Investigating children’s early literacy skills through digital drum talk
The challenge for school leaders, teachers and parents to ensure that children achieve literacy proficiency early, hinges heavily on the design of learning environments, experiences and modes of literacy practice that empower all children academically, socially and culturally. Research has shown that the traditional culture of American schools, which restricts physical movement and favors learning impassively, is disadvantageous to many children who inherit a rich tradition of using expressive movement as part of their every day social or communicative behavior. This study aims to determine how pedagogical strategies and cultural tools based on cultural systems of non–European or non-European-American ethnic groups can be used to transform the learning ecology and experience of students, and thereby positively impact children’s early achievement. Building on recent work in applied developmental psychology, multimodality and embodied learning, the Drumball digital orality system was designed as an example of culturally-grounded embodied learning environments which blend rhythmic movement and computer interaction, allowing drum patterns to be turned into and used as letters, words and phrases in order to mediate learning across a wide variety of subjects. In this context, literacy is not only written, but oral, visual and also realized in other modes, including the rhythmic, kinesthetic or performative.
The study employs a mixed methods exploratory approach to investigate how this digital drum talk mode can be leveraged by parents to teach children about reading, writing and communication in the digital age. The study examines the following central research question and sub-questions:
What are the impacts of culturally-grounded, embodied learning environments and activities mediated by the Drumball approach to multimodal experiences on children’s (ages 3-6) literacy skills?
1. What are specific contributions of this approach for children’s early aural/visual literacy skills related to letter naming and picture naming?
2. What are potential contributions of the intervention on children’s family relations?
The settings for the study are out-of-school community spaces (cultural centers, parks) as well as the digital learning environment used for the workshops. The intervention consists of a 4-week family workshop aimed at accelerating children’s literacy acquisition and development. Based on a review of the literature on early childhood multiliteracies learning and theories of embodiment, an online survey questionnaire involving an inventory of children’s prior multi-literacies skills was administered to all prospective parents. Children were randomly divided into two cohorts (intervention and control/waitlist) and invited to participate in one of two 4-week sessions offered sequentially. Pre- and posttest data of children’s literacy development (alphabetic literacy, picture naming), participant observation data of children during the workshops recorded via ethnographic, multimedia and telemetric techniques, as well as parent interview and focus group data, were collected. In the analysis, the outcomes of both intervention and control cohorts were compared in order to assess the impact of the Drumball embodied learning environment on children’s alphabetic literacy and vocabulary development. Further research is needed to identify other areas that could be strengthened by the affordances of a digital drum talk learning mode.
Keywords: Drum language; Embodied learning; Literacy development; Tangible user interfaces; Human-computer interaction; Culturally-relevant pedagogy


Music education in most cases receives low funding and poor moral support from academic institutions and governments in many countries around the world.
More often, it is assumed that the proactivity of music students, in terms of securing jobs and/or earning an adequate income, if one is self-employed, is not guaranteed.
However, in this paper I argue that the mode of packaging content and the methodology employed plays a central role in popularising music education.
Through interviews and focus group discussions with stakeholders, i.e. students, parents and lecturers at Kabarak University, School of Music and Performing Arts, where I serve as the Founding Dean of the school, I qualitatively analysed responses and corroborated my findings with related literature regarding rejuvenation, development and sensitisation of the role of music education in the improvement of community life and general human socio-economic development.
The study findings reveal that music education can attract enrolment from a wide range of learners if programmes are market-driven, skill-based, diversified across learners’ ages and music careers.
Adoption of a community-based life-long learning approach will also enhance the learner’s interest in the programmes. This study’s findings will inform the management and popularisation of music programmes in schools, colleges and universities in Kenya and beyond.
Mellitus N. WANYAMA, Kabarak University.


ABOUT THE SHOW
Theme: First Concepts
Numbers and counting turn into a fun adventure when Charlie visits the Numbers Kingdom, a magical world in which numbers reign. Join Charlie as he meets each of the charming numbers, and enjoys the singing, dancing, and of course – counting in this captivating series that brings the concept of numbers and numeracy to life.
It is important for future Math learning that a child’s first encounter with numbers and counting be friendly and fun. In this series, counting and numbers turns into a fun adventure as Charlie and his friends -The Numbers - introduce basic numeracy skills like recognizing and naming the number shapes, counting to 10, counting by number, and more.
By using a set of numbers, encourage your child to name the numbers and arrange them in the correct order. You can find number sets in many places – look for number magnets for your fridge door; draw the numbers on colored popsicle sticks; or print and cut them from our website! To include fine motor skills practice, you could even let your child draw numbers using their fingers and a small amount of paint.


Credit Unions of Wales School Savings Schemes are a practical and fun way to help children learn financial responsibility.
They not only encourage children to get into the habit of saving but help them develop their numeracy skills and understanding of personal finance.
Run in primary and secondary schools, the savings schemes can be set up with a coordinator from your local credit union.
Once the club is up and running, it is usually organised by the pupils themselves as junior cashiers under the supervision of a teacher, member of school staff or parent.
Together they take deposits and count up the savings before it is passed to the credit union.
There’s no charge to the school for setting up a savings club and pupils can save as little as they want because every penny soon adds up. Maybe they are saving for a school trip, spending money for a summer holiday or a new game? As adults, we know that waiting and saving up for the item makes it even better when you get it!
Along with helping children to learn the concept of saving, the clubs have other benefits including:
- Numeracy skills;
- Book-keeping and basic accounting;
- Record keeping;
- Organisational skills.
Not only is this a great opportunity for schools to have a positive impact on creating a good financial ethos for the future generation, but is also welcomed by school inspectors.


Art is a key aspect of the Voyager curriculum. The arts convey knowledge and meaning that is not learned through the study of other subjects. They represent a form of thinking and a way of knowing based in human imagination, judgment, and emotion. Schools that incorporate music, art, drama, dance and creative writing into the curriculum have found that teaching the arts has a significant effect on overall success in school.
Students at Voyager have weekly art classes with a Masters trained art teacher and regular classroom teachers integrate art into other curriculum areas on a regular basis. In 2006, Voyager School was awarded the ARTS EXCELLENCE award by the Hawai‘i Arts Alliance. The award was given in recognition of Voyager’s significant contributions to the children and youth of Hawai‘i for creating a school community where all the arts are an integral part of learning throughout the curriculum.
Music, dance, drama are regular, important and interwoven parts of the curriculum. As with art, great composers and musicians of the world’s cultures of all ages will be studied in the context of their lives, the history of their times and their contribution to artistic expression. Students sing, dance, play and interpret as part of their studies. When the program is fully operational Voyager’s music education program will begin with classes in rhythm, pitch, dynamics, tone, color and form, choral singing, and the opportunity to study the ukulele and keyboard, as well as dance.
Voyager chorus will sing songs in many languages, thereby broadening their sense of cultural awareness while improving their language skills. Choral singing develops social skills, because singing in a chorus requires ear training: learning to hear oneself as well as listen to other people. It also develops the power and courage to express feeling, thus contributing to the health and well being of the individual and the group. By singing, by playing a musical instrument, by dancing, by attending recitals, the symphony, ballets and other musical performances, the pupils acquire a taste for music that becomes a source of nourishment for the rest of their lives.


The purpose of this study was to answer the three part research question which asked, "What types of informational resources do first grade teachers in a local county provide in their classroom libraries, how often do they require their students to use or refer to these informational materials to complete an assignment, and what instructional activities and strategies do first grade teachers use involving informational text? Surveys were sent to 58 first grade teachers in a northwest Ohio county. Of the 58 surveys sent out, 29 of the surveys (50%) were returned. Questions on the survey asked participants to indicate informational text resources available in their classroom libraries, strategies and activities they use regarding informational text, and frequency of informational text use within these instructional activities.
Results for research question one indicated that trade books were found to be the most frequently represented informational source as the majority of the first grade classroom libraries contained them. Newspapers and brochures were the least represented informational text resources found in first grade classroom libraries.
Results for the second part of the research question indicated that the majority of the participants in the study provided daily opportunities for their students to read informational text during independent reading time. Also, the participants indicated that their students were asked to complete assignments requiring an informational text source on a monthly basis.
The most prevalent informational text strategies used in first grade classrooms were think-alouds, demonstrations and experiments to explain a concept, and modeling questioning strategies while reading. The strategy used the least was modeling how to skim and scan for important information with only a small percentage of participants marking this response.
|School:||Bowling Green State University|
|School Location:||United States -- Ohio|
|Source:||MAI 57/05M(E), Masters Abstracts International|
|Subjects:||Elementary education, Reading instruction|
|Keywords:||First grade reading, Informational text, Instruction for teaching non-fiction and informational text, Non-fiction in the primary grades|
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Elementary First-Grade Vocabulary
There are five main components to reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. A student must master all five of these skills in order to be a successful reader. Kindergarten and first grade are crucial ages because this is when the foundation for reading is established. First grade instruction should focus primarily on phonemic awareness, phonics and vocabulary skills. These students should be working on letter-sound recognition, sound manipulation, vocabulary, discussions, and listening to stories being read aloud. All of these activities will help students develop reading skills. First grade teachers should also focus on vocabulary building. Reading comprehension is closely linked to word knowledge. Students can not comprehend what they are reading if they do not know the meaning of words. Students should learn an average of 2,000 new words per school year. These skills will build a solid foundation for young readers and they will be better equipped to understand reading comprehension and fluency.
Vocabulary development is essential to any solid reading program. Developing vocabulary at any grade level can be difficult because students come into every grade with vastly different levels of word knowledge. So teachers must ensure that their classrooms are "word-rich" environments (the alphabet should be displayed and books should be easily accessible). Teachers must directly and explicitly teach vocabulary on a daily basis. It includes providing definitions (for younger students the simpler the better) and context to the word (discuss the word in context to the text). Teachers should involve the students in learning words instead of having them write down definitions. Students could come up with antonyms or synonyms for the word which would encourage a deeper processing of the word meaning. Students should also encounter the vocabulary words in multiple contexts and they should be provided with different opportunities to utilize the word (either written or spoken). Two other important components of vocabulary development include morphemic analysis and contextual analysis.
Morphemic analysis is the ability to draw the meaning of the word by examining the meaningful parts (example: prefixes, suffixes, roots). Contextual analysis involves making predictions or inferences about an unfamiliar word based on the context in which it is used. Teachers should model how to use context clues in order to draw predictions about word meaning. These two components will help students develop vocabulary skills, which will encourage stronger readers with a more defined sense of independence.
Vocabulary instruction should also include the use of sight words. Sight words are words that readers should know instantly because they are used constantly in text. These words also do not sound as they are spelled, which makes it impossible to use phonics (the, that and you). These words should be openly displayed and taught to students in conjunction with phonics.
Phonics and Phonemic Awareness
Students need phonemic awareness in order to understand phonics instruction. These two components are often times confused with one another. It is crucial to understand the difference between the two; a simple way to remember is to associate phonemic awareness with the ears and phonics with the ears and eyes. Phonemic awareness focuses simply on the sounds. Students are not shown any print during this time. Young readers should be able to hear, manipulate and understand the sounds in words spoken aloud. The teacher can ask students to identify the beginning, middle, or end sounds. What is the beginning sound in the word cat? What is the ending sound in the word dog? Phonics is the connection of the sound to the symbol. Students are shown letters and then taught the sounds of the letters. When students are asked to "sound out words" they are using their phonics skills. Learning phonics is the prerequisite for reading (decoding) and writing (spelling). The teacher would point to a letter such as "B" and ask students what sound "b" makes. Teachers can use tools such as letter flash cards and BINGO games.
Students who have the ability to decode words can now move on to learning reading comprehension. Reading comprehension is simply the ability to understand text. Reading comprehension instruction would include rereading text, discussions, retelling, vocabulary building, thinking aloud, and summarizing. Students should be able to identify major components of stories: characters, sequence, major plot points, and details (graphic organizers are useful tools in helping students with reading comprehension).
The teacher must also help students develop strategies that they can use when they are having difficulty comprehending the text. These strategies will help create independent readers who have tools they need when encountering reading challenges. Students can take notes while reading, write down questions or highlight unknown words. Students can use their own graphic organizers to help them understand story sequence and character development. It is also helpful if students create a mental picture of the story in their heads, it can help them to better process the information. Students can draw pictures after they have read in order to recall story details and establish comprehension. If students are having difficulty they can always reread the text.


Skip to main content. Art is all around us, and creating art allows children to envision and understand the world on a different level in ways that are not discusses other content areas. Art and Craft is a subject talk in schools and colleges that is about developing the artistic abilities in children. Art, craft and design introduces participants to a range of intellectual and practical skills. I am going to emphasise the importance that art and design has, within the primary curriculum. Above all these are activities filled with lots of fun for children. Ultimate Fire and Security Systems Ltd. Introduction Art education is vital for future students. Experience in design, art, and crafts enable them to reflect critically on their own work and those by others.
Importance of Art in Our Life
Arts and crafts as a subject in the school curriculum are typically taken for granted as a must for children and young kids in the formal education setup. But, over the past several years, many schools have unfortunately cut down on arts in their school curriculum. ART AND CRAFT As we all know tht art has become an important part of our life.art and craft not only represents our culture but hel. Free Essay: The Value of Art, Craft and Design in the Primary Classroom This I am going to emphasise the importance that art and design has, within the.
There is a big world of Entertainment and almost all of us find solace watching their work.
Primarily, it differs from other subjects in the unique way in which children communicate their ideas i. But there are huge differences in the way they are given importance in the overall education system. But they have common skills connected with the Psychomotor development of an individual.
Essay The Importance of Art Education catherine tromp
Send Message. Arts and craft activities help instil a sense of achievement and pride in children, boosting theirself-confidence. By introducing arts and crafts to the kids and involving them in such activities in schools, you will invest in building their cognitive, physical, and social development.
The reasons are myriad, meaningful, complex and fiscal. It could be concluded that the importance of Arts in our lives is very similar to entertainment.
Video: Essay on importance of art and craft The Importance of Arts Education
Nowadays Art and Craft Education are encouraged at schools for. Meaning Art and Craft is a subject talk in schools and colleges that is about shows the importance of Art and Craft in the education of children.
This helps to develop a problem-solving attitude, which in turn, will help them in the future.
Primarily, it differs from other subjects in the unique way in which children communicate their ideas i. Students discover new things while creating art, and they are then able to adapt the new knowledge to daily life. They also learn to create artwork on their own.
Importance of Arts and Craft in School Curriculum Eastwood Schools
By sharing their artworks, children have chances to express themselves and their thoughts.
Essay on importance of art and craft
|Type: Essay, 6 pages Subject: Art.
Associations BESA. Importance of Art in Our Life. Kings Secure Technologies. I am going to emphasise the importance that art and design has, within the primary curriculum.


Picasso’s Weeping Woman will come to life for the first time as part of a new suite of art education programs at the National Gallery of Victoria that fuse art with digital technologies.
Primary school students will use computer code to animate the NGV’s famous Picasso through the Australian-first NGV Digital Creatives program, launching in term four.
Developed in partnership with Telstra, the program draws on the NGV Collection and uses technology to introduce new ways for students to understand and respond to art – as well as create their own masterpieces with 21st century digital technologies.
The workshops, held in NGV’s education studios and gallery spaces, support the national drive for a greater focus on science, technologies, engineering, and maths (STEM) in education, by using visual arts as a platform to develop students’ digital literacy and skills in problem solving, critical and computational thinking.
A highlight of the NGV Digital Creatives suite is the Art/Code/Create workshops, developed in consultation with Code Club Australia, a non-profit organisation, which aims to foster digital literacy around Australia.
Using Scratch, a universal program that teaches children the foundations of coding language, NGV educators designed a series of workshops in which students create computer-generated works of abstract art, build their own digital paint palette and animate the NGV’s Weeping Woman.
The Art/Code/Create workshops are complimented by a full offering of digital and technology-based workshops, including a digital sculpture workshop in which students create a virtual 3D sculpture, and a digital photography workshop where pupils are able to superimpose themselves into their artwork.
‘Artists have used materials and tools in innovative ways to make art throughout history. Contemporary artists working today use a variety of technologies to create artworks, including virtual reality technology, 3D printing and robotics,’ said Tony Ellwood, director, NGV.
‘NGV Digital Creatives introduces students to computer code and digital technologies and prepares the next generation of Australian artists with new art making materials,’ said Ellwood.
General manager of the Telstra Foundation Jackie Coates said that digital skills were vital for young people and preparing them for the jobs of the future.
‘We talk a lot about the importance of STEM in education and the development of science, technology, engineering and maths skills in young people – this program puts the much-needed ‘A’ into that equation to create STEAM – highlighting the value of bringing creative and design skills into learning,’ Ms Coates said.
NGV Digital Creatives will also include a full-day coding workshop for teachers, whose confidence with computer code is critical to its success in schools. This workshops reflects the NGV’s commitment to supporting the development of digital literacy in children, including the development of coding skills, both inside and outside of the gallery walls.
‘Coding is the language of the 21st Century – and is increasingly becoming the canvas of artists around the world. Code Club is proud to have supported the development of NGV’s inaugural coding workshops, which will empower students through both art and technology,’ said Code Club Australia general manager Kelly Tagalan.
NGV Digital Creatives programs builds on the strengths of NGV Education’s existing programs in visual arts and design, the humanities, English, languages and philosophy. The programs reflect the NGV’s commitment to using technology to engage and enable students and to support twenty first century learning.
NGV International commences term four, 2016 and school bookings are essential


J.W. Beatty Ablain-St. Nazaire 1918, oil on canvas, CN 8102 ©Canadian War Museum (C.W.M.)
Canvas of War
Often forgotten in conflict is the war artist. During the First and Second World Wars, Canadian war artists were courageous journalists who lived the lives of soldiers, with only pen and ink for protection. Their provocative expressions of life in wartime will be on display at the Art Gallery of Ontario from October 12, 2001 to January 6, 2002, in an interactive exhibition encouraging understanding and remembrance. The war artists, including A.Y. Jackson and Arthur Lismer in World War I, and Alex Colville, Molly Lamb Boback and Jack Shadbolt in World War II, sent home a stunning visual record of Canada's war experiences. Canvas of War: Masterpieces from the Canadian War Museum is the first major exhibition of Canadian war art of both world wars.
"The war art commissions brought intense focus to the observation of Canada's role in international conflict," says Anna Hudson, assistant curator of Canadian Art at the AGO. "A driving need for a strong national identity urged First and Second World War artists toward symbolism. While these vivid images are of a now distant past, they continue to communicate their messages to us, and so never lose their relevance."
Matthew Teitelbaum, director of the AGO, agrees that all art is contemporary. "While a work may have been painted 50, 100 or 500 years previously, it still speaks to us in our setting. We at the AGO recognize this voice that art has, and strive to display works, both in our collection and in borrowed exhibitions, in a way that promotes dialogue and gives pause for reflection."
The First World War images of battle, hospital corps, heroic portraits and gathering soldiers take the visitor through the confused emotions of life in wartime. For Fred Varley and Arthur Lismer, founding members of the Group of Seven, the ravaged landscape of Europe spoke volumes of the war's spiritual toll.
During World War II, art - painting, sculpture, architecture and design - rose to the forefront of Allied and Axis countries' demonstrations of cultural strength on the international stage. Canadian artists embraced the role of "cultural soldier," but rejected the aggressive message of political propaganda.
The AGO presentation of Canvas of War will feature a debriefing area, designed as a meeting place for visitors and veterans to share stories and to reflect on diverse experiences of war and conflict. Paintings of the Canadian War Memorials of the First World War and Canadian War Records of the Second World War are represented in the selection of 68 works from the 13,000 pieces in Canada's war art collection.
Generously sponsored by
Generous support for the AGO education programs provided by the
The travelling exhibition is produced by the
Canadian War Museum and the Canadian Museum of Civilization
History Television is proud to be a promotional partner for this exhibition.
For more information on History of War Thursdays visit http://www.history.ca/
The AGO is proud to celebrate its centennial year, beginning September, 2001. The Art Gallery of Ontario's collection comprises more than 25,000 works representing 1,000 years of extraordinary European, Canadian, modern, Inuit and contemporary art. This important collection, along with the Gallery's preeminence in art education programs, makes the AGO one of Canada's most significant public resources for the advancement of the visual arts in Canada.


These words break our hearts every time we hear them: "I’m tone deaf. I can’t sing." It’s usually accompanied by a smile or laugh, but the message is both clear and absolute. And wrong.
A great story on Toronto's Ludwig-Van.com classical music site delves into the widely-held misconception that most people cannot sing.
“That’s a blatant lie.”
Of all creative endeavours, singing is perhaps the most poorly understood. To the chagrin of vocal teachers everywhere, singing is the one pursuit where you will be told, you can’t sing, so don’t bother. Parents will readily pony up the resources for acting lessons, or soccer, but when it comes to the ability to sing, many people are still under the impression that it’s something magical – you either have it, or you don’t.
A study of undergrads at Queen’s University, found that about 17 percent reported themselves as being tone deaf. It’s such a common fallacy in our society that it has led to a world of singers — the small minority — and non-singers — the vast majority. But is that really based in reality? Science — and those vocal teachers — say no.
Sean Hutchings is the Director of Research at Toronto’s Royal Conservatory of Music. His lab looks into how music affects the mind, and how the mind affects music, in essence. He calls singing a “structured coordination of vocal muscles” at its most basic level. “Just like any type of muscular activity, it’s amenable to practice. We know that practising motor control can help. You can certainly learn to be better.” As he points out, speaking is already a form of muscle control. So, why is it that our society has put singing into such a rarefied category?
“Part of the reason that there has been a source of anxiety over singing is inadequate music education.” He points out that in older generations, in particular, the sole emphasis was on performance. When school children who couldn’t naturally hit the right notes, rather than training them, they would simply be told to mouth the words, and not sing at all. “There’s no better way to make sure someone is bad at something than to tell them they can’t do it.”
Read --and share -- the entire story at Think You Can't Sing? Science Doesn't Believe You.


Here are over 20 science projects for kids using cardboard tubes! In this collection of STEM and STEAM activities for kids, you’ll find all kinds of creative ways to encourage scientific exploration using empty toilet paper rolls, empty paper towel rolls and other cardboard tubes.
Follow our Science for Kids Pinterest board!
This post contains affiliate links.
We often use cardboard tubes for crafts (like with these adorable hanging bats) or for creative play (like in our car-themed sensory bin), but they can also be used to encourage children to explore the world around them. So grab some toilet paper tubes, paper towel tubes, or wrapping paper roll tubes and get busy creating all kinds of fun and engaging science activities!
Don’t want to repurpose old cardboard tubes? You can also buy recycled craft rolls in sets.
Science Projects Using Cardboard Tubes
Cardboard Tube Marble Run STEM Activity from Little Bins for Little Hands
Upcycled Catapult from Go Science Girls
STEM Challenge: Build a Bridge from Inspiration Laboratories
Owl Eyesight STEM Exploration from JDaniel4’sMom
Homemade Bubble Blower from Happy Hooligans
Building Challenge: Design Play Structures for Toys from Frugal Fun for Boys and Girls
Pulley Engineering STEAM Activity from Left Brain Craft Brain
Paper Plate Marble Track from Frugal Fun for Boys and Girls
DIY Recycled Suspension Bridge from Left Brain Craft Brain
Hand Crank Winch Simple Machine Activity from Little Bins for Little Hands
Gardening with Kids: Seed Starting from Rainy Day Mum
Balloon Rocket from Mum in the Madhouse
DIY Constellation Viewer from School Time Snippets
Moon Phase Viewer from What Do We Do All Day?
Be sure to check out STEAM Kids book and ebook for even more creative STEM and STEAM ideas!


ERIC Number: ED344211
Record Type: Non-Journal
Publication Date: 1992
Through Indian Eyes: The Native Experience in Books for Children.
Slapin, Beverly; Seale, Doris
Noting that it is no longer acceptable for children--both Native and non-Native--to be hurt by racist ideologies which justify and perpetuate oppression, this book presents a variety of contributions from Native American people concerning the Native American experience in books for children. The book includes: nine essays confronting the impact on children of stereotyping and distortion of history; 33 poems by Native Americans; essays on the Native American in children's literature; numerous book reviews; and a list of criteria for choosing non-racist and undistorted books about Native Americans. A list of 42 organizations concerned with providing accurate learning materials about Native cultures, a 170-item selected bibliography, and a 53-item annotated bibliography of books published before 1973 by Native Americans are attached. (RS)
Descriptors: American Indian Culture, American Indian Literature, Annotated Bibliographies, Book Reviews, Childrens Literature, Elementary Education, Publishing Industry, Reading Material Selection
New Society Publishers, 4527 Springfield Ave., Philadelphia, PA 19143 ($24.95 paperback--ISBN-0-86571-213-1; $49.95 hardcover--ISBN-0-86571-212-3; add $2.50 for the first copy, $0.75 for each addiational copy).
Publication Type: Reference Materials - Bibliographies; Books
Education Level: N/A
Authoring Institution: N/A


Preparing your child for a successful start to school
Entering kindergarten ready to learn is essential to ensure that every child experiences a positive, happy, and academically successful year. The kindergarten year has been shown to have important consequences for a child’s acquisition of knowledge and skills that are powerful determinants for later school success. Readiness skills at the start of kindergarten are associated with educational outcomes in later years.
Consultation, Assessment, and Preparation
Young children develop and mature at very different rates and in different ways. There are many factors that contribute to a child’s readiness for kindergarten besides age and preschool experience. Consulting with the family, communicating with the preschool, and working with the individual child to understand the child’s strengths, challenges, and areas needing further development all facilitate the process of making an informed and knowledgeable decision about kindergarten entry.
Assessing a child’s abilities in the dimensions of early learning and development are important in determining a child’s readiness for the expectations the child will encounter in kindergarten. Areas of informal assessment include:
- Language and Communication Skills
- Emergent Literacy Abilities
- Cognitive Abilities
- Physical and Motor Development (gross motor, fine motor, and graphomotor)
- Social Development
- Emotional Development
- Approaches Towards Learning
Dr. Cappelloni provides the following services:
- Consulting with families to discuss their child’s readiness for kindergarten
- Helping families in their decisions in choosing a preschool and/or kindergarten
- Meeting with the individual preschool age child to assess the child’s readiness for kindergarten
- Working with the individual preschool age child to strengthen specific readiness skills and abilities
Providing professional development for preschool and kindergarten teachers regarding all aspects of kindergarten readiness, including implementing kindergarten readiness programs, transitional kindergarten, kindergarten readiness assessments, and transitional practices
Kindergarten Readiness Programs
The transition to kindergarten is a critical component of kindergarten readiness and has important consequences for the child’s adjustment to the demands of kindergarten. To help facilitate a smooth and successful adjustment to kindergarten, Dr. Cappelloni designs, directs, and teaches Kindergarten Readiness programs during the year. The underlying goal of these Kindergarten Readiness programs is to nurture all areas of early learning and development through exposure, exploration, and engagement. Children are introduced to many routines, materials, and activities that they will encounter in kindergarten. Understanding daily routines, playing, sharing, and working cooperatively with other children; learning to be a good listener and active participant; embracing new challenges; and developing greater independence, curiosity, social skills, and problem solving are all fostered. There are many opportunities to develop early literacy skills, a love for reading, and a love for learning.
2019 Kindergarten Readiness Camp!!
Director/Head Teacher: Dr. Nancy Cappelloni
Ages and Eligibility: Children entering any kindergarten in the Fall of 2019
Location: The Ranch (Tiburon/Belvedere Recreation), Tiburon
Dates and Time: August 14-18 8:30 am-12:00 noon
This week-long program will help children prepare for a positive, happy, and successful start to kindergarten!! Children will be introduced to many routines and activities in kindergarten, including early literacy skills; vocabulary development; comprehension; listening and speaking skills; fine motor skills and handwriting; numeracy skills; and encouraging cooperation; following directions; and independence. Activities and learning centers are embedded in a developmentally appropriate environment encouring creative play, exploration, and discovery. The teacher to child ratio will be 1:7.
For more information call The Ranch (415) 435-4355 or visit www.theranchtoday.org


Business is both complicated and structured. Our education, training and professional lives all teach us to think inside the box. Before rampant automation, and when problems sat inside the same box, this was ideal. The business world we are dealing with today needs a new approach.
It is increasingly popular to approach strategic questions using the power of games which encourage people to leave their assumptions behind. I’ve talked before about the role of games more broadly (see Turning decision making into a game).
While games are great, they still keep decision making within a frame. Games are a competitive activity within the confines of a set of rules. Every lunchtime kids launch into all manner of ball games in schoolyards around the world. Most games follow structure, build teamwork and have a win/lose outcome.
Sometimes, though, rather than play a defined game, children feel free to make up their own rules and migrate to free play.
To test this, give a group of kids a ball of any shape or size and tell them to make up a game. Watch what happens as they play and explore different approaches. Free play is really important for children to learn about the world around them. For children the world is far more full of mystery than known boundaries and rules-based learning doesn’t work until they have a better handle on their surroundings.
Many parents would know about the Reggio Emilia approach to preschool teaching. The idea of learning through exploring the world around you. Watch a child and they explore everything with an open mind.
It is interesting that modern sports went through an intense period of development in the eighteenth and nineteenth centuries with free play exploring different sets of rules that might make for great games. Largely (and there are, of course, exceptions) today’s most popular games have had stable rules for many decades.
In our world of disruption, we can argue that in many business settings the world around us is full of more mystery than known parameters. The sport of business that seemed so well defined is now up for grabs. No wonder a structured approach seems to limit us to thinking inside the box.
It is hard to find a consistent definition of play, but it does seem to be an activity conducted for pleasure, with the journey being the goal rather than any end and it is self-directed with minimal rules. It seems that play is far more important to our wellbeing than we ever realised, as described by psychiatrist Dr Stuart Brown in his TED talk.
When we’re looking for new employees, it makes sense to interview for the skills of the job they will tasked with. The trouble is that the return on the investment is unlikely to come with the first task that they complete but rather the job they will do over a number of years. Increasingly, that job hasn’t even been invented yet!
My personal view is that the characteristic that really matters in future employees is a curiosity about the world around them and a willingness to play for its own sake. In my own field of management consulting, I regard this as the renaissance consultant.
Elon Musk gets a lot of press around his intensity, but he does embody the idea of the renaissance with his wide range of interests (rockets, electric vehicles, batteries et cetera). Like Leonardo da Vinci, the best of our next generation will be interested in everything from science to music and much that goes in between.
There is a lot of discussion at the moment on the role of STEM (Science, Technology, Engineering and Maths) in education and our future workforce. Some are arguing that many STEM graduates are struggling to find work, while the reality remains that there are hundreds of thousands of jobs that can’t be filled that require these skills.
The problem isn’t with STEM, rather it is that not all STEM pathways are equal. It isn’t any one skill that is needed, but rather it is a flexibility and willingness to learn. Even more important, it is the combination of STEM foundational skills with a natural curiosity and willingness to explore.
In a world that is changing fast, none of us can assume any existing approach to our work will serve us well even into the near future. We need to be willing to play in order to find the new rules that are going to define the business answers for the coming years.
The great news is that there is a child in all of us!


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Learning Language and Loving It Guidebook -(Second Edition Weitzman & Greenberg 2002) ISBN: 0-921145-18-7$89.00
A Guide to Promoting Children’s Social, Language, & Literacy Development in Early Childhood Settings
You Make the Difference – Chinese – (Manolson, Ward & Dodington, 1995) ISBN: 0-921145-13-6, 90pp., Black & white and full-colour illustrations$40.00
You Make the Difference – Chinese – (Manolson, Ward & Dodington, 1995)
ISBN: 0-921145-13-6, 90pp., Black & white and full-colour illustrations
À vous de jouer (Guidebook) – (French translation of You Make The Difference®, Manolson, Ward & Dodington, 1995)
ABC Poster – Build Letter-Sound Knowledge – Letter-sound knowledge (the ability to match letters to sounds) is key for enabling young children to “break the code” of written language and learn to read and write.
Set of 7 ABC & beyond Posters
As helpful reminders of the guidebook’s key strategies, ABC and Beyond posters may be posted in classrooms, child care centres, libraries or staff rooms. Each poster uses a simple acronym to outline the steps in the strategy so that educators may quickly and easily refer to it during book reading and conversations.
Poster size: 11″ x 17″
ABC Poster – Build Phonological Awareness – Phonological awareness (the understanding of different ways that oral or spoken language can be broken down into smaller components) has been found to be the strongest predictor of children’s reading and spelling abilities.
ABC Poster – Expand Story Understanding – A large part of understanding stories involves understanding the underlying structure that supports them:
Just being exposed to the printed word is not enough for children to develop print knowledge. If children are to learn that it”s the print, not the illustrations, that tells the story, or that letters of the alphabet have names, then adults must draw their attention to how print functions.
Poater size: 11″ x 17″
When using book reading to help children learn new vocabulary, educators must make new words stand out so that the children attend to and remember them and, in time, use them on their own.
This poster reminds you of a key strategy from ABC and Beyond, “Shoot for the SSTaRS”, which gives you practical advice for highlighting and deepening children’s understanding of new words.
Building conversation into book reading involves using very practical strategies to include all children.
The poster offers a reminder of four helpful strategies from the ABC and Beyond guidebook for successfully turning book reading into a conversation: Observe ,Wait and Listen, Follow the Children’s Lead, Strive for 5 Turns, and SSCAN to Keep Every Child Engaged.
Poster size: 11″ x 17″
This DVD is an introduction to The Hanen Centre as well as three of our Programs:
Based on the most current research in emergent literacy, the I’m Ready!guidebook shows parents how they can build the critical early literacy skills that prepare young children for success in school
Promoting Children’s Social, Language, and Literacy Development in Early Childhood Settings
Learning Language and Loving It DVD plus DVD User Guidebook – The Learning Language and Loving It™ guidebook and DVD offer a comprehensive, step-by-step learning experience for educators who work in early childhood settings.


HIST3004 Twentieth-century Britain
- 6 points
|Semester 2||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 3 option in the History major sequence
- The area of knowledge for this unit is Society and Culture
- Category B broadening unit for students
- Level 3 elective
- Britain, perhaps more than any other country, has been the motor behind the creation of the modern world. Its empire devised the world economic system and its culture and language have come to dominate the globalisation of the twenty-first century. And yet for Britain, the twentieth century has been a time of slow erosion. From its unquestioned world leadership in the nineteenth century it has become one player among others in a globe dominated by the USA. However, notwithstanding this role reassessment, it has nevertheless been at the forefront of many of the most important political, social and cultural developments of the twentieth century. From its crucial role in both World Wars, to the way in which the postcolonial order was reconstructed in the era of the Cold War; from democracy to Princess Diana, from the Welfare State to Thatcherite neo-liberalism, from George Orwell to the Beatles, from soccer to miniskirts, from penicillin to the BBC, from racism to cultural plurality, from mass emigration to mass tourism, Britain has always been a dynamic instigator of what constitutes the contradictory world in which we live.
- Students are able to (1) describe and assess the basic methodological characteristics of the history discipline through the study of twentieth-century British history and historiography; (2) identify and evaluate methodological problems in the interpretation of twentieth-century British history; (3) gain and demonstrate detailed knowledge of some of the major developments experienced by Britain in the years covered by the unit; (4) locate and use a range of historical sources for researching and writing a major essay; (5) relate their independent interpretations to the complex historiographical debates concerning British twentieth-century history; and (6) present advanced arguments concerning twentieth-century British history in both written and oral assessments using the conventions of the historical discipline.
- Indicative assessments in this unit are as follows: (1) tutorial participation; (2) written assignments; and (3) test. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr Giuseppe Finaldi
- Unit rules
- a Level 2 History unit
EURO2201 European Civilisation
GEND2902 Men and Masculinities in History
- HIST2245 Britain in the Twentieth Century
- Contact hours
- 2 hours per week
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Second grade students make a snowman, then take a flight with him using art, animation, and imagination
I was asked to make a robot painting for an upcoming kickstarter as a gift to those who donate. If all works out, Annie Log will become a poster for 100 or so supporters. The instructions I received was to make a robot like the one I made a few years ago and connect it someway to the idea of "love" (hence the heart button).
My transdigital approach to art education merges both traditional and digital methods across physical and digital spaces while giving students an opportunity to dive into ideas that were previously beyond what I could otherwise offer. Take a peek at the lessons I designed to help redefine learning for my elementary art students.
Links to Lessons Showcased in Video:
iPads help students demonstrate learning in dynamic ways. Learn about transparency as students animate a ghost over a photo, practice vocabulary by speaking through artwork, observe reflection with a custom hologram, and assess rotational symmetry by rotating designs digitally. Let's fill your STEAM toolbox with creative ideas to teach anything.
I put some of my many many ideas in a thinglink so you could explore my resources by finding the link when you mouse over the images below.
All of my ideas are on my SMORE page.
I presented and attended conference sessions at Hamburger University in Oak Brook, IL where Jennifer encouraged us model digital leaders on social media, Carrie challenged us to gamify our classroom, Leah showed us how sketchnoting helps students with visual processing, and the authors of #nowclassrooms explain how we can move from Novice to Operational to WOW technology integration.
Third graders turned shapes (circle, triangle, and rectangle) into forms (sphere, cone, and cylinder). Then made these forms look like vessels used for scientific experiments (florence flask, erlenmeyer flask, and beaker).
Student Gallery on Artsonia
Fugleflick Resources for art concepts:
Our Fugleflick, Deep Space, contains forms with foreground, middle ground, and background with overlapping,
Our Fugleflick, Bye Bye Road, is a fun sing along to a Beatles' tune about things to look for in an image that shows depth including a vanishing point, converging lines, and relative sizes.
Our Fugleflick, Complementary in Every Way, introduces the color wheel including primary, secondary, and complementary colors.
Digital extension: Animating Bubbles
Students will animate bubbles coming from the scientists' vessels .
Tutorial: How to animate the bubbles
Finished Animations: all in one movie
The Do Ink Animation app allows you to save files in their original format, export animations as movies, or create stills from the movies. If you save them in the original format you can only view them by pulling the file into the app. But this also means you can SWAP your animations from one iPad to another so you can layer effects or try this cool trick. What you're seeing below is one animation shared out with two other iPads. I change the animation path on each one and set the timing to make it look like the sprite is flying from one screen to the next.
Swap for storytelling and collaborations
We are the 2nd place winner of the ISTE Technology in Action Video Contest.
See my post for more info.
View our Entry for the What's Your Story
Internet Safety Contest
(Won the 2nd Place Prize)
View this musical tribute to the hard working teachers at Dryden and the students they love to teach.
Tricia Fuglestad, NBCT,
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


Carrakennedy N.S. follows the Rules for National Schools in line with the Department of Education and Skills requirements in implementing the Primary School Curriculum, 1999. The curriculum is child centred in its approach and identifies three primary aims of primary education.
At Carrakennedy N.S. we endeavour to:
- enable the child to live a full life as a child and to realise his or her potential as a unique individual
- enable the child to develop socially through living and co-operating with others thus making a contribution to the good of society
- prepare the child for further education and lifelong learning.
The curriculum emphasises the importance of Literacy, Numeracy and Language, while at the same time responding to changing needs in science and technology, social personal and health education, and citizenship.
The curriculum comprises of 11 subjects which are taught at all class levels- English, Gaeilge, Maths, S.E.S.E. (Social, Environmental and Scientific Education- History, Geography and Science), Art, Music, Drama, S.P.H.E. (Social, Personal and Health Education), and P.E. Religion is taught taught using the Grow in Love Programme as we are under the patronage of the Catholic Church.


Craters of the Sun
See if you can spot the 35 mile diameter crater Eratosthenes which lies to the east of Copernicus.
- La unión perfecta (Jazmín) (Spanish Edition).
- Best views yet of Mercury's ice-filled craters?
- FROM THE WALLS, HALL, STREETS AND STOOP.
- #AGU Craters & Sun Angle /4 | Citizen Science?
- Photography, cartoons and fiction by Brad Skiff.
- Lesson Plan Darkly Dreaming Dexter by Jeff Lindsay.
It does have a lovely central mountain complex though which can be seen with a small telescope. Two large 30 mile diameter craters interrupt the rim: Porter to the north and Rutherfurd to the south.donors.mrcb.org.uk/intermediate-statistics-a-conceptual-course.php
Cool And Weird Impact Craters Of The Solar System
Using a telescope, look north of Rutherfurd but stay within Clavius. To the north-west of Clavius D lies 12 mile Clavius C. The progression continues in an obvious arc with ever smaller craterlets.
This is a good test for telescope optics! Visibility : A pair of binoculars is the minimum requirement to see these features. When : Look for them when the terminator is close by, typically a day before last quarter.
List of largest craters in the Solar System - Wikipedia
You will need to use binoculars for this section. You will need to use a telescope for this section. Main content.
- Stay Connected.
- Beech Mountain (Images of America)?
- Why Does the Moon Have Craters? | NASA Space Place – NASA Science for Kids;
- Contested Spaces: Abortion Clinics, Womens Shelters and Hospitals: Politicizing the Female Body.
- Bases para una familia sana (Spanish Edition).
Section 3: Craters in shadow. See also.
Image gallery: Craters in shadow Pete Lawrence's Moon guides. Whereas radar can penetrate a thin layer of regolith to bounce off the ice beneath, the laser pulses are sensitive to reflectivity at the surface.
Ice is very reflective at the 1. In the permanently shadowed craters, where radar observations have pointed to the presence of ice, the altimeter recorded dark patches of diminished laser reflectance. One possibility is that the radar-bright deposits, widely believed to be ice, could be overlaid by a dark material, such as a hydrocarbon, that can tolerate somewhat higher temperatures.
He and his colleagues calculated surface and subsurface temperatures for the locations where radar-bright features tend to form and inferred a probable composition of ice pockets blanketed by regolith darkened by organic compounds. Peak temperatures in the shadowed craters, which can often be too warm for exposed water ice, mesh well with conditions at which dark organic molecules would be stable.
On the Moon, NASA Probe Sees Where Sun Never Shines
But just below the surface, temperatures in radar-bright craters tend to be colder, hovering near — degrees C. That is exactly the temperature at which water ice would be expected to remain stable, Paige said. John Matson is a former reporter and editor for Scientific American who has written extensively about astronomy and physics. You have free article s left. Already a subscriber? Sign in. See Subscription Options.
Go from Quantum to Cosmic
John Matson John Matson is a former reporter and editor for Scientific American who has written extensively about astronomy and physics. Get smart. Sign up for our email newsletter.


Literacy is the ability to read and write. There is a close relationship between language development and literacy development. Children need to be able to hear the sounds in words, understand vocabulary, understand how to put words together in sentences and how to construct stories in order to learn to read and write.
When a child falls behind in reading and writing at school, a Speech Pathologist can assess the child’s language and literacy to find any underlying problems. A therapy program may include activities to improve the child’s ability to analyse the sounds in words, to understand the meanings of words and how they relate together in sentences and to understand how sentences relate to each other in a story.


What is a Zoologist Video for Kids
This video answers all the questions about zoologists.
What is a Zoologist?
A zoologist is a person who studies all the things about animals like- their behaviour, genetic, origin, development of species and health. They can be called as life scientists. Some of them work at zoo, participating in the direct care of animals. They also help to develop educational materials for zoo staff or visitors. It is not necessary that zoologist will work outside with animals. Sometimes they work in laboratory and study certain biological aspects of animals. Some of them work as professors at universities or college and teach the entire subject. A person can become a zoologist if he has a love for animals. Their main job is to observe animals carefully that can prove a time consuming process. So being patient is the most important requirement for this field.
There are different types of zoologists: –
- Mammalogist: – who studies about mammals
- Entomologist: – who studies about insects
- Ornithologist: – who studies about birds
- Herpetologist: – who studies about reptiles
- Ichthyologist: -who studies about fishes
Possible job duties of a zoologist: –
- Observe the health of animals and make recovery plans for them.
- Get involved in conversations with public about wildlife.
- Arrange and supervise experimental studies.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Facts about zoologists for kids ." Easy Science for Kids, Feb 2020. Web. 28 Feb 2020. < https://easyscienceforkids.com/what-is-a-zoologist-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Facts about zoologists for kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/what-is-a-zoologist-video-for-kids/
Sponsored Links :


How do we prepare a child to take the next step?
Our Primary School curriculum focuses on helping your child to become an inspired and able learner, who is able to think independently and yet respect the views of others.
We give your child confidence in individual abilities, and an appreciation of one's place in a diverse, changing and exhilarating world.
We encourage your child to love learning, and to apply what is learned to other subjects and situations.
We help your child discover answers, uncover new perspectives, and maintain the curiosity to find out more.
Using guidelines set out in the English National Curriculum, we build on your child's firm knowledge of math, literacy and Spanish.
The International Primary Curriculum gives your child a broad understanding of subjects such as history, geography, art, and technology, and promotes an international perspective.
Students will carry out scientific experiments and investigations, develop mental math ability and problem solving skills, and work on their own learning goals which promote respect, adaptability, co-operation, and global thinking.
We also extend our program of music, with individual lessons, band practices, and concerts throughout the year.
In Kindergarten and 2nd grade, we offer two half-hour music lessons a week with a specialist teacher. We have violin lessons in small groups, and students perform recitals at the end of each term. Each class plays at a class assembly, and gathers to perform in our Spring Musical.
Between 3rd and 6th grades, students receive an hour-long brass band lesson a week, half an hour of theory, and an hour-long weekly general music session. As well as our class assemblies, students showcase their talents at a Summer Musical.
Our students have two Physical Education lessons a week, taught by specialist PE teachers. Your child will get the opportunity to try a multitude of sports, from tag rugby to soccer, cricket and track and field. All classes receive swimming lessons, and are trained to be confident in the water.
There are a range of competitions through the school year, from inter-house activities to inter-school competitions. However, the main focus is on building teamwork, sportsmanship and fair play, and demonstrating the benefits of exercise and healthy living.
House competitions enable students from each of the four houses to earn points through achievement or sportsmanship, and compete for the chance to win the Sports Cup at the end of the school year.


IoT Fundamentals Scope and Sequence
It develops foundational skills using hands-on lab activities that stimulate the students in applying creative problem-solving and rapid prototyping in the interdisciplinary domain of electronics, networking, security, data analytics, and business. The student-centric approach translates into the student being able to ideate, design, prototype and present an IoT solution for an identified business or society need.
The IoT Fundamentals curriculum addresses the main stages involved in digitization:
identifying and communicating a business or social problem,
designing and connecting IoT devices to capture data and control the physical world,
collecting and managing datasets,
data visualization and extraction of insights through data analysis, and
presenting outcomes to experts that may choose to take their idea to market.
Students who successfully complete the “Connections into Insights” path will be able to:
- Understand and explain the concepts, opportunities and challenges of digital transformation using IoT.
- Design and model IoT solutions using simulation tools (Packet Tracer).
- Design and prototype IoT solutions using electronics, microcontrollers (Arduino) and single board computers (Raspberry Pi).
- Use Python to Collect, Transform, analyze, and visualize data from the sensor and store them in SQL data bases.
- Conduct exploratory data analysis activities.
- Apply basic Machine Learning algorithms to extract insights from data.
- Present and communicate using data storytelling.
- Describe the evolution of data management technologies from SQL to NoSQL.
- Explain the fundamental principles of a modern data center and of a distributed scalable Big Data platform like Apache Hadoop.
- Securely connect the prototype to the Internet.
- Use Python to program the behavior of the IoT devices and to connect them to cloud services via APIs.
- Work as a team and apply the User Centered Design Approach (“design thinking”) to develop, rapidly prototype, iteratively refine and pitch a business idea for an IoT solution (Hackathon).
- Things and Connections Understand the building blocks,
- Sensors, Actuators and microcontrollers
- Software is Everywhere
- Fog Networks and Cloud Computing
- IoT Applications in Business
- Create an IoT Solution


In July, I had the opportunity to spend two weeks in Thailand as part of my senior project in computer science. As a Web developer at Reading Horizons for the last two years, I am very familiar with literacy and its importance. It took this international field trip, however, to help me understand why reading and writing in English is so valued by the rest of the world.
The Importance of English for Computer Science Majors
Our first stop was at North Chiang Mai University, a private, English-speaking campus for students from Thailand and China. We met with several students in the computer science and education programs, and I began to see why learning English was an important goal for them. In order to communicate with each other and with their professors, they need to have a common language, and, for reasons I now understand, that language is English. The Thai language uses five tones and Chinese uses four tones, making these languages very difficult for others to learn. English, however complex, does not rely on tones to change the meaning of words, making oral communication easier initially.
Reading and writing in English is much more challenging for these students, though, because English uses an alphabetic language with consonant and vowel sounds that are harder for non-English speakers to produce. Without structured literacy instruction in decoding and encoding English, many people in southeast Asia are unable to work in tourist-related industries or government, an essential skill, since there were over 32 million visitors to Thailand last year.
Computer science majors understand that the majority of Internet content and materials are in English. To fully access these resources and to collaborate with others, they will need to become proficient in reading and writing in English. Very successful tech companies often employ staff from around the world, and it is necessary for them to communicate using a common language.
The Importance of English for Education Majors
Education majors, too, want to acquire and be able to teach their students basic English skills, particularly since many Thai students will eventually interact with tourists, and a significant number attend colleges around the world. One of the Thai students we met, Nick, had just finished his bachelor's degree in computer science and hopes to come to the U.S. for a master’s degree. With a 3.99 GPA and excellent English skills, his opportunities are far greater than other students with limited English.
The necessity for English was very apparent during two of our next stops: first, at a woodcarving village in northern Thailand, and then at an orphanage in Phuket, a major beach destination.
The Importance of English for Small Businesses
Our goal with the woodcarvers was to assist them in creating an English-language website for their village that would advertise their handicrafts and increase tourism. I honestly hadn’t realized how important English was outside of the U.S. before, but seeing the economic impact that could result from such a simple project really opened my eyes.
The Importance of English in Education
Providing children access to English and the opportunity to practice speaking with native English speakers was a focus of our next visit to an orphanage in Phuket. We were fortunate to spend time at the Phuket Has Been Good to Us charity. I learned that it is difficult for Thai schools and children's programs to obtain materials in English.
I was able to deliver a set of Reading Horizons Discovery® Little Books on behalf of the non-profit RISE Institute for Literacy, which has donated English materials to many locations around the world. The Little Books are decodable text that will support students in learning the foundational skills necessary for decoding English. Staff and students were very excited to receive these resources.
I have always taken for granted the ability to read and write in English and didn’t realize the value of this skill to the rest of the world. Looking back, it seems ironic that I had to travel to a non-English-speaking country to fully appreciate the value of the English language.


New Delhi, India (CNN) -- A new law went into effect in India Thursday making education a fundamental right for every child.
An estimated 8 to 10 million children between the ages of 6 and 14 do not attend school in India.
In most cases, the abject poverty many of these children live in necessitate they instead work to supplement their family's meager income.
In some cases, parents often frown upon sending daughters to school, and some rural areas deny children of lower castes access to education.
A shortage of school and teachers also compound the challenge.
But, said Prime Minister Manmohan Singh on Thursday, the Right of Children to Free and Compulsory Education Act aims to ensure that all children "irrespective of gender and social category have access to education." It was passed last year.
The law obligates the government to provide free elementary education to every child between 6 and 14. It is expected to cost more than $35 billion (1.5 trillion rupees) over five years.
Singh said his government will partner with states so that "financial constraints do not hamper the implementation" of the law.
In his speech, Singh -- a Cambridge-educated economist -- recalled his childhood in a family of modest means.
"In my childhood I had to walk a long distance to go to school. I read under the dim light of a kerosene lamp. I am what I am today because of education.
"I want every Indian child, girl and boy, to be so touched by the light of education."


Reading Seeds Programme 2018
Reading plays an important part of lifelong learning, and this necessary skill should be developed as soon as a child is born. Reading Seeds is a literacy program for children together with their parents, in which the passion for literacy is being developed during their critical time in the development of their lifelong literacy.
The more children read, the more things they will know and the more confidence they will gain. When children developed the passion for reading from young, as they grow, they become more motivated to continue reading and learning. The findings from an article published in “Child Language Teaching and Therapy, December 11, 2013” highlight the potential of reading and talking to infants, are not just for language and literacy development but also for other aspects of cognitive development.
Reading Seeds is a continuation of the Born to Read Program, which was organized by Pustaka Negeri Sarawak since the year 2004.
Reading Seeds program is to promote early literacy in the early stages of a child’s life. Through this program, parents too play an imperative supporting role in the efforts to develop reading culture in the family and eventually increase the level of literacy among all levels of society.
- Promote reading culture - help children to read from their young age, and eventually empower them to be independent readers to lifelong learners.
- Getting parents to read to their newborns - frequent activities between parents and their infants can also increase intimacy between them. Hence, reading will become an enjoyable and beneficial activity for both of them.
- Strengthens a child’s vocabulary and developes their confidence
It is hoped that through the love of reading, children will grow up into knowledgeable adults with confidence in their ability to succeed and in their self-worth as individuals.


In my blog of January 29th I drew attention to the ways in which Art and Music are constituted as GCSE subjects. In the case of Art, and unlike Music, students are thought of as burgeoning artists lightly burdened by contextual and theoretical knowledge. Knowing how to master processes of making is highly valued.
In Art the processes of making are considered educationally valuable and therefore assessed (valuable=valued=assessed).
This is not the case in Music.
In last week’s blog I moved on to consider the potential for Areas of Study to bring together subject content in a meaningful way. The statement below is encouraging.
‘An area of study might be, for example, a genre, style, musical device, idiom, musical process, period of time, cultural tradition or contextual influence.’
And these are only examples.
I proposed that here is an opportunity to include not just a range of music, but to create ‘difference’ by designing Areas of Study that open up different ways of thinking about the ways in which music is practiced.
In particular I pointed out that euro-centric norms can be avoided and in their place a wider view of music and musical practices adopted, what in wider educational circles is called a ‘worldview’ (nothing to do with world music). The distinction between a euro-centric and a worldview perspective is important.
Through a worldview lens all roads no longer lead from and to the mandatory Area of Study – Western European Art Music (WEAM) 1650-1910. Other Areas of Study are not seen through the lens of the mandatory study, although as noted in last week’s blog the list of subject content at present makes this problematic.
My example of four possible Areas of study attempted to create what I called a ‘dialogue of difference’. Each Area of Study would take students to a strange place. If not strange it would need to be made strange. Two examples I suggested were ‘Tonal Stereotypes WEAM 1650-1910’ and ‘The Global Hip Hop Diaspora’. The later might range across Islamic Hip Hop in Luton (or some strain of Hip Hop where you are), urban dissent in Cairo and Sao Palo fusions.
But enough of this, for I suspect that I may be engaged in a dialogue of the deaf and going beyond the scope of official thought and the capacity of those regulating the subject to think differently.
Nevertheless, it’s always good to imagine what might be, even what will never be, how music education at this level might be different, how it might connect with developments in musical scholarship which are rather more sensitive to a changing world than the iteration of GCSE Music syllabuses seem to be.
Is there nothing music education could learn from art education?


In 1883, Sanayi-i Nefise Mektebi, which provides art education in the Western sense, was opened. İhsan Özsoy, İsa Behzat, Mahir Tomruk and Nijad Sirel, who completed their education in this institution before the Republic, are the names that have passed to the history of art since they gave their original and mature sculpture works during the Republican period and they were responsible for raising the sculpture artists who will carry Turkish Sculpture Art to future generations. In the early post-Republic period, the foundations of contemporary sculpture education were laid thanks to art educators and artists sent abroad to provide modern and contemporary art education. Fine Arts Academy and Gazi Institute of Education, Painting Teaching Department, with the contributions of competent art educators in the field of new artists, took part in the Turkish sculpture art. In the 20th century, with the development of the industry, the “form” in the Plastic Arts undergoes change. Naturalist and Realistic forms are replaced by deformation-weighted or geometric abstracted forms. This concept settled albeit belatedly, to Turkey, was developed in a very short period of time by the Artist and Arts Educator.In the 1950s, the artists, who instractor in the Academy, did not leave the “reality” they saw in nature with the effect of the education they gave, but they gave a sculpture education in which modern formal searches and social influences in the west were at the forefront.In this sense of abstraction, which does not turn its back on the external reality of the object, some artists have turned to formal analyzes by deformation and in others by breaking the forms. In this period, abstraction became the main tendency of artistic production in Turkish Sculpture art. These objects, which are interpreted by moving away from a realistic understanding while making abstraction in formatting about nature, also carry traces from nature. There is no way that this study, which has a different form than the natural form, can be found in nature.
Keywords: Sculpture art, Art education, Form, Abstraction


Programs and reforms have come and gone in the educational arena with little impact on student performance. The problem at the school of study was the students' perception of their sense of belonging and the sense of the school as a community and the students' academic performance did not show adequate growth. The study took place in a mid-western suburban elementary school serving 440 students kindergarten through fifth grade.
The significance of the study was to examine the impact of a Goal-Setting Worksheet, along with regular teacher-student conferences, as a strategy to improve the overall school climate and academic achievement as measured by climate survey results, standardized test scores, attendance rates, and office referrals.
The process allowed teachers and students in 3rd, 4th, and 5th grade the opportunity to work together to complete the Goal-Setting Worksheet by setting goals, establishing a plan of action, and providing feedback through conferences throughout the goal-setting period. Students assessed their progress and worked with the teachers to determine if the student needed to revisit their goal or establish a new goal. The purpose of this process was to increase the students' perception of their sense of belonging and academic achievement.
To determine if there was a change in the students' perception of school climate, students took the Caring School Community climate spring survey and the pre and post School Climate survey. Academic performance was measured by comparing scores on the Missouri Assessment Program Communication Arts and Math test and the Gates-MacGinitie Reading Test. Survey results and academic scores were compared over a four year period.
The results were that the implementation of the goal-setting worksheet and teacher-student conferences to school climate did not yield the desired change at the school of study in the areas of overall school climate or academic achievement. However, the understanding of the value of the two has influenced the staff to continue the desire, process, and pursuit to improve the students' perception of the school climate and increase academic performance. Because of the limited timeframe of the study, further investigation of this process is recommended.
|Commitee:||Stock, Roger, Wisdom, Sherrie|
|School Location:||United States -- Missouri|
|Source:||DAI-A 75/02(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Elementary education|
|Keywords:||Academic performance, Caring school community, Goal-setting, School climate, Self-monitoring, Teacher-student conferences|
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IMED2200 Mental Wellbeing for Today's World
- 6 points
Availability Location Mode Semester 2 UWA (Perth) Face to face
- Details for undergraduate courses
- Level 2 option in the Humanities in Health and Medicine major sequence
- The area of knowledge for this unit is Life and Health Sciences
- Category A broadening unit for Bachelor of Science students where relevant according to the broadening requirements for each student
- Level 2 elective
- Good mental wellbeing is a fundamental attribute in today's hectic world for individuals, their families and the community as a whole. Conversely, mental illness is a major cause of disability, diminished quality of life and reduced productivity in Australia. This unit provides students with a detailed understanding of mental health and wellbeing, explores challenges to mental wellbeing at different stages of life, and educates and equips students with strategies to enhance, practice and promote positive lifelong mental wellbeing for themselves and others.
The unit introduces students to a range of interrelated topics that will enable a thorough exploration of what it means to be mentally healthy and how this can be maintained over a lifetime. There is an emphasis on positive psychology which includes teaching and discussion of topics such as positive emotion; engagement; developing positive relationships; sleep; creativity; happiness; and the practice of mindfulness. The unit utilises an interactive and engaging format that will provide students with knowledge and skills that are relevant to maintaining good mental wellbeing throughout the lifespan.
- Students are able to (1) define mental wellbeing and describe what it means to be mentally healthy in today's world.; (2) discuss and explain the relationship between mental health and wellbeing in today's world including factors that impact on this relationship.; (3) discuss and describe the mental health and wellbeing continuum across the lifespan.; (4) discuss the relevance of positive psychology in developing and maintaining mental health and wellbeing.; (5) describe how stigma impacts on the lives of people with mental illness and the impact that this can have on mental health and wellbeing.; (6) understand how to be an effective advocate and support for people with mental health problems.; (7) describe how physiological, psychological, social, and cultural factors impact on mental health and wellbeing.; (8) identify challenges to mental health and wellbeing that occur in the workplace and explore how they impact on mental health and wellbeing.; (9) describe how modern technologies influence mental health and wellbeing.; and (10) discuss strategies that promote mental health and wellbeing at an individual and community level..
- Indicative assessments in this unit are as follows: (1) end of semester exam; (2) in-class group presentation; (3) attendance and participation; and (4) short essay. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Associate Professor Kellie Bennett and Dr Zaza Lyons
- Unit rules
Approved quota: 160—first come first served basis
- Contact hours
- Lectures: 2 hours; Tutorials: 2 hours
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


From rolling over to walking and saying words, most parents will remember the exact age at which their child achieved a certain “milestone”. They will often also compare these early “rites of passage” to the progress of a sibling, cousin or friend, or to charts in the myriad parenting books setting out the ages at which children should develop certain skills.
For some parents this will provide reassurance about their child’s start in life. For others it will be a source of anxiety. But do milestones really say anything about a child’s potential? For example, is an early talker more likely to be academically gifted than others? Let’s take a look at the evidence.
Checking the charts
Research on developmental disorders suggests that the age at which infants hit motor or language milestones can be a “marker” of later outcome. In particular, studies have found links between early motor abilities and later language skill and social cognition in children with, and at-risk of, an autism spectrum disorder. Similarly, children with developmental coordination disorder, which affects movement and co-ordination, can be distinguished by delays in early motor skill development. Children with language disorders too can be identified by their early language skills.
In this sense, milestones have some value for identifying young children that may require follow-up care. However, whether they can say anything about the future potential of children who are developing typically is less well known.
What we do know is that new skills grow from the acquisition of foundation skills. Crawling enables a child to move independently to objects that they would like to explore, and adults increase the type of social signals they offer the crawling child. Walkers, with their new vantage point on the world, are typically more socially interactive and better at sharing objects. Therefore, it may be expected that those children that reach motor milestones at an early age will benefit from more opportunities to learn and refine new skills in the long run.
A study using a British cohort looked at the relationship between early development and cognitive skills at the age of eight. Cognitive ability was determined largely by literacy-type assessments, like reading comprehension and vocabulary, and a single measure of non-verbal IQ. While motor and language milestones were identified retrospectively by parents, meaning the accuracy may be questionable, the findings do suggest a tentative link between early and later development.
However, when “late bloomers” in motor development were excluded from the sample the mentioned effect was significantly reduced. In the remaining sample of “typical” achievers, only the measure of early speech development was associated with later cognitive skills, and the remaining relationship was significantly weaker.
When it comes to future potential for motor skills, however, there is no conclusive evidence that children who hit motor milestones early are, on average, more likely to have better motor skills than others later in life.
Nevertheless, motor skills may have an indirect effect on cognitive and later motor skills through the opportunities it gives a child to engage in and learn about the world.
When are first steps or words too late?
One thing to note when recording milestones is that children achieve basic motor milestones at a significantly different rate, as reported in a cross-cultural study by the World Health Organisation. Children can begin to walk unaided any time between eight and 18 months, and still be classified within the “typical” range. In reality, rather little can be done to accelerate the time at which a child first turns over or crawls, other than providing the infant with adequate stimulation in their environment.
While parents may be concerned if their child is a “late bloomer”, typically-progressing children fortunately are able to catch up. Research has demonstrated that the majority of late talkers resolve their language difficulties by school age. Also, more thorough assessments of infant vocabulary – at 18-20 months – rather than just first words have questioned the strength of the link between early talking and cognitive skills. So while there may be a relationship there, these studies have shown it is not a strong predictor for later language abilities. Of course, a very small proportion of late talkers may go on to develop language problems but a family history of language problems are a more reliable predictor of persistent difficulties.
It is inevitable that parents will compare their child’s development to the norms or others, but the use of these as a window into the future remains unclear. To fully establish the role of early milestones, we would benefit from studying a large cohort of children prospectively from birth, identifying their milestones in early development and their relationship to later educational, behavioural and social outcomes.
Our current knowledge might not provide all parents with the direct reassurances that they crave. But further studies would allow more targeted guidance, support, and intervention for those children that would most benefit from immediate help that will have a lasting effect throughout their lives.


A robust and meaningful music program that serves students of a wide range of skill, interests, and ages is central to the mission and philosophy of Highland School. Students from Pre-K to Grade 12 are actively engaged in learning about, creating, and performing music and take full advantage of the rehearsal and performance facilities in our Center for the Arts.
Music in the Lower School
The Lower School music program encourages children to grow in their understanding, appreciation, and love of music by giving them the tools to express themselves musically in meaningful and enjoyable ways. Highland's curriculum presents concepts and skills in a logical and developmentally appropriate way. Children sing, play Orff instruments, experiment with music and patterns, and participate in performances for family, faculty, and classmates.
Pre-Kindergarten and Kindergarten students take music twice a week with a focus on singing and performing. In assemblies, all school gatherings, and at special events, our youngest students are performing in front of an audience. As students progress through the Lower School, our students are introduced to elements of musical theory and vocabulary with an increased focus on singing with attention to intonation, tone quality, and good diction.
Informal music education through class plays
In addition to our formal music program, classroom teachers incorporate song and music into class plays, assemblies, and events. In twice-weekly music classes, Lower School students are introduced to elements of musical theory and vocabulary with an increased focus on singing with attention to intonation, tone quality, and good diction. Students practice and perform instruments including recorder, Orff instruments and have the option of learning violin or cello as part of our elective strings program.
Middle School music program
The Middle School Music curriculum builds on the concepts and skills established in the Lower School. Music theory and history are incorporated into each grade's music class. From fifth through eighth grades, each class performs as a chorus at school events and assemblies throughout the year. In addition to required music classes, students in seventh and eighth grades may audition for an elective chorus and an annual Middle School musical theater production.
Music programs in the Upper School
Students in Highland's Upper School have a range of opportunities to explore, study, and perform. Through our elective guitar, jazz, and a capella choral classes, students interested in music can explore, and broaden their musical potential. Under the direction of our dedicated music faculty, and with formal and informal opportunities to practice, rehearse, and perform in a supportive and safe environment. "As a result of this atmosphere, our students are willing to try new things. Our teachers encourage them to go beyond their comfort zones. There are truly no barriers–either artificial or real."
"Kids gravitate to The Michael A. Hughes Center for the Arts generally and our music department specifically," says Highland's Artistic Director Michael Hughes. "They feel safe here because we've worked hard to create a very supportive environment."
Spring musical offers students a top-quality experience
Students in ninth through twelfth grades may also audition for our annual Spring musical. With rehearsals and performances in The Rice Theater in the Highland Center for the Arts, our students can enjoy a professional-quality experience as part of a high-quality production that is supported by the entire Highland community.
"Students come back and talk about the experiences they had in our musicals and music department and how meaningful the involvement was for them. More well-rounded and a level of confidence," Mr. Hughes recounts. " By overcoming a challenge, these students realize they can do it and that confidence carries forth into other endeavors. They don’t forget their experiences, they don’t forget the roles they’ve had. It’s real and meaningful."


Analyze Math Academically-oriented math learning site. Online geometry calculators and solvers, plus free practice for ACT and SAT tests.
Math Mystery Games for all arithmetic operations. A good site for boosting students’ math grades.
Illuminations Are you a teacher? Here are 105 online math activities, including proofs and other math learning games.
Cryptic Math Puzzles Cryptic math puzzles, cryptarithmetic, cryptarithms, alphametics.
Really Hard Math Puzzles Enjoy playing games with math? These will challenge even the most skilled math whiz.
Math Contests Problem of the Week contest and other math questions. Some of these are part of the White House Math Challenge.
Braingle 100s of math puzzles that require computations to solve.
Learning for Kids
Bullying Help Advice for handling a bully.
PBSkids.org Free learning activities from Public Broadcasting.
Neuroscience for Kids Quick answers to questions like, How Long Is the Spinal Cord? What does a neuroscientist really do? How big is a neuron?
FunBrain Flash arcades for math and grammar. Web books, comics, and much more.
e-Learning for Kids Fun, thoughtful activities for kids of any grade.
Learning Games for Kids Word games, geography games, keyboarding games and more.
Starfall Learn to read with phonics.
Play Kids Games Memory games, geography, puzzles and much more for pre-K through middle school.
Intro to the Sky Beginning astronomy for kids. Learn about meteors, comets, the Northern Lights, and other sky info.
Cool Math Games Geometry puzzles, matchstick puzzles and paradoxes galore.
Sheppard Software Games for Kids World geography, animal games, animal information pages and more.
Nick.com Nickelodeon’s free online site for kids.
Teen Nick Nickelodeon for teens.
Science Games for Kids Games involving animals, plants, biology, physic, space and more.
Earth Science for Kids Earth science games, for kids only.
How to Draw Cartoon Animals Simple instructions for kids on how to draw cartoon animals.
Discovery.com This is the Discovery channel’s site for kids. Play learning games like Crazy Eyeball, Hierogenerator, Mummy Maker, and Beach Blanket Invaders.
BBC for Kids Math, English and science for 5 – 11 year olds.
Kaboose Science games for kids.
Learning Disabilities Info on what a learning disability is, and how to get started coping if you have one.
Understanding Dyslexia Understand what dyslexia is, find out if you have it, and how to get help.


Congo Rainforest is located in central Africa. Most part of this rainforest is located in the Democratic Republic of Congo. This rainforest is very rainy. The average rainfall is a little more than 58 inches per year.
This rainforest has enormous biodiversity significance. It is the only place in the world where all three subspecies of gorillas can be found. These species are the mountain gorilla, lowland gorilla, and the eastern lowland gorilla.
Quick Facts: –
- Congo Rainforest has vegetation so dense that many parts of it have never been seen by humans.
- It is the world’s second largest rainforest spanning approximately 1.5 million square miles.
- It is becoming an increasingly fragile ecosystem due to an increase in commercial logging, clearance of land for agriculture etc.
- Teak trees are common in the rainforest of the Congo. These trees are in high demand as a source of wood.
- Central Africa lost 91,000 kilometers squared of rainforest due to deforestation between 1990 and 2000.
- Bonobos monkeys are the closest relatives to human beings and they are found only in the Congo rainforest.
- Some parts of the rainforest are so dense that only 1% of the sunlight reaches the ground.
- The climate of this rainforest is warm and wet with an average temperature of 77 degrees Fahrenheit.
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