Quality Care and Education
Each child develops in his/her own way. However, every child needs certain skills to successfully function in the world. The goals of our program are:
- To provide children with an environment in which they learn to express their ideas and feelings.
- To provide children with opportunities to become self-regulating, self-directing and self-confident.
- To provide children with a love of learning through exploration and discovery.
- To provide children with appropriate social skills through interactions with peers and adults.
- To promote respect for self and others.
- To build strong bodies and promote habits of a healthy lifestyle.
The Jefferson College Child Development Center (JCCDC) is committed to pursuing "constructivism" as a model educational approach that has dramatically expanded teachers' understanding of how young children grow and learn. Missouri's "Project Construct" is a research-based curriculum that stresses problem solving skills, knowledge of the physical world, and independence. This curriculum framework is adapted and utilized by lead teachers for planning with all age groups.
In this educational philosophy, children are viewed as eager learners who "construct" their own knowledge, continually building on what they already know. All lead teachers complete Project Construct curriculum training.
Teachers in Project Construct classrooms strive to:
- Use students’ interests to motivate and engage them in learning.
- Encourage children to collaborate and work together.
- Allow children to take initiative, express opinions, and make choices.
- View children’s errors as learning opportunities.
- Assess children’s thinking, as well as their work, in order to teach more effectively.
The Missouri Early Learning Standards include the areas of literacy, math, and science, social-emotional and physical development. Teachers access and utilize these standards which align with the Project Construct goals to prepare a well-rounded, developmentally appropriate program for your child.
As educators, we accept the responsibility to model respect, kindness, cooperation, humor, a love of investigative learning, and a joy for community interaction.
The daily schedule provides a balance of free and directed play, as well as active and quiet, large and small group play both indoors and outdoors. The daily schedule allows for long periods of time for center-based activities that focus on math, language, writing, art, science, blocks, sensory exploration, music, reading, and dramatic play. The daily schedule, individualized class schedules and lesson plans are posted for parents in each classroom.
The JCCDC staff members include educators with extensive, but diverse educational backgrounds and experience in the field of early childhood. The Center’s director has a Bachelor of Science Degree in Child Development and a Master of Science degree in Education. The Center employs a Curriculum Coordinator who assists in the office and oversees curriculum among classrooms. The Coordinator has a Bachelor of Arts and a Master of Science degree in Education. Lead teacher education ranges from a minimum of 60 college credit hours toward a degree in early childhood/elementary education to a Master’s Degree in Early Childhood Education. Administrative staff and lead teachers complete Project Construct curriculum training and are in a continuous process of building teaching strategies and skills by attending classes, workshops, and conferences concerning the care, development and education of children.
Students (high school and college), enrolled in the early childhood instructional program, utilize the Center as a laboratory facility for training in early childhood care and education. During the course of their educational path they learn observation methods and are assigned specific classrooms where they learn to plan, prepare and guide appropriate activities. These students work under the supervision of regular staff members at all times.
College students are employed as classroom assistants and must meet the health, safety and education requirements of state licensing and accreditation. Their degree of classroom involvement is determined by their level of experience and education.
Employees must meet the health and safety criteria established by Missouri licensing regulations. Such employees are registered with the Family Care Safety Registry, meaning that they have been screened for child abuse/neglect and have had a criminal record check/background screening. The screenings are filed in the office and may be viewed by the parents.


"â€¦ focuses on issues at the forefront of heritage language teaching and research. Its state-of-the-art presentation will make this volume a standard reference book for investigators, teachers, and students. It will also generate further research and discussion, thereby advancing the field."MarÃa Carreira, California State University â€“ Long Beach, United States"In our multilingual and multicultural society there is an undeniable need to address issues of bilingualism, language maintenance, literacy development, and language policy. The subject of this book is timelyâ€¦. It has potential to make a truly significant contribution to the field."MarÃa Cecilia Colombi, University of California â€“ Davis, United StatesThis volume presents a multidisciplinary perspective on teaching heritage language learners. Contributors from theoretical and applied linguistics, sociolinguistics, psychology, educational policy, and pedagogy specialists explore policy and societal issues, present linguistic case studies, and discuss curricular issues, offering both research and hands-on innovation. - The term "heritage language speaker" refers to an individual exposed to a language spoken at home but who is educated primarily in English. Research and curriculum design in heritage language education is just beginning. Heritage language pedagogy, including research associated with the attrition, maintenance, and growth of heritage language proficiency, is rapidly becoming a field in its own right within foreign language education. This book fills a current gap in both theory and pedagogy in this emerging field. It is a significant contribution to the goals of formulating theory, developing informed classroom practices, and creating enlightened programs for students who bring home-language knowledge into the classroom.Heritage Language Education: A New Field Emerging is dedicated to Professor Russell Campbell (1927-2003), who was instrumental in advocating for the creation of the field of heritage language education.
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Key Ideas in Music Education (MUED1010)
UNIT OF STUDY
This unit will provide students with an opportunity to investigate a sequence of key ideas that contribute to an understanding of music as a performed, expressive system that is defined by specific historical and cultural situations and circumstances. It examines not only how music contributes to making us human, but also how humans conceptualise and experience music. Further, it concentrates on ways music is transmitted, a crucial precursor to understanding pedagogy as well as particular pedagogical approaches in music education. Such knowledge is essential for the effective teaching and learning of music in today's globalized and globalizing world.
Our courses that offer this unit of study
Further unit of study information
1 x 2 hour workshop per week
ePortfolio reflection on music teaching relating to class readings and content (15%), Script of imaginary debate on contrasting approaches to music education (35%), Scripting, performance and filming of an excerpt from a children's TV program based on a newly composed song (50%)
Faculty/department permission required?
Study this unit outside a degree
If you wish to undertake one or more units of study (subjects) for your own interest but not towards a degree, you may enrol in single units as a non-award student.
If you are from another Australian tertiary institution you may be permitted to underake cross-institutional study in one or more units of study at the University of Sydney.


There was a survey opportunity to evaluate the Visual and Theatre Arts Georgia Performance Standards. The survey was available from Monday, May 9, 2016, through Tuesday, June 7, 2016, 5:00 p.m. EDT. The survey is closed. Thank you for your participation and feedback.
Georgia Performance Standards
The Georgia Performance Standards for Fine Arts are based on The National Standards for Arts Education as referenced in the National Standards for Arts Education, Copyright ©1994 by MENC: The National Association for Music Education. The National Standards outline what every K-12 student should know and be able to do in the arts. The National Standards were developed by the Consortium of National Arts Education Association, through a grant administered by The National Association for Music Education (MENC).
As described in the National Standards for Arts Education, arts education benefits both student and society. The arts cultivate the whole child, gradually building many kinds of literacy while developing intuition, reasoning, imagination, and dexterity into unique forms of expression and communication.
The Georgia Performance Standards support the arts in the “academic” standing in that mere participation is not the same as education. The standards affirm that discipline and rigor are critical to high academic achievement. Performance-based assessment has long been used in the arts that include the practice of portfolio review in the visual arts and the assessment of performance skills through auditions used in dance, music, and theatre. The content of the standards for the arts attends to creating, performing, and responding which is consistent with and informs the perspective of the National Assessment of Educational Progress (NAEP).


The human brain is the most complex organ in the body. Composed of 50 to 100 billion neurons, the human brain remains one of the world's greatest unsolved mysteries. Here we will take a closer look at the four lobes of the brain to discover more about the location and function of each lobe.
Brain Lobes and their Functions
The brain is divided into four sections, known as lobes (as shown in the image above). The frontal lobe, occipital lobe, parietal lobe, and temporal lobe have different locations and functions that support the responses and actions of the human body. Let's start by identifying where each lobe is positioned in the brain.
Position of the Lobes
The frontal lobe is the emotional control center of the brain responsible for forming our personality and influencing out decisions. The frontal lobe is located at the front of the central sulcus where it receives information signals from other lobes of the brain.
The parietal lobe processes sensory information for cognitive purposes and helps coordinate spatial relations so we can make sense of the world around us. The parietal lobe resides in the middle section of the brain behind the central sulcus, above the occipital lobe.
The temporal lobe is located on the bottom of the brain below the lateral fissure. This lobe is also the location of the primary auditory cortex, which is important for interpreting the sounds and the language we hear.
The occipital lobe is located at the back portion of the brain behind the parietal and temporal lobes. The occipital lobe is primarily responsible for processing auditory information.
Functions of the Lobes
The frontal lobe has many functions most of which center on regulating social behavior. Here are some of the important functions of the frontal lobe:
- Cognition, problem solving and reasoning
- Motor skill development
- Parts of speech
- Impulse control
- Regulating emotions
- Regulating sexual urges
It is more common to injure the frontal lobe than the other lobes of the brain because the lobe is located at the front of the skull. The effects of damage to the frontal lobe often result in personality changes, difficulty controlling sexual urges, and other impulsive and risk-taking behaviors.
The parietal lobe has several functions including sensation, perception, and spatial reasoning. This lobe is responsible for processing sensory information from various parts of the body. Here are some of the functions of the parietal lobe:
- Sensing pain, pressure, and touch
- Regulating and processing the body's five senses
- Movement and visual orientation
- Visual perception and recognition
- Cognition and information processing
Damage to the parietal lobe can result in problems with spatial reasoning, reading, writing, understanding symbols and language. Right-sided damage to the parietal area can affect a person's ability to dress or groom his or herself. While left-sided damage can result in language disorders and disorders with perception.
The temporal lobe. There are two temporal lobes located on both sides of the brain that are in close proximity to the ears. The primary function of the temporal lobes is to processing auditory sounds. Other functions of the temporal lobe include:
- Since the hippocampus, or part of the brain responsible for transferring short-term memories into long-term memories, is located in the temporal lobe, the temporal lobe helps to form long-term memories and process new information.
- The formation of visual and verbal memories.
- The interpretation of smells and sounds.
The type of impairment that results from damage to the temporal lobe depends on where the damage occurred in the lobe. Temporal lobe damage can lead to difficulty processing auditory sensations and visual perceptions, problems concentrating on visual and/or auditory stimuli, long-term memory problems, changes in personality, and changes in sexual behavior.
The occipital lobe, the smallest of the four lobes, is located near the posterior region of the cerebral cortex, near the back of the skull. The occipital lobe is the primary visual processing center of the brain. Here are some other functions of the occipital lobe:
- Visual-spatial processing
- Movement and color recognition
Since the skull protects the occipital lobe, injury is less likely to occur. However, severe damage to the occipital lobe can result in a variety of visual problems including the loss of color recognition, visual hallucinations or illusions, problems recognizing objects, and difficulty understanding language.


Students with disabilities are benefiting from the latest in technological tools. Special Educational Needs (SEN) learners can now choose from an increasing array of iPhone, iPad and android apps designed with their development in mind.
With an app-compatible device, students, carers and teachers can access applications tackling everything from numeracy to fine motor skills. These tools promote both confidence and ability. Many also include strategies for dealing with the challenges associated with a number of conditions.
There are many apps on the market for young learners who need extra help with maths skills, including Pop Math and Math Drills. Most of these apps come in a free lite version, with added extras available on the full application. Interactive games engage students and build confidence while improving their numeracy skills. Maths apps for iPhone and iPad are great for keeping young learners busy during car journeys.
Apps can be useful for students who struggle with social development. This is often the case for children with autism spectrum disorders. With experts in Aspergers syndrome education UK specialist schools can offer invaluable support for learners. Accredited centres, such as the International Community School, will tailor each course to the needs of the individual.
Most students, however, can supplement their studies with apps such as Hanging Out and Sōsh. The Sōsh app is targeted at young learners with Aspergers syndrome. It contains five main areas of social development: relate, relax, reason, regulate and recognise.
Developed by clinical psychologists Mark and Kelly Bowers, the application includes a ‘shredder’ tool for dealing with negative thoughts and a record of shared interests between the user and people around them. Other features, such as the dictionary of idioms, can be useful if the user tends to interpret sayings and expressions literally.
Young children can benefit from the Going Places app, which prepares the child for public interactions such as going to the doctor or the hairdresser. A storyboard of images, simple text and voice-over creates a positive impression and encourages cooperative behavior.
ABC Pocket Phonics is an app that helps users in the early stages of learning to read and write. Learners can choose either British or American English and write letters in upper case, lower case or cursive.
Following a letter shape outline with a finger, students memorize the alphabet much quicker than when using a keyboard. The application also includes spelling tests for simple words, prompted by a voice-over. This allows children to make an association between the phonetic sound and the written letter.
For children learning to read, phonetic apps can bridge the gap between what they hear and what they see on the page. Keeping the attention of the student is important, so apps which make use of popular fiction are among the most effective. The Toy Story 3 Read-Along, for example, will appeal to fans of the Pixar films. Of course every learner is different, so identify an interest and find an iPad, iPhone or android app that matches this theme in a narrative.
Fine motor skills
Numerous apps on the market aim to improve the fine motor skills of children with conditions such as dyspraxia. Dexteria is a popular app with which the child can play one of three games targeted at tapping, pinching and writing. These games have various levels of difficulty and help the user to improve their motor accuracy.
Since each learner will have different needs, combining a number of applications is the best way to target learning to the individual. Customizable apps with different levels work best, as they continue to challenge the user throughout their development.


“We know that story hours are critical for the development of early language and literacy skills...We developed Cozy Corner in response to a critical need; that need is to share stories — vibrant stories — with young children.”
—Akimi Gibson, Creator, Cozy Corner
- 10 Storytime theme packs, which contain a big book, read-aloud books, music, character cards and detailed Storytime plans to help kids connect with the books, and support topic-rich conversations.
- TA Program Guide with articles from experts, suggestions for extending learning beyond Storytime, and resources for increasing family engagement that are available in English and Spanish.
- A nursery rhyme flip chart to use before, during, or after Storytime.
- Scholastic Cozy Corner logo (JPG)
- Cozy Corner: Filling a Critical Need (57.5MB)
- Keeping Early Childhood Learning Relevant (36.3MB)


A trusted guide and companion for current and future art educators, CHILDREN AND THEIR ART presents a professional approach to teaching art consistent with national standards for student learning. This Ninth Edition is targeted at middle level and elementary schools. The authors are experienced as art teachers in the public schools and have a broad knowledge about school art programs. The Ninth Edition provides updated developments in theory, research and practices, with a strong emphasis on how digital technology provides new ways of teaching art. The most comprehensive textbook available for teaching art education methods, CHILDREN AND THEIR ART covers all aspects of teaching art in the elementary and middle school classroom: the basic principles and goals of art education, the characteristics and needs of children as learners, the core principles of art as a subject--aesthetics, principles of design, art history, new developments in art media and technology. It also covers all aspects of instruction--curriculum planning, sample lessons, suggested readings, and internet resources. Among numerous updates throughout the text, the Ninth Edition features a brand-new chapter on new media in art education with 22 new images. It features the use of digital technology in elementary and middle school classrooms and examples of digital art created by students.
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Words of wisdom from one of our dietitians, Shannon Burkett.
When your child has a problem with gaining weight, it can be worrisome and cause stress. Weight loss can be a result from an underlying medical problem, therefore it is important to you’re your child evaluated by their physician. Certain eating behaviors and food aversions can also decrease your child’s nutrition intake and can cause poor weight gain or weight loss.
Here are some things you can do as a parent to help your child get the nutrition he or she needs.
- Always ask a physician or dietitian before buying expensive nutrition supplements advertised on television or the internet. These products may have claims that are not supported by scientific evidence and can put a big dent in your wallet.
- Keep a journal of your child’s diet. Track what time your child eats, how much time it takes your child to complete meals, types of food and drink along with amounts consumed, where meals are eaten, and any other information, such as distractions. This will help you and your physician or dietitian identify possible causes of eating problems.
- Increase calories in foods your child already likes to eat. Add 1 teaspoon of vegetable oil to dishes, such as pasta, salads, and other vegetables. Use oil in place of cooking spray when preparing your child’s meal. Avoid low fat dressings and dips. Add sugar or honey to foods to increase calories, such as fruits and cereals. Use whole milk in place of low fat for drinking and for cooking.
- Commercial drinks are available to supplement calories and protein in your child’s diet. Talk to your child’s doctor or dietitian about which supplement fits your child’s needs.
- When children drink a lot of juice or milk, this can suppress their appetite for mealtime. Avoid offering fluids 30 minutes before it’s time to eat. Limit juice to no more than 4 ounces per day and do not offer more than 24 ounces of milk daily (16 ounces for under the age of 3 years). Offer water for fluids.
- A parent’s role is to prepare healthy foods. It is up to a child whether he or she chooses to eat the food offered. Never force a child to eat his or her food and avoid nagging at meals because this is a battle you will never win. Mealtime should be enjoyable for all family members and this behavior only leads to bigger problems.
Dietitians can work with you to help ensure your child gets the proper nutrition he or she needs. Talk to your child’s physician about a referral to our outpatient nutrition clinic where you can work one on one with one of our dietitians.
About Shannon Burkett
I’ve worked at Dayton Children’s for 3 years and cover hematology and oncology as well as parenteral nutrition support. I graduated with a bachelor degree in elementary education from Purdue University in 2000 and graduated in 2004 from Loyola University of Chicago, where I studied Nutrition and Dietetics. I spent 1 year as a dietetic intern at Miami Valley Hospital. My love to run and my goal is to complete the Air Force Marathon next year. I also love cooking and spending time with my 2 children.


Benefits of A National Standard
What are the benefits of a national standard?
- A clear, consistent, and meaningful structure for recognizing achievement and rewarding excellence
- An objective way to value and promote the importance of music study across the country and empower teachers and students at all levels to celebrate excellence
- Ensurance of equality for all students, no matter where they are located
- Integrity of assessment through the constant review of adjudicators, processes, and materials
- Enhancement of the competitive edge and awareness of performance standards on the national level
How does a national standard benefit students and their families?
- A national standard represents an opportunity for students to measure their progress and achievements both individually and with their peers, which supports the continued pursuit of excellence.
- All students, regardless of location, are assessed according to the same guidelines and have access to the same resources for learning and preparation.
- Students advance based on their personal learning achievements, regardless of age or school grade.
- Families are assured that their children are taking part in a nationally recognized and fully supported program with continued opportunities for assessment and personal development.
- Families gain a clearer understanding of musical progress and achievement, and recognize opportunities for the personal growth of their children.
How does a national standard benefit teachers?
- A national standard supports a solid foundation for teaching and learning excellence through a nationwide series of assessments, a network of center representatives and fellow teachers, and innovative resources.
- Teachers have opportunities for professional growth through participation in workshops, online support and resources, and national networking.
- A national focus on high standards and achievement enhances the overall benefits of music study and validates the teacher-student-parent partnership.
A national standard empowers and unifies teachers across the country and provides them with a strong voice in the national dialogue on music education.
A national standard ensures the equality of all students, no matter where they are located.


Details about Literacy Assessment of Second Language Learners:
Experts in the field of assessment of literacy development of bilingual learners have contributed articles that provide tools to help classroom teachers assess literacy. In response to the increasingly diverse bilingual population of our schools, this book offers clear, research-based and class tested perspectives so that teachers can work with the literacy needs and levels of their students. Literacy Assessment of Second Language Learners views literacy as a social, linguistic and cognitive process. Abilities developed in one language are used and transferred to a second language. The approach to assessment is authentic and meaning based as compared to traditional, formal assessment. This text also takes into account the unique circumstances of second language learners. For educators of a Second Language.
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|Suggested Websites & Reading|
Research shows that a child’s brain development is most dramatic during the early years of life. As a parent, you have the opportunity to have the greatest impact on your child’s development during this time. Your every day interactions can increase your child’s learning and social skills, helping to provide him or her with building blocks to support future learning and development.|
Below you will find excellent resources and articles to help you be your child’s guide in early learning.
BornLearning.org is a campaign that helps parents, grandparents, and caregivers to turn everyday moments into fun learning opportunities. On this website, you can check out Ages and Stages to find out what is happening at each stage of your child’s development, find specific information for Dads, or find simple ideas for helping your child to learn anywhere.
Zero to Three
Zero to Three is a national nonprofit organization that informs, trains and supports professionals, policymakers and parents in their efforts to improve the lives of infants and toddlers.
Getting Ready to Read
This booklet provides a breakdown of strategies for facilitating your child’s early literacy development from birth to age 5.
A Scribble or a Masterpiece? Your Toddler’s Developing Writing and Art Skills
A description of how your child’s early writing skills develop
Dual Language - Double Benefit
Discusses the benefits of exposing your young child to more than one language
Jumpstart (www.jstart.org) is one of the nations leading non-profit organizations in Early Childhood Education.
Printable Family Resource Book
A book full of activities to help children develop language, literacy, & social skills
Learning Every Day
Simple ways to incorporate learning into every day activities
The Early Literacy Crisis
A look at why early intervention is so important
In addition to being home to Parenting & Babytalk Magazines www.parenting.com has information for parents with children of all ages. Expecting parents can even receive a free one year subscription to Babytalk Magazine full of about pregnancy and early parenting.
The Early Literacy Crisis: A Mom Congress Special Report
A bigger look at why early intervention is so important
Preschool: An Inside Look
A glimpse of a typical preschool day
Get Ready to Read Program
The Get Ready to Read Program (www.getreadytoread.org) is part of NCLD’s initiative to provide information to help build early literacy skills by integrating emergent literacy screening and learning activities into routine early childhood education, child-care and parenting practices."
Use the 20-question research-based Get Ready to Read Screening Tool with your 4-year-old. The score will show if a child’s pre-reading skills are weak, strong, or somewhere in between. Activities and resources to improve those skills will be provided.
First 5 California
First 5 California (www.ccfc.ca.gov) is dedicated to improving the lives of California’s young children and their families through a comprehensive system of education, health services, childcare, and other crucial programs. The First 5 California Parents’ Site offers information on health, education, and support services for parents of children ages 0-5.
School Readiness Tips
A look at how your child develops and tips for making learning fun


1. Describe how Michelangelo gets his start in art education.
Thirteen-year-old Michelangelo Buonarroti is brought to the Guild Hall of Signor Ghirlandaio by his friend, Francesco Granacci, a nineteen-year-old who has been apprenticed to Ghirlandaio. Ghirlandaio is considered a master of one of the painting guilds in Florence. Granacci, who believes his friend has remarkable talent, brings Michelangelo to the studio so he can also be apprenticed to Ghirlandaio.
2. Describe how Michelangelo's ideas depart from the ideas of his teacher.
He believes that sculpture is the greatest art form, which is somewhat heretical in Ghirlandaio's school of painters. He also believes that humans should be drawn as they are, frequently nude, which is not the prevalent view.
3. How does Michelangelo's first year of training go?
In his first year as an apprentice, Michelangelo is officially treated as if he knows nothing about art. Most of his work is in the tedious business of learning to prepare paints and the surfaces that are to be painted. He chafes at his inability to do any real work.
This section contains 3,258 words
(approx. 11 pages at 300 words per page)


How to Raise a Reader
In This Article:
Children develop much of their capacity for learning in the first three years of life, when their brains grow to 90 percent of their eventual adult weight. When you talk, sing, and read to your child, links among his brain cells are strengthened and new cells and links are formed.
Play is the work of your young children. From the first lullaby to dramatization of a favorite story, music and other creative arts can stimulate language and literacy development. You can help build pre-literacy skills through dramatic play and one-on-one interaction.
Many pediatricians believe that a child who has never held a book or listened to a story is not a fully healthy child. Reading aloud to young children is so critical that the American Academy of Pediatrics recommends that doctors prescribe reading activities along with other advice given to parents at regular check-ups.
Despite the considerable evidence of a relationship between reading regularly to a child and that child's later reading development, six in ten babies and five in ten toddlers are not read to regularly by parents or family members.
More on: Activities for Preschoolers


Report identifies best practices in closing early digital divide
Closing the digital divide has been a constant challenge as technology tools and use become more prevalent in schools. Now, research shows that developing early technology skills can help close the digital divide.
Though technology use has expanded in schools, students’ at-home technology and internet access isn’t necessarily reliable.
According to a RAND Corporation report, Using Early Childhood Education to Bridge the Digital Divide , this means that children from families without access to digital technology “have fewer opportunities to learn, explore, and communicate digitally, and fewer chances to develop the workforce skills they will need to succeed in later life.”
Early childhood education access to technology will help ensure that students begin to develop tech skills and learn how to use tools that they are likely to use once they enter elementary school.
(Next page: The report’s findings on early childhood technology exposure)
Early childhood education helps children prepare for school and also gives low-income students and other disadvantaged groups an opportunity to begin kindergarten on equal ground. It helps children build foundational skills in core academic areas and, the report suggests, may do the same for technology skills and literacy.
Research has proven that people with technology skills have more workforce potential and tend to earn more, and much emphasis has been placed on the fact that today’s students will be competing for technology-centered jobs that don’t even exist today.
Debates also exist over how much technology use and screen time are appropriate for young children and in early education settings.
And while technology access, supported by high-speed internet and appropriate software and apps, is important, what is most important is that a highly-trained educator is able to help young students use technology as a tool to develop their early learning.
The report includes five questions that educators should ask when it comes to integrating technology in early education settings:
- What is the goal for information and communication technology in early childhood education?
- How do we define appropriate use of technology in early childhood education?
- Once defined, how do we support effective use through devices, connectivity, software, and other components of ICT infrastructure?
- How do we ensure that ECE providers are prepared to address the digital divide?
- What relationship should parents and families have to the integration of technology into early childhood education?


As a parent, understanding the simplicity of early childhood play and facilitating the fun of play is important for child development. The person who will teach your child the most during play in the early years of toddlerdom and preschool age is very likely to be you.
There are all kinds of play that are valuable for early childhood learning including:
This is when your child uses their imagination and skill to create something – a game of dolls or building with blocks for example. Constructive play develops problemsolving skills, imagination, fine motor skills, and self-esteem.
This involves playing with other kids, whether it’s an incidental game at the park with another child they’ve just met or a pre-arranged play date between peers. It teaches social skills, like empathy, and broadens your child’s world. Toddlers find it challenging to play with others until they are around two years old so don’t expect them to share and always play nicely!
This type of play is common for babies and toddlers and typically involves stimulating the senses with tactile, movement, sound, and visual experiences.
Practice play involves the repetition of new skills as they are learned – things like throwing or kicking, twirling, hopping and physical mastery of skills used in sport or games.
Toddlers and preschoolers learn through play and they love nothing more than Mum or Dad getting down to their level and playing with them.
How to play constructively with your toddler
- Let your toddler choose the activity or toy.
- Let your toddler start on their own and lead the play most of the time.
- Don’t worry about mess or trying to tidy up – just let it go.
See life through your toddler’s eyes:
- Play on the floor at your toddler’s level, where you can make eye contact.
- Allow time for taking turns in play and talking.
- Make what your toddler is playing with your focus so you are sharing the play experience, not just playing side by side.
- Accept their way of doing things.
Give your toddler your full attention:
- Show you are listening and attending to what they are doing by watching, and echoing their actions back.
- Create a commentary of what your toddler is doing without asking questions or correcting them.
- Praise what your toddler is doing as often as possible.
Adapt your language:
- Use short, simple words, to encourage development and understanding.
- Don’t contradict what they are telling you, but echo back what they are saying, to show you are listening.
- Be very positive, affirmative, and enthusiastic in your responses.
More articles on the benefits of play:
- The importance of play to boost development
- Play stages for toddlers
- How to encourage imaginative play
- Baby play ideas
- Play ideas and activities
More reading about toddler play:
- Playing is how toddlers learn from HealthyChildren.org
- Toddler play and learning basics from Raising Children Network
- 10 ways toddlers prosper from play from What To Expect


MA 3070 - Knowing and Teaching Mathematics
Discover the mathematical concepts and pedagogical skills needed to become a successful teacher of mathematics in grades K-6. Students are actively involved in exploring how children learn mathematics and how they can guide them in their learning of mathematics. Discusses content, methods, curriculum, assessment, national and state standards and grade level expectations, and appropriate technology used in the classroom. Falls and Springs. Prerequisite(s): MA 2110, MA 2120 or MA 3010; completion of Cluster I; full acceptance to BS Elementary Education. Corequisite(s): ED 3060, ED 3080, ED 3090, RL 3070, and SE 3070.
*All course information is from the 2016-2017 Catalog.


Why pay for expensive plates when you can paint original designs on your own dishes? This plate painting activity is sure to put your kid's artistic skills to the test and she'll create a lovely keepsake in the process. Kids can paint ceramics at their next party, adults can create unique platters for dinner parties, or the whole family can create a special set of dishes together.
What You Do:
- Help your child wash and dry the plates.
- Have her brainstorm what type of design she would like to create. Offer her a paper and pencil so she can sketch out her ideas. If she wants, she can also use stencils or stamps. Even a leaf from the yard can make a beautiful design.
- When she's settled on a design, have her to use a washable marker to help her map out the design on the plate. The marker will wash off after the plate is finished.
- Now it's time to start painting. If painting more than one layer of color, make sure she allows the first layer to dry before painting over the top. If the painting doesn't go as planned, she can always wash the plate and start over!
- Once her plate is painted to her liking, set the paint by baking the plate in the oven at 300° Fahrenheit for 30 minutes (or according to your ceramic paint instructions).
- Then, help her remove the plate from the oven using hot mitts, and set aside to cool.
Once they've cooled off, the plates can be used for your next family meal, or they make great gifts for a holiday or special occasion, too!
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


Encourage your child to practice skip counting by turning number patterns into an interactive game of catch. It will get your child moving and learning, ball in hand!
What You Do:
- Begin by telling your child you are going to practice skip counting while playing catch with the ball. Be sure to briefly review counting by 2’s, 5’s, and 10’s.
- Sit or stand about six feet away from your child with the ball in your hands. Say the first number in the skip counting pattern aloud, and as you're saying it, toss the ball to your child. Now it's his turn to say the next number in the pattern! For example, when skip counting by 2’s, you say, “two,” and pass the ball to your child who will say, “four" and then pass the ball back to you. Then you say “six,” the next number in the pattern, and toss it back to him. Continue to play the counting game this way, and challenge your child to count as high as he can.
- After playing the counting game with multiples of 2, play the same way with multiples of 5 and 10. For an extra challenge, try skip counting by 3’s and 4’s.
Turn the counting game into a fun language arts activity by practicing with parts of speech in place of numbers. Play catch back and forth as you take turns listing nouns. See how many nouns your child can list before getting stuck! Next, pass the ball to each other while naming adjectives. Afterwards, play the game while listing verbs. For an extra challenge, try playing the game with adverbs, too. The possibilities are endless with Count 'N Catch. And getting some of those terms and concepts off the page and into the body, really helps kids remember them!
Carrie Ann Cain has been teaching second grade for three years. She is certified in elementary education, special education, Spanish, and ESOL (teaching english to speakers of other languages).


What does it mean to be college ready? How do you design schools, and the systems to support them, to reach the goal of preparing all students to graduate from college?
These are two vital questions that drive our work at Envision Schools, a nonprofit organization based in the San Francisco Bay Area that manages charter schools. It has started and supports four new high schools serving a diverse population of students, and plans to add twenty-four more schools in the next five years.
Too often, "college ready" means a student has passed a selection of college-preparatory courses that might or might not be rigorous; in California, these classes are approved by the University of California. However, only about 35 percent of all high school students in California take the courses that make them eligible to apply for the University of California and California State University systems.
At Envision Schools, though, students graduate having taken coursework to be eligible for admission to these systems. There is only one track: college. However, we do not think that being eligible and being prepared for college success are one and the same thing.
We believe that for students to be truly college ready, they need to demonstrate that they can apply the knowledge they have learned in their academic courses through performances that exhibit the foundational skills of the academic discipline -- for example, expository writing, literary, historical and scientific analysis, and research papers.
Furthermore, we believe that students need to have mastered twenty-first-century leadership skills such as collaboration, critical thinking, problem solving, creative expression, effective written and oral communication, and project management to be well prepared for their first year of college and for their careers.
In order for students to meet our goals of college readiness, we need to design a balanced assessment system that drives instruction, informs learning for both students and teachers, and serves as a form of accountability. Our assessment system, consequently, drives teacher practice, student learning, our school structures, and our learning-support interventions.
Over the coming weeks, we will highlight the key aspects of our system and discuss the triumphs we have experienced and challenges we have faced. In the meantime, if you would like to see what some of what this work looks like in action, you can explore our project library, the Envision Schools Project Exchange. Please let us know what you think.


As a parent you are your kid's first and foremost teacher.
you help your kid learn to read, you open the door to a life-long love
of books and learning.
Oral language is the foundation for
Singing teaches your kid the sounds of language,
making it easier for them to learn how to read.
Singing also has a
positive impact on your kid's self-expression, cooperative play,
creativity, emotional well being, and development of social, cognitive,
communication and motor skills.
According to Robert A. Cutietta,
dean and professor of music education at the University of Southern
California's Thornton School of Music. "Several studies have shown
convincingly that singing and language skills are interconnected. The
patterns of words, rhymes, rhythms and tonal qualities inherent in songs
are incorporated easily and naturally by children as they learn to
speak and, eventually, to read."
As your child sings", Linda Page
Neelly, associate professor of music at the University of
Connecticut,explains, "he begins to explore, sequence and order sounds,
which are critical skills for reading"
So, start singing with
your kids and help them sing their way to reading success!!
Sing & Grow!www.kiboomu.blogspot.com


Wire Sculpture Horse (Calder) | Lesson Plan
from the Lesson Zone Index
Students will be introduced to the art of American artist Alexander Calder, and will create a work of their own after his style. This free lesson plan is in fulfillment of Standard #4: K-4 and Standard #4: 5-8 of the National Standards for Art Education: Understanding the visual arts in relation to history and cultures.
Medium Gauge Wire
Wire Sculpture Horse Pattern
Tell students, "We will be learning about the art of American artist Alexander Calder. This modern artist became successful as an artist through his sculpture."
Show students images of Calder's circus.
Tell students, "In 1923 Calder spent two weeks sketching scenes from the Ringling Brother's and Barnum & Bailey Circus. This project marked the beginning of his fascination with the circus. In 1926 Calder moved to Paris where he began to build toys that moved. Eventually his collection of toys became a miniature circus which he performed in the USA and Europe."
Tell students, "Our art project will be to create a wire sculpture, like the wire people and animals Calder created for his circus."
Tell students, "At your tables you will find wire, plyers and a wire sculpture horse pattern. Use the pattern to shape your sculpture. Carefully check each bend to make sure it is perfect before trying the next one. If you work on your sculpture with careful attention to details it will be fantastic."
Quiz students on what they learned about Alexander Calder as they work on their project.


An experiment is defined as a method of investigating less known scientific fields, solving practical problems and proving theoretical assumptions. This category is for sites suggesting experiments for students or concerned with experimentation.
Related categories 4
Bizarre Stuff You Can Make in Your Kitchen
A large collection of classic home science experiments with illustrations.
Classroom Polyhedra Activities
Detailed instructions for creating both simple and complex structures using common materials.
Cleghorn Electronics Kits
Provides details of projects and experiments that can be done at home.
Experiments that are not always safe, cheap, or guaranteed to work every time.
Cool science tricks, experiments and activities that can be done anywhere including in restaurants.
Easy Science Activities with Elizabeth Blake
This is a site of science activities to help homeschoolers, parents and teachers of elementary students.
Eggs Across the Net
2002 Class to class project involving raw eggs. Results are posted on the web.
Free science experiments that can be done in class or at home using step by step instructions. Also provides links to other science websites.
Fun Science Gallery
Activities and experiments devoted to the amateur scientist. Teachers and students also will find it useful.
A collection of experiments you can try at home.
Jerry's Electronic Plans, Kits and Curious Things
Electronic plans and kits.
Kids' Science Projects at The Science Club
Grouped by level of difficulty and technical prowess as simple, medium, or advanced.
Kitchen Science Experiments
Provides details of over a hundred science experiments to do at home, each with instructions, what to expect and an explanation of the basic scientific principles involved.
The Latest in Home Edu-tainment: The Science Lab
Suggestions for lesson plans, activities, and lab projects for teaching science at home.
PASCO: Free Online Experiments
Covering physics, biology, chemistry, earth science, environmental science and middle school science.
Interesting experiments one can perform with homemade radiation detectors, and how to build them.
Provides a range of science resources including a free experiment of the week newsletter and a large number of science experiment videos.
Virtual online school where users can submit science experiments, read the latest news about science, participate in discussions, chat, design their profile and have fun.
Science Experiments at Steve Spangler Science
A collection of various science experiments that can be conducted at home and by children.
Science Experiments Using Data Loggers and Oscilloscopes
A library of physics, chemistry and biology experiments. Examples include measuring the speed of sound, pH of drinks, magnetic induction and the discharge of batteries.
Science Experiments You Can Do
A number of reasonably simple experiments and demonstrations that can be performed by kids, teachers and hobbyists.
Science Explorer: Exploratorium
Offers many easy-to-do experiments, from creating volcanoes to tiny sparks.
Science Fair and Project Ideas
A collection of 1850 ideas for science projects and ideas, the site offers advice on undertaking a project, the types of projects, and advice on completing this type of task
A growing collection of papers on physical science projects for all ages.
Science made simple
Science projects and experiments.
Contains experiments for all ages. Science links and project examples.
Simple science experiments for fun.
Science projects and kits for all ages. Membership required to view most projects.
How to make toys (and projects) that demonstrate scientific principles using simple tools and equipment.
Science, Science Projects and How Things Work
This site tries to answer some of the questions asked by inquisitive minds. A number of science projects and experiments are included.
The Scientific Method
In-depth discussion of the concepts of scientific research and how to conduct experiments so as to provide valid results.
Solar Electric Panel Plans
Do it yourself instructions for building a low cost, high output, commercial quality, photovoltaic panel for science experiments
Vicki Cobb's Science for Kids
Some experiments to do. Books which includes these experiments are for sale on the site.
Wonderama: Explorations in Science Education
Wonderama is a Lansing based company providing assembly and hands-on programs in science and math to students in Michigan.
Last update:April 20, 2015 at 13:25:57 UTC


This week we bring you Dinosaur & Volcano Small World Play in the bath, and it might just be my preschoolers favorite bath time so far. My 4 year old actually requested something to the effect of “dinosaurs and volcano with lava oozing down and red lava rocks shooting out from the volcano and smokey gray clouds coming up from the volcano covering the sky.” I’m beginning to think his brain is as full of crazy ideas as mine is! So it was just up to me to add a few more details to pull off his vision. And both kids absolutely LOVED it!!
The set-up was surprisingly simple considering all the details of the request. I cut a brown volcano and several black clouds from sheets of craft foam. I wet the volcano and it stuck to the wall of the bath like a removable sticker. I simply floated the black clouds in the bath water since the volcano hadn’t erupted yet. I tossed in some shiny red pom poms to act as the pyroclastic lava rocks Luke had requested, and I set up some of the kids’ plastic dinosaur figurines on the edge of the bath.
While the tub filled, I whipped up some lava paint so the kids could paint the volcanic eruption themselves. It’s super simple to make!
It takes a good bit of food coloring, but we didn’t have any issues with staining. The lava paint washed completely away when we were finished playing.
I made our lava paint in one of the pieces of our coconut shell. You can see all the other fun we’ve had with this coconut here. It gave it a bit of a prehistoric look, which fit in well with the dinosaurs and volcano!
The kids had so much fun putting the volcano together! First they finger painted the vertical blast of lava, followed by some more gentle lava flows down the side of the volcano.
They used up every bit of lava paint I had made crafting the eruption, and then they added the black clouds of smoke and ash covering the sky.
After the big volcanic eruption, they played with the toy dinosaurs for a bit…until I introduced part 2 of our Dinosaur & Volcano Small World Play:
You can pop right over here to my new site, Parent Teach Play, to see what we did next! It’s worth seeing if I do say so myself!!
Science Experiments in the Bath
Bath Time Science Lab
Submarine Science for Kids
Weather Experiments Bath
This post may contain affiliate links.


Radek, what jobs can you get with an Elementary Education Degree? I’m wondering, what can I do with an Elementary Education Degree?
Most students who earn degrees in elementary education become elementary teachers. However, it can be tough to find a teaching position immediately after graduation. The applicant pool can be deep. Many graduates work as teacher assistants, education technicians, or substitute teachers for a while, until they get their own teaching position.
According to the Bureau of Labor Statistics, employment of elementary school teachers is expected to grow by 13 percent between 2008 and 2018, which is about as fast as average for all occupations. Of all teaching jobs, the elementary level can be the toughest job market to crack. Many potential teachers are drawn to this age group of students, so the competition can be tough.
In some parts of the country, the population is increasing, so there is a need for new teachers. However, in many parts of the country, enrollment is declining as children of the baby-boomer generation grow up. Student enrollment in the Midwest is expected to hold steady, while it is expected to decline in the Northeast (BLS). Jobs will be more plentiful in urban areas, and teachers who can speak a second language will have an advantage.
Be aware that teaching in a public school (and in many private schools) will require state certification. While some college degree programs will guide you through the certification steps, some do not, and if you find a job in a state other than the one in which you earned a degree, you might have to jump through some hoops.
Many elementary education degree holders go on to graduate school, but not always right away. If you want to go into administration, you will probably need to teach for a few years in order to gain the necessary experience, and then earn an advanced degree.
Careers you can get with a degree in Elementary Education include:
- Education Technician
- Elementary School Teacher
- Teacher Assistant


Looked at your child’s handwriting lately (or your own) and thought it could use some improvement? Then did you wonder: Does it even matter in this age of digital correspondence?
Turns out, it may. Far more than just a tool for communication, the act of writing by hand appears to be an important building block for learning. In today’s WSJ story, we talk about new research showing how handwriting helps with learning letters and shapes, can improve idea composition and expression and may even aid fine motor skill development.
Even adults can benefit from the practice when studying new graphically different languages – such as Chinese — or symbols in sciences such as chemistry. Some physicians say it could help keep our minds sharp as we age.
Ironically, it may be modern technology that gives a boost to handwriting’s resurgence. For anyone whose kids balk at or have trouble with traditional handwriting instruction, the arrival of new educational games for the iPhone, iPod, iPad and other touch screen devices may come as a welcome teaching aid.
We checked out a few in the iTunes app store with names such as abc PocketPhonics, ABC Tracer and iWriteWords. Cheering pencils and encouraging animals give positive feedback for good performance. Parents who’ve downloaded them say their kids think learning to write on these devices is a game. There are also adult apps, such as the $3.99 WritePad, which convert your own handwriting to text. Some adults are setting out to fix their own handwriting through traditional means.
Have you noticed a decline in your penmanship or are you concerned about your child’s writing? How much time does your kid spend handwriting each week versus typing on a keyboard or handheld device? Do you think handwriting matters in the digital age?


Advertising is everywhere in our society, and it makes up a large part of our visual culture in America. Visual culture includes images from television, movies, magazines, newspapers, music videos, billboards, and food packaging. Advertisements play a huge role in the mass media and shape what we value as a culture and to what extent a product is valued. Marketers know how to advertise their products in such a way as to appeal to the target consumer. They can change people’s perceptions of a product so that the product holds more intangible value (worth that cannot be seen or touched), while the material value (the value of the plastic in a toothbrush, for example) stays the same.
In this way, advertising can make value subjective. Packaging a product is a well thought-out aspect of advertising; package design makes the everyday product extraordinary and exciting so that you want to purchase the item, thus increasing the intangible value. Products have to advertise for themselves on the shelves when shoppers are comparing products, because often shoppers buy based on the aesthetic value of a product, not because of the material value.
Companies hire professionals who use design techniques to advertise their products, but their strategies are also based on psychology. For instance, everyone wants to be happy; so an advertisement is effective when the users of the product are depicted as happy and satisfied with the product, relaying the message that happiness can be purchased. Advertisers also will make a person who isn’t using the product look extremely un-cool, as well as push the notion that ‘everyone is doing it’. You can see how this technique can be extremely manipulative, especially for children and teens. This is why it is important for art educators to include visual culture, namely advertisements, in the curriculum.
Incorporating meaningful discussion and relevant advertising visuals is especially effective for critical inquiry. With the plethora of images out there trying to sell, it is imperative to teach students how to think critically about the images that surround them, especially when marketers know how to advertise to children and teens so well. Educators who think through images out loud with a class in an open discussion format can learn a great deal about their students; where they are coming from, and their beliefs and assumptions about their culture. Students’ ideas are constantly changing as they learn and grow, so it is important that the educator carefully construct meaningful and age-appropriate lessons about visual culture. It is critical to learn to stop, respond, and reflect when viewing advertisements. It is a great way to engage the mind in critical thought rather than just be a passive consumer of today’s advertising images.
Since the visual arts deal mainly with images, I believe strongly that it is the duty of art educators to teach this in their art curriculum. Why not teach kids about what will essentially be the future’s art history? That way they can be educated about the culture within which they live. Every student will be a life-long consumer of goods; it is imperative that they are educated in critical thinking in order to make more informed and conscious decisions.
Katie S. Arnold holds a degree in art education and teaches classes at the Geauga Lyric Theater Art Center. Check out the class she is teaching this summer from June 12-July 17 for 6-11 year olds! http://www.geaugatheater.org/Art_education.htm


"I am concerned about the push to begin reading instruction at earlier ages. What about the 'late bloomer whose cognitive skills are set by nature and will NOT be rushed, who is ready to read in the last half of Grade 1 ... or not until Grade 2, or Grade 3? By that time, reading instruction may be two years' beyond these kids, and they are 'left behind.'"
"Doesn't it make sense to go back to when Kindergarten students learned social skills and learned by playing and when literacy skills centered around learning the alphabet, and phonics were left until at least the first grade?" - A teacher from The John Carroll School in Bel Air, MD
also know that waiting to teach kids to read until the end of the
first grade or second grade does not work.
We have not found any support for the idea of "late bloomers"
or "developmental lags." Instead, we find that the longer
we delay formal reading instruction, the less likely it is that the
child will ever catch up.
Learning to Read
Children Succeed or Fail at Reading, Research from National
Institute of Child Health and Human Development’s Program in Learning
Children to Read
Reading IS Rocket Science, What Expert Teachers Should Know and
Be Able to Do by Louisa Moats, published by the American Federation
A Child Becomes a Reader: Proven Ideas from Research for Parents (K-Grade 3). What to do at home, what to look for in classrooms, what every child should be able to do by the end of K, 1st, 2nd, 3rd grades. In html
Reading First: Building Blocks for Teaching Children to Read.
Organized by topic for kindergarten through grade 3 (phonemic awareness
instruction, phonics instruction, vocabulary instruction, fluency
instruction, and text comprehension instruction), lists findings
from the research, suggests how findings can be translated to practice.
Reading First: Helping Your Child Learn to Read - A Parent Guide.
Provides an overview of findings of the National Reading Panel;
gives ideas for what to expect from a school's reading program based
on evidence from the research (preschool through grade 3); suggests
ways parents can reinforce reading instruction at home.
Copyright © 1998-2016, Peter W. D. Wright and Pamela Darr
Wright. All rights reserved.
Copyright © 1998-2016, Peter W. D. Wright and Pamela Darr Wright. All rights reserved.


Getting in Sync: Revamping Licensure and Preparation for Teachers in Pre-K, Kindergarten and the Early Grades
This report highlights problems nationwide with the licensing and preparation of teachers who work with young children in pre-kindergarten, kindergarten, first-, second- and third-grade classrooms and shows that today's system is not set up to ensure teachers in pre-kindergarten through the third grades are well-prepared to work with young children.
The quality of the instruction that children receive in pre-kindergarten through the third grade (PreK-3rd) can make a lasting impact on how well they perform throughout their years in school. Because children in these grades are still developing foundational skills, their teachers need preparation that is different from what is required of their late-elementary school counterparts. Teachers at all grade levels, the report says, must be equipped with knowledge and skills that show a deep understanding of how children develop, but this is especially critical for PreK-3rd teachers. These instructors must learn about the science of early-childhood development (including a focus on social-emotional growth) and family engagement, as well as gain experience in how to provide effective instruction in subjects such as early science, early literacy and the building blocks of mathematics.
Click the link below for the full report.


Preschool Language & Literacy Development
Now Available! Multi-Sensory ABC Twiggles Curriculum
The ABC Twiggles program is a research-based curriculum with an engaging blend of technology, literature, and instructional teacher support.
Did you know that e arly literacy research suggests that early literacy skills like alphabet knowledge, phonological awareness, letter recognition, and writing letters are the strongest and most consistent predictors of later success in reading.
ABC Twiggles features a multisensory program that incorporates visual, auditory, tactile, and kinesthetic techniques and learning activities. Immersed in an environment with sights and smells, language and auditory rhythm, and opportunities for gross and fine motor movement, each letter of the alphabet is presented to children in a variety of integrated contexts, thus enhancing children’s memory of alphabet letters and their corresponding sounds.
Learn more about the program and view all resources for the Letter A for Free!
Other Early Literacy Activities:
Teach the alphabeth song
Read alphabeth books together
Help your child to recognize her/his name. Write the letters of his/her name and say each letter as you write it. Have your child find the letters in her/his name on billboards or store signs.
An easy way to introduce your child to capital and lowercase letters is to help your child to practice writing his or her name. Point out that the first letter of the name is a capital letter, while the rest of the letters are lowercase letters.
Read to your child as often as possible so that they get exposed to literature. Ask your child to find letters in books, magazines, etc.
Look for words and letters everywhere you go: on traffic signs, on restaurants, in advertising, at the grocery store.
View also the kindergarten milestones for language and reading skills
Taktile learning. Use a plastic sheet protectors for each letter printout. Help your child to form letters on top of the plastic using yarn, play-dough, or cookie dough.
Make an alphabet book with a page for each letter. With your child cut out pictures from magazines and catalogs that begin with each letter. Glue each picture to its appropriate page.
Letter A activities and crafts
See more preschool ABC letter activities and crafts
This little snowman (coming soon!)
Great Parents and Teacher Resources
Teachers: Put Reading First
Parents: A Child Becomes a Reader


A child's long educational journey often begins with a simple tune — "A-B-C-D-E-F-G . . . Now I know my ABC's. What do you think of me?" Since English is an alphabetic language, it makes sense to start children at a young age learning this series of squiggles and lines that, when combined, create something spectacular — printed words. Teaching the most common sound-spelling correspondences helps children understand the alphabetic principle. For some children, this is a tremendous "aha." Reading becomes like a puzzle in which they map a sound onto a letter or letter cluster, and blend the sounds together to read words. For other children, the process requires more practice and time. These children need additional opportunities to hear the sounds, play with sounds and letters, write letters and words, and practice reading simple words using the sound-spellings learned. As children progress through the grades, the teaching of sound-spellings will become even more complex as they encounter longer and more difficult words. Yet, the teaching never stops — from the ABCs to learning the six syllable types in the intermediate grades, it's all important.
This site is designed to help you along this important educational journey. Classroom resources, research documents, model lessons, and games are included. Watch and listen as my colleagues and I demonstrate and discuss key aspects of phonics instruction, including how to best teach your students the skills they will need to achieve reading success. As you teach your students phonics, remember to share your excitement and interest in our sometimes complex, yet always fascinating, written language. Introducing your students to the joys of reading is one of the most important things you can do!
Wiley Blevins has taught elementary school both in the United States and South America. He completed his undergraduate work in Elementary Education at Bowling Green State University and his graduate work in Education at Harvard University. Currently Editorial Specialist for Early Reading at Scholastic, Inc., Blevins is the author of several books on phonics instruction, including Phonemic Awareness Activities for Early Reading Success, Quick-and-Easy Learning Games: Phonics, and Phonics from A to Z: A Practical Guide.


Music Advocacy's Top Ten for Directors
- In a 1995 study in Hamilton, Ohio, string students who participated in pullout lessons
averaged higher scores than the non-pullout students in all areas of the Ohio Proficiency Test.
Sixty-eight (68) percent of the string students achieved satisfactory ratings on all sections of the
test, compared to fifty-eight (58) percent of the non-pullout students.
- Michael D. Wallick, "A Comparison Study of the Ohio Proficiency Test Results Between Fourth-Grade String Pullout Students and Those of Matched Ability," Journal of Research in Music Education, 1998.
- According to a 2000 survey, eighty-one (81) percent of people responding believe that
participating in school music corresponds with better grades and test scores. This is an
increase of fourteen (14) percent over the 1997 results for the same question.
- Attitudes, NAMM (International Music Products Association), 2000.
- More music teachers are role models for minority students than teachers of any other
subject. Thirty-six (36) percent of surveyed minority students identified music teachers as their
role models, compared to twenty-eight (28) percent for English teachers, eleven (11) percent
for elementary teachers, and seven (7) percent for physical education teachers.
- "Music teachers as role models for African-American students," Journal of Research in Music Education,
- Only thirty-one (31) percent of teenagers and adults in a 2000 survey who do not play an
instrument feel they are too old to start learning.
- Americans Love Making Music – And Value Music Education More Highly Than Ever, American Music
- Researchers at the University of California and the Niigata Brain Research Institute in Japan
have found an area of the brain that is activated only when reading musical scores.
- "Musical Brain – Special Brain Area Found for Reading Music Scores," NeuroReport, 1998.
- In the 1998 federal study Gaining the Arts Advantage, music teachers in many of the
strongest arts programs nationwide are encouraged by their schools to perform in their
communities and to improve their own performing skills.
- Gaining the Arts Advantage, The President's Council on the Arts and Humanities, 1998.
- Ninety-two (92) percent of people who play an instrument say they were glad they learned
to do so, according to a 2000 Gallup Poll.
- Gallup Poll Shows Strong Support for Putting Music in Every School's Curriculum, Giles Communications,2000.
- In academic situations, students in music programs are less likely to draw unfounded
- Champions of Change, Federal study, 1999.
- The scores of elementary instrumental music students on standardized math tests increased
with each year they participated in the instrumental program.
- "Music Training Helps Underachievers," Nature, May 26, 1996.
- Nine out of ten adults and teenagers who play instruments agree that music making brings
the family closer together.
- Music Making and Our Schools, American Music Conference, 2000.
- Carl Hartman, "Arts May Improve Students' Grades," The Associated Press, October, 1999.


Parents' Questions About Two-Way Immersion
- What advantages are there for my child in a TWI program? Are the advantages the same for language minority and language majority students?
- How do students in TWI programs compare academically to students in other types of educational programs?
- When do students perform at grade level on standardized achievement tests in their first and second languages? Is the time frame different for 90/10 vs. 50/50 models?
- Within TWI programs, how does the academic performance of native English speakers compare to that of English language learners?
- What are the characteristics of students who are successful in TWI programs?
- How can TWI program parents help families who don’t have children in the program understand its benefits?
- How can TWI parents work with the school board and district administrators to help them understand the importance of supporting TWI programs?
- What should a TWI program do to promote home-school connections? What can I do as a parent to get involved?
- How can I help support my child in doing homework in the second language, particularly if I don’t know that language? What kind of homework support can the program provide?
- What resources exist for parents of TWI students? Are there conferences that I might enjoy attending?
8. What should a TWI program do to promote home-school connections? What can I do as a parent to get involved?
As in other education programs, strong home-school connections are essential to the success of TWI programs. There are many things that programs and parents can do to help foster these connections.
First of all, programs can promote positive home-school connections by ensuring that all communications with parents, oral and in writing, are in both languages of instruction. This accomplishes the dual goals of ensuring clear communications with parents and promoting the goals of the program.
Programs can also sponsor periodic meetings to educate parents on TWI related topics such as program design, language acquisition, helping with homework, biliteracy development, and assessment practices. In addition, programs may offer ESL classes for parents of English language learners and classes in the partner language (e.g., Spanish) for parents of native English speakers. Ideally, these language classes should be structured to bring the two groups together on a regular basis in order to allow parents to practice the second language with native speakers.
Finally, programs can foster good home-school connections by recognizing the skills and strengths that families bring to the school and by seeing them as valuable resources that provide critical information about their children. TWI teachers and administrators can visit students’ homes and communities, in order to develop firsthand knowledge of students’ funds of knowledge (Moll, 1992a, 1992b).
There are many things that parents can do to strengthen the home-school connection. Calderón and Minaya-Rowe (2003) provide a detailed list:
- Volunteer in the classroom.
- Share with students aspects of the home language and culture such as music, dance, literature, and foods.
- Attend parent education workshops on dual language programs.
- Participate in TWI family social gatherings.
- At dual language conferences and meetings, co-present with teachers, administrators, and students.
- Assist with ongoing recruitment for the program by sharing experiences with prospective parents and students.
- Contribute to the section of the school newsletter that deals with dual language issues.
- Serve as chaperons for program class trips, both domestic and international.
- Keep in touch with other dual language parents about program developments. For example, two volunteer parents (one representing each language background) can help get the word out to other parents about potential budget cuts or an important upcoming event. In some programs, parents have formed an electronic email list along with staff, and they use that forum to discuss all sorts of issues. Parents without home computers are able to use the school’s computer lab to join in on the discussions that take place bilingually. Parents help each other with the translations.
- Support their children’s language and literacy development in two languages, as well as their emerging cross-cultural appreciation. They can do this by exposing their children to books and movies in both languages; attending cultural festivals; and providing opportunities for authentic language exchanges.


John Curwen Manuscripts
John Curwen (1816-1880) was an English congregational minister who, later in life, devoted himself to developing and promulgating the Tonic Sol-fa pedagogical method. This method is based on the relationships between pitch-classes in a diatonic key, and replaces traditional notation with solfege syllables; the syllable "do" is assigned to a piece's tonic, thus the term "moveable do." The John Curwen Manuscripts, part of the National Association for Music Education (NAfME) Historical Center (previously the Music Educators National Convention (MENC) Historical Center), contains six volumes written by Curwen that date from 1863 to 1868. These manuscripts frequently include pasted-in materials and feature Curwen's preparatory work for future harmony textbooks and exercises completed by students. Supporting materials are also part of the collection, giving biographical information, examples of tonic sol-fa, and a brief history of how the materials were acquired.
Important Information for Users of the Collection
There are no restricted files in this collection.
John Curwen Manuscripts, Special Collections, University of Maryland Libraries.Please use this identifier to cite or link to this item: http://hdl.handle.net/1903.1/1759
Materials from this collection must be used in the Michelle Smith Performing Arts Library's Irving and Margery Morgan Lowens Special Collections Room, 10:00 am to 5:00 pm, Monday through Friday. Contact the curator for an appointment: http://www.lib.umd.edu/scpa/contact
This collection is PROCESSED.A full finding aid is available.


(Medical Xpress)—Musicians have sharper minds are able to pick up mistakes and fix them quicker than the rest of us, according to new research.
The study, by researchers at the University of St Andrews, suggests that musical activity could protect against decline in mental abilities through age or illness.
The work, published in the journal Neuropsychologia, extends previous findings that mental abilities are positively related to musical skills. The researchers say that the latest findings demonstrate the potential for 'far reaching benefits' of musical activity on mental and physical well-being.
The study was led by St Andrews psychologist Dr Ines Jentzsch, who compared the cognitive ability of amateur musicians versus non-musicians in performing simple mental tasks.
The most striking difference she found lay in the musicians' ability to recognise and correct mistakes. Not only that, but they responded faster than those with little or no musical training, with no loss in accuracy. This is perhaps not surprising since musicians learn to be constantly aware of their performance, but to not be overly affected by mistakes.
Dr Jentzsch, a Reader in the University's School of Psychology and Neuroscience, commented, "Our study shows that even moderate levels of musical activity can benefit brain functioning.
"Our findings could have important implications as the processes involved are amongst the first to be affected by aging, as well as a number of mental illnesses such as depression. The research suggests that musical activity could be used as an effective intervention to slow, stop or even reverse age- or illness-related decline in mental functioning."
The study compared groups of amateur musicians with varying levels of time they had spent in practicing their instrument to a non-musician control group. They then measured each group's behavioural and brain responses to simple mental tests.
The results showed that playing a musical instrument, even at moderate levels, improves the ability to monitor our behavior for errors and adjust subsequent responses more effectively when needed.
Dr Jentzsch, herself a keen pianist, continued, "Musical activity cannot only immensely enrich our lives but the associated benefits for our physical and mental functioning could be even more far-reaching than proposed in our and previous research.
"Music plays an important role in virtually all societies. Nevertheless, in times of economic hardship, funds for music education are often amongst the first to be cut.
"We strongly encourage political decision makers to reconsider funding cuts for arts education and to increase public spending for music tuition.
"In addition, adults who have never played an instrument or felt too old to learn should be encouraged to take up music - it's never too late."
Explore further: Childhood music lessons may provide lifelong boost in brain functioning
The study is published online at www.sciencedirect.com/science/article/pii/S0028393213003217


What is Best Start?
The Best Start initiative is an ongoing commitment in all government schools. It is intended to ensure that all students are on track in their literacy and numeracy learning by Year 3. Key concepts of Best Start include:
Best Start Kindergarten Assessment
The Best Start Kindergarten Assessment is designed to identify each student’s literacy and numeracy skills and understanding at the beginning of Kindergarten.
Best Start is inclusive: All children have the opportunity to participate. Teachers of students with confirmed disabilities and/or special needs are additionally supported in building a profile that informs quality teaching and learning programs for these students.
In addition student learning is supported by a range of interventions and programs:
Language, Learning and Literacy (L3)
Complements the daily literacy program for Kindergarten students who do not bring a rich literacy background to their first year of school.
Targeted Early Numeracy (TEN)
Complements the regular numeracy program Count Me In Too (CMIT).
The Best Start Initiative has supported the expansion of the Reading Recovery program.
Literacy and Numeracy Leaders
Each region nominates expert early years teachers to work in classrooms and support teachers to deliver early learning programs in Literacy and Numeracy.
Lighthouse schools are supported to develop a network community to provide great teaching and learning programs.
Gifted and Talented project
40 teachers of Kindergarten students who have recorded high development levels in Literacy and Numeracy are offered the opportunity to attend a professional learning program.
Special Needs Support
A joint initiative with Disabilities Directorate.


They're Playing Our Song - Part 3
Community Bands in Kansas
Music instruction in public schools has long been considered a vital element of a good education. Public school teachers and their students often are the backbone of town bands.
School Music in Kansas
Support for music in Kansas public schools began in the mid-1860s. In 1871, the State Superintendent of Public Instruction recommended that students in the First Reader classification sing three to four times per day for several minutes at a time.
Over the next forty years there was a great increase in the number of state normal schools, or teaching colleges, across the country. Music soon became standard training for teachers.
The Kansas Historical Society's collections include a guidebook for teaching children the basics of music. It was issued in 1890 by A.B. Brown & Co., music and book publishers, Leavenworth.
During most of the 19th century, vocal music was the primary means of music education, due mainly to the high cost of musical instruments. As the country became more industrialized, however, the availability of instruments improved.
College marching bands began to appear during the 1890s. A marching band was established at the University of Kansas as early as 1894.
Wichita State University purchased this sousaphone in 1975 for its marching band (top, left).
The Colby High School Band wore this uniform (center, right; courtesy of Thomas County Historical Society) while marching in the parade for the inauguration of President Jimmy Carter in 1977.
After World War I there was a tremendous increase in the number of school band programs. Many men returning from the war had military band experience and decided to teach instrumental music. Changes in American society also contributed to the increased number of music teachers. Vaudeville theaters closed and talking motion pictures developed, putting many musicians out of work. The Great Depression of the 1930s also created large numbers of unemployed musicians, many of whom found a place in the public schools.
School Music Contests
As instrumental music programs increased in schools, so did the popularity of school music contests.
The first national school music contest held in Chicago in 1923 was a powerful stimulus to the school contest movement. This movement had its beginnings in Kansas after World War I. Welsh immigrants who settled in Kansas held music contests in their communities in central and southern Kansas. These "eisteddfod" festivals--celebrations of Welsh music and literature--began in the early 1870s. They influenced music teachers around Kansas.
The sheet music Aggie Loyalty (bottom, right) was written for the Kansas State Agricultural College--now Kansas State University--in Manhattan. School music contests led to the standardization of instrumentation, the practice of publishing full band scores, increased emphasis on music teacher training programs, and a phenomenal growth in enrollment in school bands.
Since World War II, school music programs have continued to grow in popularity. Music classes are an integral part of our educational system. Currently, all 368 Kansas high schools have active music programs, with students performing for many school and community events.
They're Playing Our Song: Community Bands in Kansas is an online exhibit developed by the Kansas Museum of History.
- Military Bands
- Town Bands
- Music in the Schools
- Fraternal Bands
- Railroad Bands
- Cowboy Bands
- Ethnic Folk Bands
- Circus Bands
- Bandwagons and Bandstands
Contact us at KansasMuseum@kshs.org


We wanted players to become obsessed with solving these increasingly challengingly logic puzzles without even realizing they were learning to program.
Louisville, CO (PRWEB) October 15, 2013
According to data compiled by Code.org, an advocacy group backed by industry giants like Bill Gates and Mark Zuckerberg, an estimated 1.4 million programming jobs will be available by 2020, with only 400,000 computer science graduates to fill them. Despite increasing demand for skilled programmers, fewer students choose to study computer science than did ten years ago. Only 2.4 percent of today’s college students are graduating with computer science degrees. Further, the vast majority of US public schools offer few, if any, programming courses. Those courses offered are generally elective.
BotLogic.us aims to address the gap between computer science jobs and qualified candidates by engaging students in programming activities at an early age. Unlike games that teach specific programming languages, BotLogic.us helps players develop the foundational skills, like logic and spatial reasoning, that they will need to eventually learn coding.
“Our goal was to get players excited about programming,” says BotLogic.us CEO Brad Wedell. “We knew the game had to be fun, engaging and accessible even to young kids. We wanted players to become obsessed with solving these increasingly challengingly logic puzzles without even realizing they were learning to program.”
Since its launch in August of this year, BotLogic.us has seen rapid growth in popularity, with over 22,000 levels completed and over 71 million points awarded to site visitors from 184 countries. It has been used by educators in at least 18 countries, and a team of 30+ educational community advisors are currently working alongside the BotLogic.us team to optimize the game for classroom use.
If the Kickstarter campaign is successful, the BotLogic.us team plans to use the funds to enhance gameplay, add more challenging levels, introduce more advanced programming concepts and add management tools for teachers.
For more information or to become a project backer, visit http://botlogic.us/kickstarter.


Lebanon is a parliamentary republic with a centralized, multireligious, and multiparty government. Because political power and the government bureaucracy are organized according to religious groups, a policy known as confessionalism, Lebanon's government has been described as a confessional democracy. The 1926 constitution, amended by France in 1927, 1929, and 1943, was complemented by the National Pact of 1943, when Christians were a majority. The National Pact, an unwritten covenant, provided for a Maronite Christian president, a Sunni Muslim prime minister, and a Shia Muslim speaker of parliament. It also provided that the ratio of seats in parliament would be six Christian seats for every five Muslim seats, and other government posts would be allotted on similar sectarian criteria. When Muslims later became the majority, they sought greater power, but Christians refused to make significant changes. The first violent conflict occurred in a limited 1958 rebellion, and tensions later erupted into the Lebanese Civil War from 1975 to 1990.
The 1989 National Reconciliation Charter (commonly known as the Ta'if Agreement) brought an end to most of the fighting and required amendments to the Lebanese constitution, which were passed in 1990. The constitutional amendments preserved certain confessional allotments but gave Muslims increased power, for example, by dividing parliament's seats equally between Christians and Muslims. The new constitution also made the Shia speaker a member of a troika (executive threesome) with the Maronite president and Sunni prime minister.
Voting lists (a form of political grouping in which a slate of candidates runs for office) are organized mainly along confessional lines, and each list is usually headed by a traditional zaim (semifeudal leader). Women aged 21 and older may vote if they have an elementary education, and all men at least aged 21 may vote. The Lebanese government was unable to function in most respects during the civil war. Since the war, it has lacked real sovereignty because of several conflicting forces: Israel and Syria have used Lebanon as a buffer state and battleground; stateless Palestinians are active in Lebanon; Hezbollah guerrillas, who advocate creation of an Islamic state, operate in the south; and Syria maintains a decisive influence in Lebanese affairs, thanks to the tens of thousands of troops it keeps in the country.
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Washington, DC (PRWEB) June 30, 2014
"StoryBoom”, an art application for reinforcing concepts in school was featured on NewsWatch as part of its monthly Tech Report, which takes a look at the latest and coolest products in the technology world. Mallory Sofastaii, a host of NewsWatch and technology expert, conducted the app review and shared with viewers how it helps uses art to help children understand concepts.
Schools across the country have cut art programs out of their curriculum in favor of the common core subjects. Unfortunately, a recent study by PBS shows that engaging children with art is beneficial to their development and is correlated to stronger concept comprehension.
ToonBoom recognized the need for art education and created StoryBoom, a platform that encourages creativity and critical thinking in children. Storyboom allows a child to construct a digital storybook by creating images and adding text to show their understanding on a subject.
With the app, children can create or import a picture for their background, they can draw over that background, and then they even add animation to the entire piece using a separate packaged called FlipBoom.
For example, if children are learning the water cycle in class, the teacher can have each child use StoryBoom to draw clear skies, then clouds, then rain, then evaporation back into the sky. Then the entire storybook can be animated into one piece and shared with the class as a presentation.
StoryBoom is available for Windows and Mac computers and they offer special educational pricing for educators. To learn more, head to http://www.toonboom.com/storyboom.
NewsWatch is a weekly 30-minute consumer oriented television show that also airs monthly on the History Channel, Bio Channel, and ION Network. NewsWatch regularly features top technology products, unique and beautiful travel destinations, health tips, medical breakthroughs, and entertainment news on the show.
Tech Report is a weekly segment that provides viewers tech reviews of the latest and hottest consumer oriented technology products on the market.
NewsWatch airs in 180 markets nationwide as well as all of the top 20 broadcast markets in the country, and is the preferred choice for Satellite Media Tour and Video News Release Distribution. For more information or to watch the June 2014 show, visit http://newswatchtv.com.
NewsWatch airs on the History Channel at 6:00 – 6:30 AM ET/PT and on the Bio Channel from 7:00 – 7:30 AM ET.


MAT645 Dev. Fluency in Reading
Lead Faculty: Dr Enid Acosta-Tello
Course DescriptionResearch-based analysis of English phonology, morphology and orthography, with attention to teaching students to become proficient readers through recognizing sound-print relationships. Incorporates current approaches to phonemic awareness, explicit phonics instruction, recognition of high-frequency words and spelling patterns for both English speakers and English language learners.
- Apply knowledge of the theoretical and research foundations of teaching phonological awareness and linguistic processes.
- Explain the scope and sequence of teaching phonological and linguistic processes.
- Develop effective instructional practices for assisting phonological awareness and linguistic processes in the developing reader.
- Design instructional strategies for individuals, small and large groups, and whole class instruction.
- Select and adapt curriculum materials for native English speakers, limited English proficient speakers, and English language learners.
- Evaluate appropriateness of instructional materials for teaching sound-print correspondence.
- Develop research-based classroom management strategies related to the teaching of phonological and linguistic awareness.


You will find resources to better engage students in creativity, communication, and critical thinking, while remaining true to the rigors of music. Like the words in a novel or poem, music notation is a symbolic system of communication. This system allows people across countries, cultures, and time to engage within the expressive qualities of music. Through this system of musical notation, learners can both read, write, listen, think critically, and communicate ideas. Music literacy is a method of communication.
For music this definition supports the continual building of skills, knowledge, and techniques while continuing to focus on the art form's elements. Music instruction offers students the opportunity to explore, create, and respond through a variety of multi-sensory modes.
Disciplinary Literacy definition -
In Wisconsin, "disciplinary literacy is defined as the confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak, think critically and perform in a way that is meaningful within the context of a given field."
8 Steps to Building Art Knowledge through Literacy (Template)
1. Build prior knowledge.
2. Build specialized vocabulary.
3. Learn to deconstruct complex visual representation of ideas.
4. Use knowledge of artistic elements and genres to identify main and subordinate ideas within a piece.
5. Articulate what the graphic representations mean within a work or ideas to support its main components.
6. Pose discipline relevant questions.
7. Compare artistic elements of the work to other work.
8. Use reasoning within the discipline (i.e., what counts as evidence to evaluation claims).
The reconstruction of music knowledge and skills may occur through literacy, physical, verbal, movement, or aural skills. Instructional examples and resources are included within the Fine Arts Pedagogy site for your classroom use.
For more examples of application in music education, visit:
For questions, concerns, or suggestions, please contact Julie Palkowski, Fine Arts and Creativity Education Consultant, Wisconsin Department of Public Instruction.
“I have never thought of writing for reputation and honor. What I have in my heart must come out; that is the reason why I compose.” - Ludwig van Beethoven