books and reading can be shared between a parent and child and deepen the childâs interest in learning to read (Snow & Tabors, 1996). Children who learn from parents that reading is fun may be more likely to sustain efforts to learn to read when the going gets tough (National Research Council, 1998). Some experts believe that parental emphasis on reading as entertainment, rather than as a skill, develops a more positive attitude toward reading in children (Baker et al., 1997).
Wise parents understand that play is the work of children. Parents can use the arts to help develop early language skills, from the first lullaby to dramatization of a favorite story (Council of Chief State School Officers, 1998). Dramatic play can develop vocabulary, concepts and creativity, all part of pre-literacy skill building. Music and other language-rich creative arts can stimulate a young childâs language and literacy development through one-on-one interaction with a caring adult.
How I think @ 50 months
At 50 months, your child spends the majority of their playtime in fantasy activity, which tends to be more cooperative than play that focuses on toys or games. As they learn to take turns, share, and create new games together, children start developing important social skills such as paying attention, communicating (through actions and expressions as well as words), and responding to each other appropriately.
Motor Development: Gross Motor Skills
â¢ I can hop and do somersaults
â¢ I can swing and climb
â¢ I may be able to skip
Motor Development: Fine Motor Skills
â¢ I can copy triangle and other geometric patterns
â¢ I can draw person with body
â¢ I can print some letters
â¢ I can dress and undress without assistance
Language and Thinking Development
â¢ I can recall part of a story
â¢ I use future tense
â¢ I can say my name and address
â¢ I can count ten or more objects
â¢ I can correctly name at least four colors
Social and Emotional Development
â¢ I can play in a group, extending and elaborating play ideas
â¢ I initiate play, offering cues to peers to join them
â¢ I can keep play going by responding to what others are saying or doing
â¢ I demonstrate friendly behavior, initiating conversations and forming good relationships with peers and familiar adults
Disclaimer: This presents an overview of child development. It is important to keep in mind that the time frames presented are averages and some children may achieve various developmental milestones earlier or later than the average but still be within the normal range of development. This information is presented to help parents understand, at a high level, what to expect from their child. Any questions/concerns you may have about your childâs development should be shared with your doctor.


Separating twins in kindergarten â a common practice in schools across the country â can be traumatic for children and is often against the wishes of both the children and their parents, according to a new study by California State University, Northridge education professor Lynn Melby Gordon.
Gordonâs study, âTwins and Kindergarten Separation: Divergent Beliefs of Principals, Teachers, Parents, and Twins,â was published last week in the journal Educational Policy and is the first to explore the separation of twins in kindergarten by directly comparing and examining the beliefs of elementary school principals, kindergarten teachers, parents and twins.
âTo put it simply, my research does not support the mandatory school-separation policies for all twins that are so prevalent in school districts across the country,â said Gordon, a professor in CSUNâs Department of Elementary Education and parent of twins herself. âSchool leaders should know that when a pair of twins has a genuine preference to stay together in school, it does not necessarily indicate a pathological co-dependence, a lack of individuality or an inability to make friends with other children. It is, more likely, simply indicative of a healthy, supportive relationship.â
As part of her research, Gordon surveyed principals, kindergarten teachers and preschool- and kindergarten-age twins and their parents about separating twins when they begin their formal educational experience in kindergarten.
She found that principals are much more likely to believe that twins should be separated in kindergarten than the young twins themselves, their parents and even kindergarten teachers. While a majority, 71 percent, of the principals she surveyed said they felt twins should be separated in kindergarten, only 49 percent of the teachers, 38 percent of the parents and 19 percent of the preschool and kindergarten twins agreed.
âA troubling finding from the group of principals surveyed is that over half of separation-favoring principals believe that twins do better academically when they are placed in separate classes, and almost one quarter erroneously believe that twins do better academically when they are placed in separate classes,â Gordon said. âThe presumptions are not supported by the existing body of twin research. Instead, studies tend to show either no difference in the academic achievement of twins placed together versus apart or that academic achievement tends to be better when the twins are placed together.â
She found that 81 percent of preschool and kindergarten twins want to stay together in kindergarten, but about 58 percent of twins are separated into different classes. Female identical twins are most likely to report wanting to stay together in the same class in kindergarten.
Gordon said that most parents favor joint placement of twins in kindergarten.
âPerhaps not surprisingly, 95 percent of parents believe they know their kids best, and believe that schools should try to honor their class placement requests for twins,â she said.
She noted that kindergarten teachers would not mind having a set of twins in their class.
Three percent of all twins who are placed in separate classes are very traumatized by kindergarten separation, and an additional 17 percent are somewhat traumatized, according to parents. In the meantime, 69 percent of principals believe that separation is probably a little traumatic, and six percent believe that separating twins is very traumatic.
Gordon said there are instances when twins are likely to benefit from class separation.
âFor example, when twins display pronounced behavior problems with one another at home or in preschool, parents recognize this to be a clear and practical reason to separate those individuals at least for a few hours a day while they are in school,â she said. âBut the studyâs primary conclusion is that, unless there is a compelling reason to separate twins, it is often best to keep them together, at least in kindergarten.â


How to Teach Kindergarten Sight Words
Sight words, also known as high-frequency words, are essential for children to become successful readers. These are words that appear frequently in written texts and may not follow regular phonetic rules. Teaching sight words to kindergarteners is crucial as it helps them develop fluency, reading comprehension, and overall literacy skills. Here are some effective strategies for teaching kindergarten sight words:
1. Introduce sight words gradually: Start with a small set of sight words and gradually increase the number as your students become more comfortable. Begin with the most common sight words such as âthe,â âand,â âis,â and âyou.â Use flashcards or word walls to display and review these words regularly.
2. Use multisensory activities: Incorporate various senses to engage kindergarteners in learning sight words. For example, encourage finger tracing of words written on tactile surfaces like sand or shaving cream. You can also create word puzzles, using magnetic letters or letter tiles, for children to manipulate and build sight words.
3. Play games: Make learning sight words fun incorporating games into your lessons. Activities like sight word bingo, memory matching, or word scavenger hunts can help reinforce recognition and recall of sight words. Use educational apps or online resources that provide interactive games specifically designed for teaching sight words to kindergarteners.
4. Read sight word books: Provide kindergarteners with books that emphasize sight words. These books often contain repetitive text and a limited number of sight words to help children practice reading fluently. Encourage students to identify and read these sight words independently, building their confidence and reading skills.
5. Contextualize sight words: Help students understand the meaning of sight words using them in sentences or simple stories. By placing sight words in a meaningful context, children can better grasp their usage and significance. For example, use the sentence, âI see a big dog,â to introduce the sight word âseeâ and reinforce its meaning.
6. Encourage word recognition through sight word walls: Create a sight word wall in your classroom where students can see and interact with words regularly. Include pictures or illustrations alongside the words to enhance understanding. Encourage children to use the sight word wall as a reference when reading or writing independently.
7. Review and reinforce: Constant review is crucial to ensure retention of sight words. Regularly assess your studentsâ mastery of sight words and provide additional practice as needed. Engage parents in the process sending home sight word lists or providing suggestions for at-home activities that reinforce sight word learning.
1. How many sight words should kindergarteners learn?
Kindergarteners typically learn around 50-100 sight words throughout the school year. However, the number may vary depending on the curriculum and individual progress.
2. How often should sight words be practiced?
Consistent practice is key. Aim for daily sight word practice sessions of 10-15 minutes to reinforce recognition and recall.
3. What if a child struggles with a particular sight word?
If a child is struggling with a specific sight word, try using mnemonic devices, such as creating a visual representation or associating it with a familiar word. Provide extra practice and repetition until the child shows mastery.
4. Are sight words the same as Dolch words?
Dolch words are a specific list of sight words compiled Edward William Dolch. They are commonly used as a foundation for teaching sight words in kindergarten and early elementary grades.
5. Should sight words be taught in isolation or within sentences?
While introducing sight words in isolation is necessary for initial recognition, it is crucial to place them in context to promote understanding and application. Use sentences or short stories to provide meaningful exposure to sight words.
6. Can sight words be taught through technology?
Yes, technology can be a valuable tool for teaching sight words. Educational apps, online games, and interactive resources can engage kindergarteners and make learning sight words more enjoyable.
7. Should sight words replace phonics instruction?
No, sight words and phonics instruction go hand in hand. Phonics helps children decode unfamiliar words, while sight words provide a foundation of words they can recognize instantly. Both approaches are essential for building strong reading skills.
In conclusion, teaching kindergarten sight words is a fundamental step toward developing early literacy skills. By using a variety of strategies such as gradual introduction, multisensory activities, games, and contextualization, educators can effectively help children recognize and remember sight words. Regular review and reinforcement, as well as involving parents in the learning process, are essential for long-term retention.


With the constant advancement of technology, itâs no surprise that STEM fields continue to grow. One 2018 study estimated that companies would not fill 2.4 million STEM jobs due to a lack of workers in the field, while the field itself was estimated to keep growing at 13% a year from 2017 to 2027.
While countless teachers across the United States agree that STEM education is essential, especially in early learning, implementing that learning is another story. Some studies note that STEM education continues to fall by the wayside compared to other literacy programs. On the other hand, there is a misconception that STEM learning requires every subject to include science, technology, engineering, or mathematics, instead of encompassing the basic skills used in said fields.
Examples of Early STEM Education
Early STEM education can include things as essential as playing with building blocks or working on spatial awareness in children. Early STEM learning benefits from hands-on projects, including simple experiments, things like whether objects sink or float, or learning about the seasons. STEM learning aims to instill a curiosity about the world in students while also encouraging them to work together to find answers to problems. Play-based learning is also a considerable portion of early STEM education, which has been found to offer a wide range of benefits to both students and teachers.
Early STEM education is connected with higher academic achievement in some cases, and it also acts as a foundation for a wide range of other studies, including those in other fields. While associated with set educational topics, STEM bleeds over into other forms of learning, giving students creative problem-solving skills and confidence that will assist them in a wide range of studies. In addition, STEM fosters increased learning skills in students, and similar studies show that early mathematics skills have been linked to academic achievement later in life.
Ways to Add STEM to Your Curriculum
STEM learning works well as a combination of hands-on projects and problem-solving initiatives. Still, despite the focus on technology found within the study, it is possible to teach STEM skills without technology. Reading books, doing at-home experiments, and playing with puzzles and blocks are all examples of STEM activities that encourage creative problem-solving and can benefit your children.
Of course, scientific activities and texture exploration can contribute to STEM education, but it is also essential to follow creative exploration in whatever form. For example, raising a home garden, learning how cooking works, or even answering questions about how dishes get cleaned with soap can contribute to your child's STEM education.
By feeling like they know more about how the world works, children can gain a sense of individual accomplishment and academic confidence that can help them across all intellectual pursuits. In addition, early collaborative learning and hands-on experimentation, like those found within the GIGIL STEM Kit, can give children the confidence to take on advanced learning experiences and continue to push themselves in their education journey.
Here at GIGIL, we believe early STEM learning is the key to success, both academically and personally. Knowing how the world works, and having the skills to ask questions, are critical foundational skills for children of all ages that will serve them well throughout their lives.
If you are looking for more STEM activities to help foster a love of learning, check out our other articles to learn more. We work closely with educators to help encourage a love of STEM and foster the skills needed to succeed in the modern world. From providing STEM kits to teachers to offering educational articles for all ages, we work to ensure that STEM learning is easier than ever!
GIGIL STEM Subscription Boxes bring STEM Education to your doorstep, with 5 activities each month and all the supplies you need to complete them! Just open up your STEM Kit and go (easy)! We have been tested and awarded by Mom's Choice Awards, Parents' Picks, and The National Parenting Center. Along with our subscriptions, we are approved by charter schools and offer wholesale rates for groups or classrooms.


Storer College was created when John Storer, a philanthropist living in Sanford, Maine, approached Rev. Dr. Oren Burbank Cheney, President of Bates College, with a $10,000 gift to found a school which would eventually become a college and would educate students in a southern state, regardless of color or race. Though Storer was agreeable to opening the school in any southern state, the US Government granted seven acres of Federal land with buildings near Harperâs Ferry, West Virginia. The school was named Storer and opened in October, 1867 with 19 students.
The West Virginia State Legislature then appropriated $10,000 for the purpose of educating blacks above the elementary level, ensuring that the institution would be dedicated to African American education. Additional support came from the West Virginia Baptist Home Missionary Society. By 1870, Storer was administered as a Normal Academy and was the only teacher-training institution for African Americans in the State of West Virginia.
Storer offered a four-year high school program; a traditional two-year elementary teacher training program; a two-year junior college program; and separate courses focusing on homemaking and agriculture. The first library had 3,500 volumes and the campus expanded to 30 acres and included a menâs boarding hall, a womenâs dormitory, a chapel which included recreation rooms, a printing office, and reading and music rooms. Storerâs enrollment peaked in 1882-1884 with 288 students.
Despite its small enrollment, the college became identified with major events in African American history. In 1881, 14 years after Storerâs founding, Frederick Douglass, one of the collegeâs trustees, delivered a major address on John Brown who was the central figure in the Harperâs Ferry Raid which occurred just miles away in 1859. In 1905, Dr. W.E.B. DuBois and other leading African American activists created the Niagara Movement at Niagara Falls, Ontario, Canada. They held their second meeting, however, on the Storer College campus in 1906, giving the small college national prominence. The Niagara Movement later merged into the larger National Association for the Advancement of Colored People (NAACP).
John Brownâs Fort was moved to the Storer College grounds in 1910, after several relocations. The Fort was originally the fire engine house of the US Armory where John Brown and his men retreated before the US Marines under the command of Robert E. Lee defeated them in October 1859. The building was dismantled and became part of a display at the Chicago Worldâs Columbian Exhibition. Journalist and actress Kate Field raised money to move the Fort back to West Virginia. Storer alumni placed a plaque in front of the structure which read: âThat this nation might have a new birth of freedom, that slavery should be removed forever from American soil, John Brown and his men gave their lives.â
Storer maintained the high school programâwhich also awarded Associate of Arts degreesâuntil 1938. Storer awarded its first college degrees to seven scholars in 1942. In 1946, the West Virginia Board of Education allowed Storer to grant B.A. degrees in elementary education and secondary education in English, social science, science, and home economics.
By that point, however, Storerâs enrollment was dwindling. Following the 1954 Brown v. Board of Education decision by the US Supreme Court, West Virginia discontinued its funding and the college closed its doors on June 30, 1956. In 1959 West Virginia Senator Robert C. Byrd sponsored legislation to make Storerâs campus a National Park Service Training Center. On March 1, 1960, Storer College officially became part of the Harperâs Ferry National Monument.


STEM Education for Early Childhood and Primary Teachers is an innovative online learning solution for early education teachers. With our practical approach, you will learn in small bits, and you will learn the method and the content at the same time.
The course is ready for on-going enrollment. For information on licensing options for organisations, please contact us.
BENEFITS FOR PARTICIPANTS
The programme targets early childhood educators and teachers-in-training. Besides the content, you will learn the method of inquiry-based learning, which you can apply in other areas as well. You will gain confidence in teaching science for young learners. The main objective of the programme is to build capable and confident educators who can implement science education in early childhood learning.
The programme includes visual content, videos, podcasts, worksheets and written materials. It consists of 60 lessons, and one lesson is 45 minutes in length amounting to five (5) ECTS credits. This is a purely self-study course, and participants are awarded with an electronic University of Helsinki Centre for Continuing Education HY+ certificate at its completion.
- Early childhood learning and inquiry-based approaches to teaching science
- Knowledge construction: individual learning paths and link to practice
- Tools for supporting participation and motivation
- Theory and practice of multidisciplinary learning modules: the role of sharing, discussing and evaluating learning outcomes
LEARN THROUGH INQUIRY
- Activate your prior knowledge and be inspired to learn more
- Engage in multimedia content in small bits
- Design your own experiments
- Assess your own progress and results
FEEDBACK ON THE PROGRAMME
âI have worked in China for five years as a Montessori teacher. I became interested in STEM education when my school in Xiamen started to teach English language through STEM-lessons to their kindergarten students.
This online course from HY+ explains in detail how to implement STEM education in teaching children of kindergarten age. You will learn the characteristics of inquiry based and phenomenon based education. This online course will develop your understanding on how to activate your own teaching methods in the 21st century, in order to support studentsâ critical thinking, creativity, collaboration, and communication in their own learning processes. The processes of creating child-centered learning environments happens while learning to make lesson plans for different areas of STEM education.
I highly recommend the STEM Education for Early Childhood and Primary Teachers programme for all teachers and those interested in learning new teaching strategies.â
â Kirsi Poutiainen, MA, Montessori Teacher
âThe children are excited as are the parents. The article [included in the programme] was interesting to read, and in my 10 years at our kindergarten, I have seen as each year goes that the majority of children gravitate to activities that are more scientifically and hands-on based.
At the moment, the only struggle is not to do everything at once! In our group we have a strong leaning towards our sensory corner and science corners which involve a lot of experimentation with different mediums. I just need to take the time during my planning hours to figure out how to organize the physical environment.â
â Kari Ann Linna, Teacher, Albatross Daycare, Espoo, Finland


This guide was created by the Southeast Regional Educational Laboratory for kindergarten teachers to use with parents and caregivers to support them in reinforcing foundational reading skills development at home. It presents four research-based recommendations with how-to steps using family-friendly language to support student skill practice. The guide includes scheduled recommendations for teachers to present information to parents, videos of parental support in action, and teacher-parent conference supports. It contains explicit family literacy routines with support materials such as illustrated reading texts, bookmarks with routine checklists, and a sample family literacy night calendar. Numerous hands-on games and activities are provided for parents to prepare and use at home. This guide is a companion for teacher and administer use with the resource titled Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, produced by What Works Clearinghouse.
U.S. Department of Education


In past posts, I have discussed the value of emotional intelligence, commonly called EQ or EI. Daniel Goleman developed a theory of emotional intelligence in the mid-1990s, and itâs applicable for both education and business. People with a high EQ are:
- self-aware, monitoring and regulating their own motivations;
- adept at reading and responding to the emotional needs of others;
- are able to learn from mistakes.
While all of these are important, they are not all a leader needs to succeed and have the highest level of communication and engagement among their team members. Social intelligence also plays a role, and sometimes an even more important one than EQ.
I recently was coaching an executive who had many EQ traits, he was adept at reading and responding to otherâs emotional needs yet he used this skill to manipulate others around him. This had a negative long term impact on his ability to build and keep long term relationships. His manipulative nature caught up with him and his team lost trust in him.
âYou can be the most brilliant innovator, problem-solver or strategic thinker, but if you canât inspire and motivate, build relationships or communicate powerfully, those talents will get you nowhere,â says Goleman, pointing out how crucial social intelligence is for leaders. Leaders need to coordinate people with resources, to understand needs, motivations, boundaries, reactions, and limits, and none of this can be accomplished without keen social awareness.
What are the basics of social intelligence? Being able to talk to people is one key traitâand not just people who will be useful to you, either, or who will stand still while you talk about yourself. Another ability that is a large part of social intelligence is being able to actively listen, in a way that allows you to understand another personâs feelings, perspective and patterns of thought. With these foundational skills, continually developed, you can navigate your way through difficult negotiations and important team collaborations successfully. All these skills are learned and developed throughout everyoneâs life, but not everyone makes the most of naturally occurring opportunities to grow their social intelligence.
Active listening is one of the hardest techniques to accomplish on a consistent basis and the leaders that I have coached over the years, who have mastered the ability to actively listen, not just hear, have been the most effective leaders.
Without social intelligence, even the smartest and most competent leader will not advance, because without the strength of social bonds on a team, employees can often become frustrated with the lack of communication or the poor method in which information is delivered. Even worse, their frustration can even cause them to mirror a leader with low social intelligence, bringing down the efficiency of the entire team. A leader low in social intelligence will be critical to others in non-constructive ways, or display a lack of interest in othersâ projects, thus unraveling morale. A leader who does these things wonât remain at the top for long.
Social intelligence is something that everyone improves upon throughout their lives. And, good leaders develop social intelligence as they progress in their careers. Ways to accomplish this include the simple act of paying more attention to how social interactions work, obtaining an executive coach to develop behavioral techniques to strengthen social intelligence, and formal assessments, such as StrengthsFinder, which allows individuals to identify thematic strengths of character that they can then build on in their day-to-day interactions.
What steps do you plan on taking to continue to develop your social intelligence?
Image Credit: The Stock Exchange (www.sxc.hu) User: wax115


Connection Between Spoken Language and Literacy
The experiences with talking and listening gained during the preschool years prepare children to learn to read and write during the early elementary school years. This means that children who enter school with weaker verbal abilities are much more likely to experience difficulties learning literacy skills than those who do not (Roth, Paul, & Pierotti, 2006).
Role of phonological awareness
One spoken language skill that is strongly connected to early reading and writing is phonological awareness, or, the recognition that words are made up of separate speech sounds. There are a variety of oral language activities that you may already be playing with your child that demonstrate his natural development of phonological awareness such as rhyming, alliteration (e.g., âbig bears bounce on bedsâ), and isolating sounds (i.e., âa is the first sound in appleâ).
Moving from spoken words to printed words
Soon children segment words into their separate sounds, and âmapâ sounds onto printed letters. This allows them to learn to read and write. Research shows that children who perform well on sound awareness tasks become successful readers and writers, while children who struggle with such tasks often do not.
Everyday spoken language activities to strengthen the development of literacy
When keeping in mind that language is learned all the time, and everywhere, itâs no surprise that you can help your child develop literacy skills during regular activities without adding extra time to your day! Try some of these activities at home:
- Talk to your child and name everyday objects, people, and events in the everyday environment.
- Repeat your childâs strings of sounds (e.g., âdadadadadada, babababaâ) and add to them.
- Talk to your child during daily routine activities such as bath or mealtime and respond to his or her questions.
- Draw your childâs attention to print in everyday settings such as traffic signs, store logos, and food containers.
- Engage your child in singing, rhyming games, and nursery rhymes.
- Read picture and story books that focus on sounds, rhymes, and alliteration (i.e., Dr. Seuss books)
- Reread your childâs favorite books.
- Focus your childâs attention on books by pointing to words and pictures as you read.
- Provide a variety of materials to encourage drawing and scribbling (e.g., crayons, paper, markers, finger paints)
- Encourage your child to describe or tell a story about his or her drawing and write down the words.
Are you concerned about your childâs spoken language and literacy development? Contact us to set up an appointment with one of our speech-language pathologists.
Roth, F.P., Paul, D.R., & Pierotti, A.M. (2006). Emergent Literacy: Early Reading and Writing Development. Letâs Talk: For People with Special Communication Needs, American Speech-Language-Hearing Association. Retrieved from: http://www.asha.org/public/speech/emergent-literacy/


Are you looking for a math center that can help make learning numbers fun and engaging? Look no further than this Counting to 3 Math Center! This special education-approved material is designed with your young learner in mind, making it age-appropriate and tailored to their needs. Clear, brightly colored graphics to aid in memorization of numbers 1 through 3. With the Counting to 3 Math Center, your child can practice counting numbers at home or in the classroom. It's perfect for taking their first steps towards mastering basic numeracy skills! Our goal is to make learning as stress-free and enjoyable as possible - so try out our Counting to 3 Math Center today!
Includes: Printable digital download
- 12 problem task cards
- 1 student response worksheet
- 1 answer key
- Single-student or great for a thinking pair activity
- 4x6 design makes for perfect photo box storage
Math Center Set 1 - Count to 3 - K.CC.A.1 Part 1
Common Core State Standard - K.CC.A.1 Part 1 - Count to 10 by ones.
Counting & Cardinality
Task Cards - Touch N Count to 3


Institute for Social and Economic Change
Working Paper: 452
Impact of Non-Cognitive Skills on Cognitive Learning
Outcomes: A Study of Elementary Education in India
The significance of measuring non-cognitive skills of school children and understanding its importance in predicting academic performance is an area of research that has become increasingly prominent over the years. The objective of this paper is to measure the non-cognitive skills of students and also to examine its impact on the cognitive learning outcomes. Our methodology for constructing an index for non-cognitive skills is broadly divided into two parts. In the first part, eight sub-indices viz. consistency, perseverance of effort, growth mindset, conscientiousness, academic behaviour, self-regulated learning, self-control, school climate have been constructed for each of the aforementioned parameters using the technique of Polychoric-Principal Component Analysis. In the second stage, an overall index for non-cognitive skills has been constructed using these eight sub-indices. Further, cognitive learning outcomes have been measured on a test performed for the students of Standard IV on their mathematics competency. Results show that an overall non-cognitive skills index is a responsible factor behind a gloomy picture of Mathematics learning outcomes. Moreover, five indicators of non-cognitive skills, such as Perseverance of Effort, Growth Mindset, Conscientiousness, Academic Behaviour and Consistency show a significant positive correlation with the Mathematics test scores. Hence, an argument can be made for inculcating policy directives that aid in the development of non-cognitive skills and promote non-cognitive skills among children that shape their cognitive learning outcomes.