Creativity is the core of our curriculum. The ability to create, to think divergently and to problem solve are all important skills necessary for success in our world today and the world of tomorrow. We provide activities that integrate practical skills and imagination. We integrate the teaching of reading readiness, language arts, math and science with the areas of art, music, drama and movement.
We use a thematic approach in planning our activities. We, along with the students, choose themes or units of study and center our activities based on those themes. Our activities are offered at a variety of levels so that children can choose an activity that is developmentally appropriate for them. Choice is an important part of our program. Children are encouraged to participate in all activities but they are able to do them at their level and in the amount of time they need.
This program is all about movement, music, exposure, routine, sensory experiences and fine motor development. Our preschoolers are constantly progressing socially and emotionally by developing empathy, identifying and managing emotions, building upon understanding others and expressing themselves. Children are able to participate in the many learning opportunities throughout their day in a way that is meaningful and developmentally appropriate for them. We find that most children entering this program are eager to join in and learn from our other learners. The individualized curriculum is designed to stimulate both your child’s development and interests. We introduce Handwriting Without Tears Curriculum early in the year, creating an early love of learning. Our preschool class is balanced with choice, structure, play and opportunities to flourish. We have an older and younger class within preschool during our language and literacy opportunities to allow each child to thrive at the stage they are in, allowing for attention to literacy or exposure for our developmentally younger students
Pre-K is the perfect classes for students who are 4 to 6 years old. This program’s inspiration resulted from a community wish to develop a place for children that are motivated to start early with the language of academics. Research is clear that the goal of “reading” is only the tip of the iceberg.There are many foundational skills and processes under the iceberg that help children be long-term efficient and fluent readers. Our qualified teachers guide these early learners through many child directed activities that promote development of phonemic awareness and phonological processing. In addition, our multi-sensory language and literacy program will expose your child to handwriting, phonics, and decoding skills. Our advanced language and literacy program is designed to meet the needs of Pre-Kindergarten and Kindergarten age children. We use Handwriting Without Tears as a guide to our philosophy on early language and literacy development. Our trained staff delivers a strategy-based curriculum to enhance learning in handwriting, phonemic awareness, phonics, and decoding skills. Our multi-sensory approach to teaching will build your child’s foundational learning with meaning, motivation, and enjoyment. School of Enrichment’s Pre-K & Kindergarten program is enriched with a unique balance of our supplemental academics and our arts and specialty classes during your child’s day. This class is designed for our older students, typically the year before Kindergarten or Kindergarten age.


Casa Montessori & Orff combines the philosophies and methods of early childhood education pioneers, offering a beautiful and enriched learning environment that has, at its core, an appreciation for the importance of cultural and creative activities. Our vision with both schools, in the spirit of Dr. Montessori’s philosophy, is to create an environment that will touch the imagination of the child and enthuse them to their innermost core.
Montessori education begins with the simple tenet that children can best fulfill their true potential when encouraged to follow their own natural inclinations to learn. The Montessori Method, founded by Maria Montessori, has been successful in developing the intellectual, physical, creative and social skills of young children since the turn of the twentieth century. In a trusting and non-competitive atmosphere, children gain self-confidence, independence and inner discipline through their own choice of purposeful, meaningful work.
Similarly, the Orff Method of music education, developed by German composer and educator Carl Orff, follows the natural musical responses of children and incorporates them into satisfying musical experiences created and performed by the children themselves. The method has spread world-wide over the past 50 years, gaining enormous popularity because it allows children to discover and refine their musical sensitivities while expanding their skills, self-confidence and independence.
The innovative approaches of these two leaders in education are extremely compatible not only in theory but also in application because both:
- View the child with enormous respect for the inner, unconscious drive to develop and to learn.
- Follow a well-ordered, sequential method by which each child may progress at an individual rate.
- Use beautiful manipulative and sensorial apparatus, specially designed for the method, so that the child’s environment is stimulating and inviting.
- Are delivered by teachers who are specially trained and qualified.


ERIC Number: ED405194
Record Type: RIE
Publication Date: 1992
The Recycle Team.
Scott, Roger; And Others
This guide provides lessons that enable students to learn how important it is for each of us to take care of the environment by minimizing the problems caused by too much trash. In the 10 lessons included here, students and their families learn how they can be part of the solution by practicing source reduction and by reusing, recycling, and composting. Lessons include science, language arts, social science, mathematics, and art activities. They provide many opportunities for problem solving, critical thinking, creative expression, and understanding community resources. Each lesson contains a section with tips for integrating across the curriculum and reproducible worksheets. Spanish versions of the vocabulary list and the parent letter are also provided. The activities enable an exploration of the nature of trash and waste, what it means to throw away, smart shopping, reusing, recycling, composting, and teaming for recycling. (DDR)
Descriptors: Critical Thinking, Educational Strategies, Elementary Education, Environmental Education, Grouping (Instructional Purposes), Interdisciplinary Approach, Lesson Plans, Multilingual Materials, Problem Solving, Recycling, Science Activities, Science Curriculum
WestEd, 730 Harrison Street, San Francisco, CA 94107-1242.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA.; WestEd, San Francisco, CA.
Note: Kit contains teacher's guide, workbooks, game with game pieces, and pamphlets; two large posters are not included with ERIC copy.


Art is a dynamic and energizing element to add to any subject. Discuss the grammar, dialectic, and rhetoric of art and discover how to use art to enhance the skills of each level of the trivium and energize your students in every subject: history, science, geography, even math! Our future leaders need a good foundation of visual literacy and a clear understanding of how Christians should think about art in order to lead confidently in an increasingly visual world and perhaps reclaim the art community for Christ. (How Should We Then Live: The Rise and Decline of Western Thought and Culture by: Francis A. Schaeffer, State of the Arts From Bezalel to Mapplethorpe by: Gene Edward Veith, Jr., PreScripts Cursive Sentences and Art Lessons: Medieval to Modern World History by Courtney Sanford).
Courtney Sanford earned a BA in Environmental Design/Graphic Design from North Carolina State University summa cum laude. She worked as a graphic designer and writer for the North Carolina Blumenthal Performing Arts Center in Charlo e, NC and as an art teacher at the Bemis School of Art in Colorado Springs, Colorado. She began homeschooling in 2005 and became a tutor for Classical Conversations that same year. She is now the Creative Director for Classical Conversations specializing in new products and marketing. She is also an international speaker, training parents to become classical Christian educators. She also tutors Challenge I (ninth graders) in math, Latin, economics, government, drama, debate, science, and literature. Her enthusiasm for art education was born from frustration when as a graphic designer as she had to educate CEOs of major corporations on basic art concepts so they could make decisions on their own logos and printed materials. She feels that our current paradigm which o ers art education in middle and high school to only those with a talent for drawing should be challenged. All students need to become visually literate, especially those who will become leaders. By integrating visual literacy into other subjects, all students can improve their visual communication skills and be prepared for leadership.


ERIC Number: ED406286
Record Type: RIE
Publication Date: 1992
Draze, Dianne; Palouda, Annelise
This book presents information about 10 areas of design, with the main emphasis on graphic design. One section presents the creative problem solving process and provides practice in using this process to solve design problems. Students are given a glimpse of other areas of design, including fashion, industrial, architectural, decorative, environmental, urban, and interior. A project is provided for each area. The book is intended to provide beginning design students with information on the basic concepts and principles of design and allow practice in applying the concepts. Each chapter includes a reproducible information page and projects to allow students to apply what they have learned. Elements of design presented include: (1) unity; (2) repetition; (3) variety; (4) movement; (5) balance; (6) emphasis; (7) economy; (8) proportion; (9) color; and (10) space. (EH)
Descriptors: Art, Art Education, Creative Thinking, Design, Elementary Education, Graphic Arts, Problem Solving, Visual Arts
Dandy Lion Publications, 3563 Sueldo, Suite L, San Luis Obispo, CA 93401; phone: 800-776-8032 ($8.95).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Illustrations by Annelise Palouda.


Empowering Youth Voices on Climate Change Policy
This is an online event
Cortland Way, Brighton, ON K0K 1H0, Canada
What role does policy play in combating climate change and how can we empower our students to take action on these issues? Join GreenLearning’s expert panel as they discuss climate change policy in Canada and around the world. They will provide practical resources as well as programs and strategies for teaching youth about climate change and empowering them to take action.
J.P. Jepp has experience leading climate and energy policy strategy in the petroleum sector, the electricity sector, and for an environmental NGO. He was also Senior Advisor to the federal Minister of Environment and Climate Change as the federal government developed the Pan-Canadian Framework on Clean Growth and Climate Change, Canada's national climate change strategy. He is Principal of Nexus Climate and Energy Solutions — a consultancy focused on climate change and energy transitions.
Mihskakwan James Harper is from Sturgeon Lake Cree Nation in Treaty 8, Alberta. He graduated from the University of Manitoba with a Bachelor of Science in Mechanical Engineering and is currently pursuing a Master of Science in Renewable Energy from KTH Royal Institute of Technology and Ècole Polytechnique, with entrepreneurial training from ESADE Business School. He is passionate about the carbon-free future, particularly within the power and mobility sectors. He loves his family and his community now and generations ahead, which inspires him to work with youth to build a future that is sustainable and empowers all.
Dale Beugin the Vice President, Research and Analysis at the Canadian Institute for Climate Choices, an independent policy research Institute focused on climate change mitigation, adaptation, and clean growth. He is an expert in climate change policy and economics. Dale has previously worked as both Executive Director and Research Director of Canada's Ecofiscal Commission, as an independent consultant providing analysis and advice to governments and organizations across Canada and internationally, and as policy advisor with the National Round Table on the Environment and the Economy. He holds a master's degree in resource and environmental management, with a specialization in energy-economy modelling, and an undergraduate degree in mechanical engineering.
Sidney Howlett is a former Ontario French immersion teacher, who focused primarily on inquiry-based learning and incorporating coding and robotics into the classroom. Prior to joining the team at GreenLearning, Sidney worked at a local art gallery and museum where she established new programs, including an outdoor art education program for homeschool students. She currently serves as a member of the Bee City Kitchener Committee and holds a B.A.Sc and a B.Ed from Lakehead University.
This webinar is presented in partnership with GreenLearning.
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While most of the current resources on our site and in our store focus primarily on supporting dynamic learning and providing a Montessori curriculum for children ages 3 to 6, they apply in many ways to older children as well. Understanding the learner age 6 and younger is essential to any Montessori education program.Dr. Montessori believed, and current research supports the idea, that the most important years of a child’s life were from birth to age 6. This was the age group that most of Montessori’s most famous experimental research included.
These ideas will be useful to anyone who parents or works with children. Many of the practical, specific suggestions and materials for the environment do focus on this younger age group. Especially if you are a homeschooler, or work in a program that includes younger children, it is really important to understand why many concepts most schools teach to older children are best introduced before age 6. While Montessori educators are completely against pushing children, or asking them to endure large group reading lessons and tedious drills, the Montessori approach to teaching reading to preschoolers includes none of these things. It is a developmentally appropriate phonics instruction sequence that starts when the child is truly interested in the information and uses manual materials that perfectly suit the learning style of younger children. These ideas are important for teachers of older children to understand as well.
All the information on this site will help you in your role as an educator or parent of elementary age children. Please read the product descriptions or send us an email to find out if the video training programs and other products will meet your needs. If your child doesn’t have a solid foundation in phonics instruction, the phonics and language programs may be just what you need.


Early childhood education course is meant to prepare professionals for the education of small children who belong to the age group of 3 to 6 years. This can also be regarded as the pre-school education course.
Early childhood education is very significant in building a strong, confident, disciplined and responsible citizen of a country. An appropriate education given by a dedicated professional helps lay tough societal values and good habits in a child.
This is not only challenging but an interesting profession in which an effort is made to mould the character of innocent children in a right direction.
Also check here career guidance on various filed of education.
Courses in Early Childhood Education
The duration of this course is usually 1 year, but certain universities do offer it for the duration of 6 months as well.
Some universities do offer childhood education on distance learning courses. Some of the major universities that offer the childhood education courses are:
- Indira Gandhi National Open University (IGNOU) offers distance course in early childhood education.
- University of Delhi
- Maharaja Sayajirao University of Baroda
- Osmania University, Hyderabad
- Madurai Kamaraj University
- Punjab University
- University of Mumbai
- S.N.D.T Women’s University etc.
Largely most of the universities in India have set 10+2 in any discipline as the minimum eligibility criteria for early childhood education course.
This may vary with certain universities in India. Furthermore some of the universities accept only graduation in any discipline as the minimum qualification.
Important of Early Childhood Education Courses
This profession is full of enthusiasm as the childhood educators are required to have a creative outlook towards the teaching process. In particular, human nature has versatile aspects attached and children are no exception.
Each child has different requirement and grows in his own pace. Due to these differences amongst children a person involved in early childhood education needs to develop innovative learning methods.
The abilities to narrate tales, to play with music and to make variety of tools such as toys are developed extensively in a professional. The early childhood education curriculum introduces the professionals to child’s frame of mind. A lot of emphasis is given to the fitness and diet of children as well.
Career Prospects in Early Childhood Education
One has a lot of opportunities available after completion of childhood education course in India. This can actually give a good option for women to become financially independent in a short duration of time.
A person can opt to become nursery school teacher in KG/UKG classes, Montessori schools, play schools and schools where elementary education is given.
This is also a good home based earning activity. One can start a home based play center or crèche centers. With growing number of working couples in India this has actually opened a wonderful avenue to generate income for some.
As, in the families where both the partners have to stay away from home for some part of the day, children are sent to such play centers or crèche centers. Although a good background attained via early childhood education, one can manage such centers effectively. With a very less investment in early childhood education course, a lucrative amount of income source can be generated.
Thank you for reading on Career in Early Childhood Education Courses. Further if you have any questions regarding this course, then please do comment below.


In a survey by the Organisation for Economic Co-operation and Development (OECD) that encompassed 33 nations worldwide, important workplace skills (literacy, numeracy, and problem solving) were compared.
The survey revealed that poor skills among a nation’s workforce severely stunted its ability to improve living standards. Especially important were the findings that a lack of such workplace skills causes difficulties in introducing new ways of working and better technology.
What the survey also highlighted was that a nation can quickly upgrade its economic progress by improving the education system. Such is the case with one of the newer countries in the survey, Singapore.
Singapore’s older population (those nearing retirement) was found to be severely lacking in their ability to understand complex texts and using numeracy skills to solve tasks.
Only a few generations later, thanks to improvements in Singapore’s education system, the numerical ability of young adults in the country now ranks first worldwide. Percentages of those completing tertiary education have risen dramatically for young adults in Singapore: 74 percent of young adults have completed higher education, compared with only 21 percent of those aged 55-65.
Contrast this with England, where the gap between the work place skills for older and younger generations is non-existent. Oddly enough, education opportunities in England have expanded considerably over the years, and show an increase in the percentage of those completing secondary education (65 percent aged 55-65, 83 percent aged 25-34). So, even as more educational opportunities have been available to England’s young adults, there has not been much of an appreciable rise in workplace skills.
However, expanding learning opportunities isn’t the only elixir for a nation’s economic woes. The quality, and focus, of a nation’s schools plays a huge role in determining whether their young adults will be equipped to participate in an ever-changing worldwide economic climate.
By tailoring educational systems to prepare citizens for the modern workplace, countries such as Finland, Sweden, Norway, the Netherlands, and Canada have created a more equitable gain among their populace. Information about adult education opportunities have been made easier to find and work through. Also, previously learned skills are being recognized and certified among older learners, which creates a positive atmosphere for those wanting to continue their education.
Even as a country strives to improve its workforce through expanded and improved education, many nations lack the guidance necessary to match the skills of their workforce to appropriate jobs. What those countries have discovered is that too many adults are employed in jobs that are either too advanced, or not advanced enough, for the worker’s educational level. The results have been found to severely impede the ability of workers to thrive and produce.
For all the emphasis on education and skills needed for a competent workforce, if a nation’s economy isn’t evolving to keep in step with worldwide developments, those workers may not be able to advance to their full potential.
In the case of Greece, their young adults score higher on numeracy tests, compared to Americans, but because their nation’s economy is stagnant, there are few opportunities for young Greeks to exploit, once they’ve completed their education.
Japan is another example of a nation with high literacy and numeracy test scores, but because of a staid, sexist, working environment, Japanese workers are unable to take full advantage of their skills.
Where Singapore gets it right, is in efforts to bring education, focus, guidance, and economic opportunities together for its workforce. Simply put, the country develops high standards for education (with an emphasis on literacy and numeracy) and then allow their educated workforce to thrive in an appropriate working environment, where there is promise and room for advancement.
According to the OECD report, the government, educational system, employers, and individuals have all made great strides in creating a positive, growing, economic system. As a result, the economic prospects for Singapore look to be positive for the foreseeable future.


Augustus Washington became one of the only historically documented African American daguerreotypists using the first commercial photographic process, invented in 1839, to develop pictures on a silver surface sensitized with iodine exposed to mercury vapor. Washington, a great photographer and educator, utilized this method to document the lives of the Liberian middle class after he emigrated there in 1852.
Born in Trenton, New Jersey on September 21st, 1820, ironically, Washington remains faceless despite his countless contributions to the field of photography. His father was a former slave and his mother was from South Asia. However, after his mother passed away when he was just a boy, Washington was raised by his stepmother who was also a former slave. Growing up in Trenton, Washington received a good elementary education, but a lack of finances hindered his ability to obtain education further down the road.
During the year 1836 at the age of 16, Washington organized a school and instructed African American children in New Jersey’s capital city. With the financial support of many abolitionist friends, Washington was able to continue his education. He studied at Kimball Union Academy and Oneida Institute before attending Dartmouth College in 1843 (Washington was among one of the first African Americans accepted into Dartmouth College at the time).
After just one year at Dartmouth College Washington had to drop out due to increasing debt and lack of finances.
“In addition to working at a variety of other jobs, Washington learned the skill of “daguerreotypy” in order to make money to pay for his education.”
The daguerreotype method of photography was named after its inventor Louis-Jacques- Mandé Daguerre following its creation in 1839.
In 1844 Washington traveled to Hartford, Connecticut where he became a teacher at the North African School located on Talcott Street. During this time Washington continued to earn an extra income by taking daguerreotypes. In the year 1846 he left his career in education and opened one of the very first daguerreotype studios in Hartford, and by 1850 his studio was considered one of the best in the area. Washington was praised for his amazing service, treating each customer with a high level of service.
While Washington saw great success with his business, he worried about the future for African Americans in the United States. He had a feeling that emancipation alone would never remove the shackles that American society put on its African American citizens. In 1853, he moved with his wife Cordelia and his two small children, to the West African nation of Liberia.
“Once in Liberia, Washington opened a daguerrean studio and prospered. He later enlarged the scope of his business by traveling to Sierra Leone, the Gambia, and Senegal, operating temporary studios in each.” -npg.si.edu
Washington became convinced that he needed to focus on developing his nation’s agricultural resources; an ambition that led him to become one of Liberia’s main sugarcane farmers.
In tandem with this, Washington also partook in Liberia’s political affairs by serving in both its Senate and House of Representatives. Washington never once regretted his move to the nation of Liberia and lived a great life until he passed away on June 7th, 1875. His death was considered a severe loss to Western Africa.
The post Augustus Washington: One of History’s Few Known African American Daguerreotypists appeared first on TrentonDaily.
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How to Write a Comparison & Contrast Essay
A comparison and contrast essay dissects two related ideas. Like any essay, this paper needs a clear thesis, but the body focuses on specific traits that are similar or comparable, and different or contrasting, between the two ideas. The compare and contrast essay is assigned in almost any subject area to encourage students to analyze concepts on a deeper level.
Gather Points to Compare and Contrast
Before you start writing, you need a clear list of points for comparing and contrasting. Use a graphic organizer to track the information. A simple column system is one option, making a column for each idea being compared and writing the traits for each idea in its column. The Venn diagram is another option. To create this organizer, draw two circles next to one another with an overlap of the circles in the middle. This shared area is where you'll write characteristics that are the same. The individual parts of each circle are where you write unique traits for each idea. Refer to the organizers as you write the essay.
Choose an Organizational Format
The two main organizational methods for comparing and contrasting are the block format and the point-by-point format. In the block method, you explain all of the characteristics of the first idea, then switch gears and explain the traits of the second idea. The block format works well if you plan to spend more time on one idea than the other. With the point-by-point format, you alternate back and forth between the ideas, focusing on one point of comparison at a time. When comparing two politicians, for example, you might first look at political party affiliations followed by political backgrounds, and then compare and contrast their positions on key issues. This method draws more attention to the differences between the two topics.
Introduce the Comparison
The introduction sets the stage for the comparison and contrast explained in the body. Your thesis statement introduces the ideas being compared. For example, you could write, "Phonics and whole language methods both teach reading skills, but each method approaches language acquisition from a distinct perspective that influences teaching methodology." The introduction also gives you a chance to reveal your stance. If you're comparing two breeds of dogs, for instance, you might indicate that one breed is better as a family pet because of its characteristics.
Write the Body and Conclusion
Once you've introduced the subject, lay out your specific points using either the block or point-by-point method. Both methods flow better when you transition smoothly from one section to the next. Examples of phrases that emphasize comparisons and help transition include "on the contrary," "conversely," "compared to" and "similarly." Develop each paragraph around a topic sentence that outlines the points presented in that paragraph. All of these topic sentences and points of comparison should fit under the thesis you established in the introduction. State each point in specific terms rather than generic observations. Instead of saying one gym has a better atmosphere than another, for example, you might explain how the better gym offers clean facilities with a wide range of equipment that is arranged to allow ample space and flow of traffic. Conclude the essay with a recap of the thesis statement and reasons the reader should care.
Based in the Midwest, Shelley Frost has been writing parenting and education articles since 2007. Her experience comes from teaching, tutoring and managing educational after school programs. Frost worked in insurance and software testing before becoming a writer. She holds a Bachelor of Arts in elementary education with a reading endorsement.


Nelson Mandela said, ‘Education is the most powerful tool you can use to change the world’. He was talking from personal experience: he first used this tool to change his world, and this enabled him to change the world outside of himself.
Many young adults emerge from school with basic language skills, particularly those of reading and writing. They will have used these mostly to gain further subject-specific knowledge during their primary and secondary schooling. Yet tertiary education requires more advanced, self-reflective reading, writing and thinking skills.
Of these three skills, the advanced, self-reflective writing skill drives learning the other two. To illustrate this, not far into students’ first tertiary courses, they will be required to complete written assignments – usually essays – on the material covered up to that point. To do so, they will need to read the material; they may need to do research to complement their readings; and they will need to organize their thoughts. All of this will be driven by the requirement to write on their topic.
Hence, in learning to understand how topic sentences work in writing expository texts, one learns how to identify these while reading and thinking about others’ texts and to apply them in structuring one’s own texts. Another aspect of the self-reflective, advanced writing skill is understanding the creative process and writing with this understanding. In a broader sense, the creative process is synonymous with the learning process.
If students have not been taught these advanced, self-reflective skills prior to embarking on their tertiary studies, they would do well to take responsibility for acquiring them, starting with learning about the creative process, the writing process, and language structuring terms and conventions. A very cost-effective way to do this would be to purchase The Natural Creative Process in Writing: A Core Writing and Editing Handbook for Everyone.
With their newly acquired self-reflective, advanced writing skill, students could progress to gaining more skill in the areas of reading and thinking.
With all three advanced foundational skills in place, success in the academic and working careers of everyone – no matter their age and stage – will be that much closer. They will be, as Nelson Mandela was, positioned to change their own lives and to influence the world as he did.
By Russell de la Porte


Natural science for kids at home isn’t always the first thing people think of when they think about science. The reality is, it’s quite possibly the very best introduction to science for younger kids!
The STEM/STEAM acronyms are modern buzzwords when it comes to education. In a general sense the subjects of “Science, Technology, Engineering, Art, and Mathematics” seem specific enough, but they really encompass a massive realm of study.
Overusing these acronyms can give us a distorted view of science for kids at home or school. It begins to feel like science projects always have to relate to technology, engineering, art, and mathematics! Many times, the subjects are interrelated, so that’s not necessarily a wrong idea.
But it’s important to keep in mind that the “s” in STEAM covers a ton of fields of study on its own! Think about it like this – that “s” for science includes biology, botany, anatomy, chemistry, physics, etc.
Why Natural Science For Kids At Home?
Phew, that’s a lot! Where’s a parent or teacher to start young kids on their science education with so much to choose from?
Natural science! It’s affordable, and it’s literally happening all around us all the time. Observing plants and animals in nature is the perfect foundation to a scientifically literate future!
Get up close and personal with science for kids at home by starting at plant study. The best way to study the life cycle of plants is by growing them! Set your budding botanist up for success by growing something that has a high likelihood of success – green beans.
Get all the details you need about growing green beans here, and get started!
You don’t need a ton of space to plant green beans – if you have a very small yard or even a porch, try pole beans. You’ll have to trellis them so they grow up, but it will be worth it to eat the fruit of your labor!
If you absolutely can’t make it work to grow a full plant, kids can still study the plant cycle by growing them in paper cups!
Plant Science For Kids At Home – Planting Green Beans!
Starting by planting seeds!
Then you can observe the plants regularly! I strongly suggest having kids draw a picture of what they see happening in the garden. You can even help them label each phase of the plant life cycle! Making these drawings in a blank journal will pave the way for more natural science observations later on.
When a seed first sprouts, it’s called a cotyledon!
Then it grows into a seedling:
Next it becomes a mature plant. If you’re growing pole beans they will look like this:
Bush beans will look like this when they are mature:
Then the plants will flower, and produce beans. Eat them when they’re ready, but also encourage kids to dissect the bean pods and notice that seeds for more plants will come from there!
Enjoy the legumes of your labor, and then have your kids look back at their drawings of their plants from the beginning. Can you believe what started as a tiny seed grew into a full plant that was able to feed you?!
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ERIC Number: ED390734
Record Type: RIE
Publication Date: 1991
Globalchild: Multicultural Resources for Young Children.
"Globalchild" presents a well illustrated, easy-to-follow guide for teachers to incorporate multicultural activities into their classroom. Divided into six chapters, the first chapter helps teachers initiate the multicultural experience by setting the mood; introducing music and movement, art, discovery; and allowing group time and sharing of food. The second chapter follows the same organizational scheme but focuses on a harvest theme. The third chapter continues the same process (setting the mood, music and movement, art, discovery, group time, food sharing) with students engaging in a masquerade. Chapter 4 centers on the festival of lights; chapter 5 covers the new year; and chapter 6 concludes the volume with a spring theme. These activities present students with opportunities to learn about different cultures by participating in unique activities. Contains a select bibliography of 31 items and a pronunciation guide. (JAG)
Descriptors: Early Childhood Education, Elementary Education, Global Approach, Global Education, Multicultural Education, Resource Materials, Social Studies
Addison-Wesley Publishing Company, 1 Jacob Way, Reading, MA 01867.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A


Defining Life Skills:
Life skills are simply skills an individual needs in order to effectively deal with the challenges in everyday life. Whether at school, at work or in our personal lives.
The term life skills refers to the skills a person needs to make the most out of life. Usually associated with managing and living a better quality of life. “They help in accomplishing one’s ambitions and living life to full potential”.
Any skill or ability that is useful in your life can be considered a life skill. For instance playing football, cooking, plaiting hair, and other professional skills. Operating a computer or playing a guitar, are also life skills.
In everything you must have different skills, but most importantly you must have the ability and willingness to learn, be willing to learn new skills as an advantage to do work well and possibly being employed. Youths who are able to understand and use their skills along with their qualifications, always take advantage of educational and employment opportunities.
Direct and Indirect Skills
Keep in mind. Skills are directly and indirectly taught. Through experiences and practice as well. “A person with a skill of cooking must be willing to learn all about food and nutrition by practicing”. There are many life skills that one can adapt, here are some of the life skills:
- Communication Skills – these are taught in different schools and institutions, although communication is a complex subject. One must be willing to learn and have good communication skills to communicate with different kinds of people.
- Interpersonal Skills – Skills used when interacting directly with others.
When you engage in a face to face conversation you can use both verbal and nonverbal communication.
Verbal communication, deals with spoken words rather than written “Verbal Agreement”.
Nonverbal communications are behavior and elements of speech aside from the words themselves that transmit meaning. Nonverbal communication includes pitch, speed, tone, and volume of voice, gestures and facial expressions, body postures and proximity to the listener eye movements and contact.
- Listening Skills – Listening is powerful than speaking, listening skills are keys to understanding and empathizing with others.
- Reading and Writing Skills – Being able to read and write clearly is a way to communicate, either one to one, text messages, write emails and read in an audience clearly.
- Numeracy Skills – Numeracy is the ability to reason and apply simple numerical concept, basic numeracy skills consist of comprehending fundamental arithmetic like additions, subtraction, multiplication and division. Better numeracy skills can:
Make you more employable, help you to develop a better understanding of the world around you, save your time and money, improve your mental health. Improved numeracy skills lead to better paid jobs.
“Discover your life skills today and create jobs and wealth for yourself and others through your life skills be willing to make a difference”.


This course introduces basic numeracy skills needed to understand, analyze, and work out numerical and quantitative problems related to business, finance, and quantitative research. It is considered a foundation course for Corporate and International Finance (MGMT560) and for Applied Research and Business Analytics (MGMT580). The course starts with a basic arithmetic review on numbers, fractions, roots, and rules of exponents. It then proceeds to discuss basic algebraic operations, linear equations, and other key fundamental statistical concepts. Upon completion of this course, students will acquire the following skills: ? Demonstrate proficiency of mathematical concepts that are essential in business mathematics. ? Demonstrate proficiency of mathematical concepts that are essential for quantitative analysis. ? Understand basic statistical techniques that are essential for investment and finance. ? Demonstrate ability to understand relevant financial applications.


My son is in 2nd grade and can't read at all yet either. It is definately a phonetic problem as James Poysky describes. The school is trying whole word memorization with pictures. It helps until you take away the picture and then he can't tell you the word by itself, so I don't know if this is the way to go. It is very slow going. I have read a lot on this subject and the difficulty that some DMD boys have with reading. Our boys are at higher risk for learning disabilities because dystrophin is absent and they know that it's in the brain as well. Why some boys are affected more mentally than others I don't know. I believe it has something to do with where the deletion is. James - I would be interested in reading what you have on the subject.
Could you please send me a learning guide for boys with DMD as well. My email address is firstname.lastname@example.org Many thanks,Boys with DMD have the same kind of reading disorder that the general public does, it just occurs more commonly (about 40% of boys with DMD vs. about 5 to 10% of the general population). This is commonly referred to as dyslexia. Contrary to common belief, this is not due to a visual problem. Rather, 98% of the time it is related to deficits in phonological awareness (understanding that spoken words are made up of small sounds that are blended together) and subsequent problems breaking spoken words down into sounds and being able to manipulate them. As a result, they have difficulty on several levels of reading including matching up the correct sound with what they see (sound/symbol associations such as letter names and letter sounds). They also have difficulty looking at printed words, breaking them appart into their appropriate sounds, and then blending them back together to make the word.
Evidence suggests that boys with DMD respond to the same kinds of interventions that other children do, namely phonological awareness training and systematic (synthetic) phonics instruction. The problem is they need a lot of it, and they need it on a daily basis. About 70% of kids with dyslexia respond to this kind of intervention, and probably the more severe the root problem the less likely they are to get benefit from intervention. Oral guided reading can also be helpful in improving problems with reading fluency, but is probably not as helpful in addressing the core deficits. The earlier you jump on this the better the outcome. The brain starts to get more hard-wired at 9 to 10 years of age and it gets harder to make progress. Send a message to my account that includes your email and I will send you a learning guide for boys with DMD.
My younger son Patrick may be an example of how this can all evolve. When in Preschool he was uninterested in reading or alphabets. As hard as we tried to get him interested he had other ideas. So, we delayed his entry to kindergarten as he showed little progress with learning the alphabet and any form of reading. He was great with assembling jigsaw puzzles, even putting them together upside down. Geometric recognition is a strong point. By the end of the year he knew most of his lower case letters and none of the upper case. We had an IEP meeting and much of the discussion involved this issue as he was doing fine physically. The school developed a phonological awareness program for both classroom and direct one on one support starting at he entered the first grade. This program worked wonders and by the end of the school year he was reading "chapter books" including "Captain Underpants".
Patrick is now in the eighth grade and has been on the Honor Roll throughout Middle School. By choice he reads thirty minutes or more every night before sleeping and has read all the "Harry Potter" books.
Every child is different, yet with appropriate support it is possible for those needing help to overcome many of their academic difficulties. The trick is getting the staff the right information about your child and for them to tailor a program to meet their needs.


The Visual Arts have the power to enrich the lives and endeavors of humankind. In a highly technological society such as ours, the visual arts serve as a humanizing force, giving dignity and a sense of worth to the individual. They provide the means by which aesthetic quality and order are derived from the exercise of an individual’s creativity and critical understanding.
Through Visual Arts Education, students learn the meaning and value of creativity and innovation by:
Through Visual Art Education, students obtain critical thinking skills that shape their efforts and affect their personal value choices by:
Through Visual Arts Education, students learn to communication through visual images for complete literacy includes the ability to understand, respond to, and talk about visual images by articulating thoughts and ideas clearly through more than written and spoken word.
Visual Arts Education prepares students for success in school, work, and life:
Cross Discipline Alignment
Measuring Student Growth
Rose Capacity Crosswalk
Fine Arts Quick Links Menu:
Fine Arts Home
Dance and Creative Movement
Education Program Consultant
Division of Learning Services
Career, Standards and Assessment
Career and Technical Education
The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. (more information...)
To accommodate people with disabilities, on request, auxiliary aides and services will be provided and reasonable modifications to policies and programs will be made. To request accommodations or for more information please contact the Office of General Counsel at email@example.com or by 785-296-3201.


The rhythmics is a discipline that comes from observation and practical experience of the functionality of our body.
The vocality is one of the main features of these, which we possess in nature and we just need to find out how the latent potential of our body.
These simple principles, applied to a keyboard instrument (the classical piano, or an electronic keyboard), can be easily achieved with positions and movements that give benefits, relaxing and musically effective.
These concepts are developed in e-book The Foundations of music education aimed at the well-being. Playing Singing Wellness. Theory and practice. This text not only deepen the content of the theory that underlies my method of teaching, but I present the procedures that apply to the three disciplines in practice interacting, the bodily rhythmics, the vocality, the instrumental application to keyboard instruments.
Here are some of the topics covered in the e-book:
Music: a great need, a great resource that we can discover with an effective method
Let me tell you my experience with a "musical diary pedagogical"
The interaction between play and sing
The bodily rhythmics: technique and exercises
The vocality: technique and exercises
Method for choir
The application to the keyboard instrument: Piano Method


Institution at a Glance
The city of Dawn, Udaipur is a lovely land around the azure water lakes, hemmed in by the lush hills of the Aravalis. A vision in white drenched in romance and beauty, Udaipur is a fascinating blend of sights, sounds and experiences - an inspiration for the imagination of the poets, painters and writers. Its kaleidoscope of fairy-tale palaces, lakes, temples, gardens an narrow lanes strewn with stalls, carry the flavour of heroic past, epitomising valour and chivalry...
The Concept of DIET : Background
The Radhakrishnan Commission 1949, Mudaliar Commission in 1952, Kothari commission1964-66and the National Education Policy 1986;to achieve the goal of universalization of primary education the‘District Teachers Training Institutes’ (DIETs) were conceptualized at district level. In order to implement theProgram of action 1992; DIETs were established throughout the country in a phased manner.
District Education and Training Institutions (DIETs) are stated as ' Light House' in the field of education by the Ministry of Human Resource Development, Government of India.
Which means teaching-learning resources, interactive research-based learning methodology, need-based programs, to facilitate the teachers to use new innovative methods in teaching, inclusion of educational technology in teaching, modern methods evaluation and to build the frugal teaching aids for training system as well display all materials prepared by teachers, publication and dissemination has been the responsibility of the district Education and Training Institute (DIET).
The uniformity in the operation of Diet as well as autonomy could be persist so the MHRD, Government of India in November, 1989 published a Pink book which has been recognized as a guidebook.On the basis of‘Pink- Book’ the pre-service and in-service teacher trainings are organizing and planning frame work is determined in India.
The Aims of DIET:
• To serve as an educational reference organization for the district.
• To organize and conduct in-service teachers and pre-service teacher training programs ensuring good quality at district level.
• To extend monitoring for universalization of qualitative elementary education by providing the necessary academic and reference services.
• To coordinate all the agencies related to primary education at district level.
• Bearing in mind the social and geographical diversity required at District level, ensuring active participation in the education system.
• To conduct various action research as per field interaction to solve educational problems in the educational sector.
• To plan and organize the programms regarding guidance - content development, evaluation, feedback, follow up etc.at the primary level.
• To promote Child-centered teaching, activity-based learning, joyful learning, creative learning and cooperative learning at primary and upper primary level.
• In order to ensure effective teaching; developing frugal(cost- effective) teaching aids and audio- visual contents as well as providing training how to make effective use of this material.
The DIET have been set to meet the above objectives as follows:
PRE-SERVICE TRAINING: to prepare teachers for the school system.
IN-SERVICE TRAINING:to improve capacity of existing school teachers.
The provisions for teaching staff for the two structures (pre-service and in-service teachers)has been assigned as per norms by the ‘Ministry of Human Resource Development’,(MHRD) The Government of India and the ‘National Council for Teacher Education’ (NCTE). In accordance, the provisions for teaching staff are prescribed which includes principal, vice-principal, senior lecturers and lecturers as well as the non-teaching staff in the DIET’s at present functioning in the state.


When it comes to teaching essay writing, there’s so much to teach……and so many obstacles to overcome.
This is the first of four blogs that identifies the obstacles and ways in which our Talk To Write (Talk/Write) program helped students overcome the obstacles and improve their written expression. Sooo…what does it take to engage students in writing tasks such that they enjoy the process? What does it take to see the smiles and interest shown by the students in our photo?
Research and techniques used a small N study conducted in Barstow, California provide a number of insights as well as proof that these work.
How do we know these techniques work? Study participants rated program methods/training with‘4’s and ‘5’s (on a scale of 1 –not helpful, to 5-very helpful). Reportedly, by an administrator at a staff meeting, participants expressed opinions more in class and supported these opinions with examples, etc.
What research and approach led to increased engagement?
- RESEARCH: “Information on any given *topic will be remembered best by individuals who have great interest in it than by those who don’t” *(substitute in ‘writing process’/ ‘writing assignment’) (Baddeley, 2009, p. 378)
How do we build interest? Give them opportunities to express opinions, debate, and compare – which is what writing an essay to persuade allows.
2. RESEARCH: Studies document the feelings of inability that many students have when experiencing ‘chronic failure,’ aka struggle with literacy tasks (Berninger, 1994, Syal & Torppa, 2019; Graham, et. al. 1993; Green, 2009.)
3. Feelings of ‘ability’ are tied to motivation: How many people would willingly seek out tasks that are difficult or that they have ‘failed’ at previously?
RESEARCH: Social psychology research tells us: Increased self-regulation efficacy contributes to self efficacy for academic attainment. (Zimmerman, et al., 1992). In short, students who feel they have strategies to attack academic tasks set higher academic goals.
How do we increase students’ feeling of ability? Teach students effective strategies AND to evaluate own work, so to see success.
Most importantly, show them and prove to them that they have existing neuro-linguistic skills (aka cognitive and oral language skills) that ease the transition from oral language (talking) to written language (writing).
Participate in our two day Instruction Workshop to Support Struggling Writers and:
- Receive all the materials you need to build your students’ foundational skills in essay writing
- Practice activities so that you’re ready to use these in the classroom and
- Engage your students so that they are confident, effective, and independent writers.
- Receive the downloadable and semi-scripted user-friendly Talk/Write manual to help you use effective teacher language during instruction.
Learn more here:


Use Dora's Great Big World HD in a learning center for kids to practice one of the skills -- counting, letter recognition, word families, or STEM-related tinkering. Since you can set up four users, you could set accounts for table groups or other class groups. If kids have access to iPads at home, this is a good app to recommend to parents for at-home educational play.Continue reading Show less
Dora takes kids to four different worlds to learn preschool skills in Dora's Great Big World. In the rainforest, kids match uppercase and lowercase letters. In the garden, they practice counting and recognizing numerals, 1 to 10. On the farm, kids identify rhyming word families. In space, they can learn about some very simple engineering-related critical-thinking skills by designing a path for a boulder to fall into. Dora throws in a little bit of Spanish, such as numbers and common phrases, too. As they play, kids earn stars that can be redeemed for stickers to decorate the worlds. Each device can host up to four different players, but there's no teacher dashboard to view kids' progress.
Dora's Great Big World tackles four areas of early learning: letter recognition, counting, rhyming words, and a bit of engineering via an arcade-like space game that introduces kids to STEM skills in a fun, simple way. Each mini-game is short and engaging. Kids can choose to play again, redeem their stickers, or choose a different game. Just don't expect in-depth learning in these games. This app is for kids to simply learn and practice the very basics, as well as get a fun intro to STEM-style thinking in the space game. For this app's price, one might expect a teacher dashboard for customization or progress reporting, but none is available. Another minor complaint: User names can be seven characters max, so kids with long names miss out on a chance to see their names in print and reinforce that important preschool skill.
Key Standards Supported
Counting And Cardinality
Understand the relationship between numbers and quantities; connect counting to cardinality.
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Understand that each successive number name refers to a quantity that is one larger.
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Key Standards Supported
Reading Foundational Skills
Recognize and produce rhyming words.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)


Lynn Marentette, M.A., Sp.A.
K-12 Technology Specialist at NUITEQ®
Are you looking for ways to enhance your instructional units and lesson plans? If you are involved with problem-based or project-based learning, STEM, or STEAM, and need to power up your tech integration skills to the next level, these resources are sure to help!
Rational for arts integration and STEAM – Learn all about it!
A Research Based Approach to Arts Integration
Vanessa Vega, Edutopia, 6/14/16
Infogram: Middle School Teachers’ STEAM Perspectives
Cassie Quigley, Clemson University
How Music Education Powers the STEAM Movement
Richard Naithram, NEA Today, 7/16/14
Silverstein, L.B., Layne, S. (2010) Defining Arts Integration. John F. Kennedy Center for the Performing Arts
Ruppert, S.S. (2006) Critical Evidence: How the Arts Benefit Student Achievement
National Assembly of State Arts Agencies
Rinne, L., Gregory,E., Yarmolinskaya, J., & Hardiman, M. (2011). Why Arts Integration Improves Long-Term Retention of Content. Mind, Brain, and Education, 5(2), 89-96(8).
Ritchhart, R., Church, M., & Morrison, K. (2011).Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass.
Project-Based Learning Research: An Annotated Bibliography
Vanessa Vega, Edutopia, 6/14/16
STEAM and Arts Integration Lesson Plans and Toolkits – a wealth of resources that will engage and motivate your students.
Resources for STEAM
STEM, STEAM, Makers: Turning STEM to STEAM, 24 Resources
Michael Gorman, 21st Century Educational Technology and Learning, 7/14/16
The Art of Education Lesson Plans
Art of Education
ArtsEdge Lesson Plans
The Kennedy Center
National Gallery of Art Lesson Plans
National Gallery of Art
Math in Art
5 Tools that Support Arts Integration and STEAM
Dyan Branstetter, Education Closet, 7/19/16
STEM to STEAM
Rhode Island School of Design
Harvard Graduate School of Education
Collaborative Learning, Concept Mapping, and Touch Technology- dig deeper into collaborative technologies.
How to MultiTeach®: Introduction to Snowflake MultiTeach® Nodes App
Lynn Marentette, NUITEQ® Blog, 5/10/16
How to use Touch Screen Technology in the 21st Century Classroom – a MultiTeach® How-to
Lynn Marentette, NUITEQ® Blog, 2/13/16
Collaborative STEM Education and Careers Exploration
Lynn Marentette, NUITEQ® Blog, 6/16/16
Yooun, F.S., Hing, T.C., AW, I. Collaborative Thinking Routines in 1:1 Computing Learning Environments Educational Technology Division, Ministry of Education, Singapore.
Hwang, G., Kuo, F., & Wu, C. (2013). Effects of Touch Technology-based Concept Mapping on Students' Learning Attitudes and Perceptions. Educational Technology & Society, 16, 274-285.
Salvador-Herranz, G., Camba, J.D., Naya, F., Contero, M. (2016). On the Integration of Tangible Elements with Multi-Touch Surfaces for the Collaborative Creation of Concept Maps. Learning and Collaboration Technologies, Third International Conference, LCT 2016, HCI International 2016, Toronto, Canada.
Martinez-Maldonado, R., Clayphan, A., Ackad, C. and Kay, J. (2014) Multi-touch Technology in a Higher Education Classroom: Lessons In-the-wild. Australian Computer-Human Interaction Conference, OZCHI 2014, 220-229.
Looking to integrate collaborative technology into your classroom, but don't know which tool to choose? Download the Snowflake MultiTeach® 14 days free trial!


Are you looking for an easy under the sea crafts for kids? Then try this adorable paper plate submarine craft.
With only a few house hold items your children are able to create a fun yellow submarine display.
It makes the perfect ocean activity for preschoolers.
Let’s dive right in.
There are affiliate links in this post, meaning, at no additional cost to you, I will be compensated if you click through and take action. As an Amazon Associate I earn from qualifying purchases.
Yellow Submarine Craft by Kelly’s Classroom Online
Hello, friends! It’s Kelly from Kelly’s Classroom Online and I’m here to tell you about a fun, under the sea themed craft for you to make with your children this summer. This DIY submarine craft is inspired by the classic song Yellow Submarine by The Beatles.
How to Make a Submarine with Paper Plates
Making a submarine porthole is super easy and requires materials that can be purchased inexpensively at a dollar store. Children in preschool, kindergarten, and early elementary school will enjoy this activity.
Here is what you will need to make this fun under the sea art project:
- Two paper plates
- Blue watercolors
- Yellow tempera paint
- White glue
Are you interested in more kid’s activities, arts & crafts, and science experiments?
I have made it easy for you! Simply join our newsletter now and I will send you new fun for kids.
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Paint the back of two paper plates yellow and set them aside to dry. Then cut a large hole in one of the paper plates. These paper plates will become the edges of a porthole… the round exterior window of a submarine.
Once your paper plates are dry, use your crayons and draw an underwater scene on one of your plates. Draw an underwater scene you might see if you were to look through of a porthole.
Add some fish and other sea creatures, rocks, plants, shells, seabed, etc. You could even draw a shipwreck if you wanted to! Use your imagination and have fun with it.
Be sure to apply a lot of pressure to the crayon while drawing and coloring. The harder you press, the brighter your final product will be.
Your kids enjoyed this easy STEM experiment and want to try more? Then try our popular Fizzy Ice Cube Experiment, 10 Fun Summer Activities for Kids, Pirate Coloring Pages or this easy Water Balloon Painting.
After you draw your underwater scene, take your watercolors and paint over everything. The watercolors will adhere to the paper plate, but not to the crayon. This will add a watery effect to your drawing.
When you are done, set the paper plate aside until the watercolors dry.
Take your two paper plates and glue them together with the yellow sides out. After the glue dries, your underwater scene is complete.
Now you can pretend you are in a yellow submarine and are looking through the porthole.
Feel free to add additional embellishments to your fish tank submarine decoration if you’d like. You can also punch a hole in it and add a string so you can hang it from the ceiling for everyone to see.
About the Author
Kelly Wilson is a veteran teacher of almost 30 years. She has taught everything from preschool to 8th grade, however, early elementary education is her specialty.
Kelly holds Bachelor’s degrees in elementary education and English a Master’s degree in Qualitative Research. She currently lives in New York with her three cats and is enjoying a well-earned sabbatical.
Follow Kelly on social media here:
Submarine Books for Kids
I hope you enjoyed Kellys fish tank paper plate craft. I personally love reading stories while crafting. Here some fun submarine books your kids might enjoy as well:
Pin this Submarine Arts and Crafts Project
Don’t forget to save this yellow craft on Pinterest for later! Be sure you are following along with Lil Tigers here.
Now I would like to hear from you!
How did you enjoy this submarine activity for preschooler?
Either way, let me know by leaving a comment below right now.
I love to hear from you!
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Reading to your child can benefit their future. But how?
We all know that reading can play a huge part in your child’s development, but it can also benefit them for years to come – from school to university and life in general.
Here at My Cubby House, we have studied hard and have created a list of the benefits associated with reading to your child.
Improvement in literacy
Literacy development is important in children especially early on as it is the foundation for life. The way your child’s literacy develops can have an impact on doing well at school, being able to socialise comfortably, working, saving money and developing independence.
By reading to your child, you are helping them develop an understanding of words as well as sounds.
A few good ways for improving literacy include:
- Looking at the pictures in the book and discussing what the pictures are about
- Letting your child sound the words out – this can be a massive benefit later in life, especially with spelling and being able to break the word up in to syllables.
By reading to your child early on in their life, it can help to introduce more complex words. This can play a greater role in improving and strengthening their oral and comprehension skills especially for when they are ready to start at school.
A few ways to improve language development include:
- Getting them to read the book to you – this can improve their pronunciation for words.
- Spell out the word – this can help with their grammar and doing assignments at school.
Improves Brain Function
We do like running or yoga to stay fit, but how does the brain stay in top shape? By reading with your child, you are basically doing a brain workout. This workout helps to improve the neurobiological attention that is required to remain focused and improve intelligence.
Both concentration and attention of the brain can also benefit from reading. These are two of the most important skills as they lay the foundation in life. It can also reduce the chances of Dementia and Alzheimer’s from occurring as reading helps to engage the brain and prevent it from losing any power.
Books are the main source of your knowledge. These days, books can cover anything from science, geography through to self-help. The more books you read, the more you improve and expand your knowledge. Reading to your child can be a major part of their development and can help them in the future with work, completing assignments and even studying.
Early Learning at My Cubby House
If you are wanting more information about how reading can benefit the development of your child or looking to begin the early learning path, feel free to contact us and we are happy to discuss this in more details.
By reading to your child, it is helping to improve their literacy as well as brain function and knowledge. All these things can help them in their future development, especially schooling.
These two techniques should help you:
- Get them to read the book with you – can help to improve pronunciation of words
- Spell the word out – This is super important as it can dramatically improve their ability with grammar and spelling when they start going to school.
Through reading, your child is expanding their knowledge and also keeping up to date with major topics like science, geography as well as the English language.


This manuscript highlights a major finding from a larger study conducted in the United States that used phenomenological interviews with adults with autism who typed to communicate. Participants shared their United States educational experiences before and after learning to type. This finding focused on how disability studies in education and the development of inclusive spaces, such as those designed for lesbian, gay, bisexual, transexual, and queer or questioning (LGBTQ) students, may change the way in which educators support students with autism in developing and sustaining natural and meaningful friendships. Thus, this paper examined the social experiences of one participant who had an inclusive education from preschool through college graduation, and whose experience with participation in a social club, described as an acceptance coalition for the LGBTQ community, can influence the way in which educators provide support for building relationships with peers beginning in the elementary school setting.
McKee, A., Gomez, A. S., & Stockbridge, K. (2021). The importance of inclusive spaces in social skills development: Drawing on the LGBTQ educational and disability studies in education frameworks. International Electronic Journal of Elementary Education, 13(3). https://doi.org/10.26822/iejee.2021.198
KURA Education & Publishing
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons


Presenting our 2nd Bulilit Kit!
In collaboration with Little Yellow Jeepney we have created Bulilit – a ready-to-go kit with the goal of promoting Tagalog exploration through literacy and play!
What is Bulilit?
Bulilit means “small child” in Tagalog. The word, “bulilit” contains the word “lil,”the short form of little, for which these kits are geared to. The last syllable, “lit” is a common abbreviation for literature or literacy, which are main components of this program.
The arts are a perfect partner for early childhood learning because it encourages the development of language and exploration. While creative play allows young children to develop their own creative expression and imagination.
This Kit's Theme: Abakada (Filipino Alphabet) & Animals
Our 2nd released theme is about the original Filipino alphabet, known as the Abakada, and learning various animals in Tagalog through the alphabet.
Learning the alphabet is a fundamental concept for children as it is part of everyday literacy (speaking, listening, reading, writing). Familiarizing oneself with the Filipino alphabet builds the foundation for making letter sounds, then words, and building sentences in the Filipino language.
Through this Bulilit Kit, your child will be introduced to animals in Tagalog using the letters and sounds of the Filipino alphabet.
Bulilit Kit Contents:
* Abakada Book (Written by Joy Francisco & Art by Jamie Ortiz)
* Abakada + Animal Cards (a laminated deck of 20 letters & animals)
* Wikki Stix (non-toxic flexible waxy sticks, the perfect hands-on manipulative to make many creations!)
* Oso’s Abakada Soup Craft
* A set of Abakada Foam Letters
This kit promotes the following literacy skills:
- Print Awareness
- Reading and Listening
- Letter Recognition
- Letter Sounds
- Science: Identifying animals


What is phonics?
–> Teaching children the sounds made by individual letter or letter groups
(for example, the letter “c” makes a k sound), and teaching children how to merge separate
sounds together to make it one word
Why is it important?
–>Phonics instruction teaches children how to decode letters into their respective sounds, a skill that is essential for them to read unfamiliar words by themselves.
Abhinav Koyale Phonics Academy for 1st to 5th std. students
chap. 1- sounds of alphabets and How to draw alphabets
chap 2-sounds of two letter words like Aa, Bb
chap 3-sounds of three letter words
chap 4-beginning sounds of words
chap 5-ending sounds of words
chap6-the vowel sounds (a,e, i,o,u)
chap 7-silent E sound
chap 8- ‘ie’ or ‘ei’
chap-13 fun with words
chap 14 –words often confused
chap 15-missing words activities
chap 16 –writing words in alphabetical words


By Heidi Anne E. Mesmer, Ph D
Learning to understand how words work is hard. A young child must focus on multiple visual symbols and then recall what each symbol refers to orally. Each part of the word must be understood in order. Effective phonics instruction isolates individual words so that children can study them. A purely embedded approach to phonics instruction is not effective. (Embedded means that phonics is taught only within the context of a book, during reading.)
In 2000, an experienced first-grade teacher, Johnston, did a very interesting study. She taught words in predictable big books using three different approaches: (1) reading the books repeatedly; (2) using sentence strips; and (3) analyzing the words in isolation, individually. The repeated readings involved reading the books about ten times. Students learned the least number of words by listening to words read in books and the most words in isolation (Johnston 2000).
The idea of this study was not that context and big books are bad. In fact, reading books and charts to young children, pointing to words, and showing them print in a connected, contextualized way are all essential practices, but teachers need to understand what shared reading accomplishes.
Shared reading usually helps children understand how letters are used to form words, how an alphabetic script encodes meaningful messages, and how we read connected texts (e.g., left to right, top to bottom). However, at the beginning stages, repeatedly reading words in a big book should not be the only approach to learning to read words because it does not specifically focus on the architecture of words and how they work. Learning words only through a contextualized approach will not lead to high levels of word learning for most children. Learners must carefully analyze each part of individual words. They must think about why the words can and cat are different.
Analyzing the letter-sounds in words is a form of metalinguistic awareness, a way of thinking about language. It requires children to suspend focus on the word’s meaning temporarily, in order to focus on features of the alphabetic system. To learn the system, students need to be freed from trying to balance both the meaning demands and the mechanical demands of words.
So, if you are teaching phonics make sure to give words their own time and space. Don’t be drawn into a forced choice about word analysis. Ignore people who say that it is “wrong” to analyze words out of context or people who say that all children need is out-of-context phonics instruction. Research simply does not support either of those positions, especially for beginning readers.
Heidi Anne E Mesmer is professor or literacy at Virginia Tech. She is coordinator of the Reading Specialist Program and the author of Letter Lessons and First Words: Phonics Foundations That Work. Her research has appeared in Reading Research Quarterly, The Educational Researcher, The Journal of Literacy Research, The Reading Teacher, and other books and journals. She has written and directed eight training grants in two states aimed at improving reading instruction in K-5 classrooms. Find her on Twitter @haemesmer.
Johnston, F. R. (2000). Word learning in predictable text. Journal of Educational Psychology, 92(2), 248.


Students will learn about the pre-conquest origins of amatl (Nahuatl), the process of making amate paper, and its use over time to convey important events and transmit cultural values. Drawing on their unique experiences, students can then create their own amate painting inspired by colorful imagery, symbols, and subject matter.
The program includes a discovery exercise using 3-6 folk art objects, discussion (Q & A), and art activity demonstration.
Program Duration: 30, 45 minutes
This program can be presented in Spanish/Bilingual – If you would like a presentation in Spanish/Bilingual, please note this on the additional comments when requesting the program.
Photo Credit: Museum of International Folk Art Education Collection, photo by Patricia Sigala.


What Is a GIST Statement?
Being able to summarize information and to find the main idea is a critical skill, but students often struggle with the difference between a summary and a full retelling of what they’ve read. Using the GIST -- Generating Interactions between Schemata and Text -- strategy helps students get to the main idea quickly and efficiently. The method works with all types of text, so it is applicable to expository writing in science and social studies classes, as well as narrative works in language arts courses. Using a GIST statement to differentiate between main idea and supporting details may help with student writing, as well as reading skills.
1 The GIST Statement
By definition, the gist of a passage, conversation or other message is the essential message conveyed. With the GIST strategy, students are taught to use journalism’s 5 Ws and 1 H -- who, what, where, when, why and how -- to create a single-sentence summary. Typically, that summary is limited to 20 words or fewer, which helps students eliminate extra details. Students can apply the plan to longer works by writing GIST statements for each paragraph, section or chapter and then editing them to combine them all into a single 20-word summary. In this way, students distill the entire text to a main idea they can remember.
- 1 ReadWriteThink: Get the GIST: A Summarizing Strategy for Any Content Area
- 2 FCAT Express: Gist Strategy
- 3 University of Central Florida: Stop Complaining and Get the G.I.S.T.
- 4 Michigan Adult Education Professional Development: Reading Comprehension Strategies
- 5 West Virginia Department of Education: GIST Strategy


This post was written by NCTE member Dianna Minor.
Digital literacy is important for the development of students’ reading, writing, speaking, and listening skills. Our students live in an age now when technology is at their immediate disposal. Students should be able to locate, organize, understand, evaluate, and analyze information using digital technology. Digital literacy skills are important in order for students to become critical readers, writers, and presenters of a wide range of ideas.
Google Docs has played a powerful role in the classroom as it is a great collaborative tool for annotating and writing and a perfect vehicle to foster active engagement. I work with a wide range of students daily, from those who are English language learners to students who struggle with reading comprehension. Google Docs provides an avenue for students to collaborate on the same writing assignment simultaneously and share annotations with each other—whether with a partner, small group, or the whole class.
Flipgrid is another great digital tool that allows students to video record or audio record. In English language arts, Flipgrid can be used for reading comprehension checks, student interviews, student responses to a printed text, etc. It provides the perfect platform for online collaboration and discussion as well as opportunities for students to show their creativity through a different medium such as book reviews, movie clips, or small-group projects.
Another digital tool students love using is iMovie. Current research states that students should be able to use a wider spectrum of digital technologies in order to be able to decode information in different formats. Integrating iMovie into language arts provides the students a different forum to move beyond the printed text. My students have used iMovie to integrate the elements of a story from their book club novels into a visual, digital format through the making of a digital book trailer (digital storyboard). Students had the choice of using iPads or their own device (e.g., Chromebook).
Implementing iMovie gave me the opportunity to see whether students had mastered the elements of a short story, as well as providing students the opportunity to work together in small cooperative learning groups. Because students were creating a one-minute book trailer (similar to a movie trailer), they had to use a variety of strategies and skills to accomplish the task: synthesize ideas and information they encountered in the printed text/novel and associate visual images/pictures with meaning that guided and fostered their understanding of the story. Students were also able to use numerous reading comprehension strategies, including making text-to-text connections, making inferences, visualizing, determining the main idea, and questioning, thus expanding their critical thinking skills.
Both in terms of instructional benefits and student experience, Edpuzzle has been an invaluable digital resource. I have been able to integrate videos from a variety of online resources—TEDTalks, YouTube, National Geographic, Khan Academy, my own videos, or those created by other teachers—to accompany a lesson. Edpuzzle allows you to embed questions for comprehension checks, record explaining a concept from the video in further detail (making connections), and check students’ progress (monitoring comprehension and skills for mastery). And Edpuzzle benefits students by helping them make connections to topics and ideas covered in class, as well as promoting active learning and engagement.
Technology is a powerful tool that can enhance the strategies and skills students use in the classroom every day. Integrating digital literacy prepares students for the ever-advancing digital world.
Dianna Minor is an educator, writer, and consultant. Her professional experience includes literacy, curriculum, and instruction. Twitter: @diminor1
It is the policy of NCTE in all publications, including the Literacy & NCTE blog, to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, the staff, or the membership at large, except in announcements of policy, where such endorsement is clearly specified.


Hard And Soft C Worksheets Pdf
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- Hard and Soft C & G Worksheets
- NO PREP Hard and Soft C and G Pages
- Literacy Hard Soft Worksheet Worksheets
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Hard and Soft C & G Worksheets
We have crafted many worksheets covering various aspects of this topic, and many more. We hope you find them very useful and interesting. A brief description of the worksheets is on each of the worksheet widgets. Click on the images to view, download, or print them. All worksheets are free for individual and non-commercial use. Please visit Phonics to browse more worksheets in the same area. View the full list of topics for this grade and subject categorized by common core standards or in a traditional way.
NO PREP Hard and Soft C and G Pages
Posted in worksheet, November 30, , pm by Amanda. Hard soft worksheets free word work worksheet. Determine whether each word has a soft-g, hard-g, soft-c, or hard-c sound. Id language school subject spelling grade age - main content hard and soft cg other contents add to my workbooks download file embed in my website or add to classroom. Soft c spelling and worksheet no rating customer reviews.
What do you want to do? Check my answers Email my answers to my teacher. Please allow access to the microphone Look at the top of your web browser. If you see a message asking for permission to access the microphone, please allow. Advanced search. About this site. Interactive worksheets.
Look for the teal, oval button and click on it. Some letter sounds are trickier than others. C and G are two of them because they more than one sound. But, how are readers and spellers supposed to know when to use which sound? Basically, when e , i , or y follows a c or g , they make their soft sounds.
Literacy Hard Soft Worksheet Worksheets
These pages include pictures to help students match words with meaning. If you are just beginning your phonics instruction, you will want to start with something like these CVC worksheets and CVCe worksheets. Students need to determine which sound each letter makes in the word. Most often, students will hear the hard sounds of c and g.
Posted in worksheet, September 12, , am by Amanda. Literacy hard soft worksheet worksheets. This worksheet also gives kids practice.


Slavico IlicSlavico Ilic is a professional violinist and pedagogue. She has performed concerts in Italy, Israel, US, former Yugoslavia, and currently she is a principal second violin with Mount Vernon Symphony Orchestra. She is on the faculty at the International School of Music (ISM) in Bethesda, where she teaches violin to all ages, levels, and styles. With a distinguished faculty of 55 teachers, ISM provides students with a rich music education experience. The ISM faculty’s friendly personalities, insightful approaches, and individually tailored teaching methods have helped students become complete and versatile musicians. ISM provides an atmosphere that is warm and supportive so every student can achieve his/her best.
Hello. My name is Slavica Ilic. I have been playing the violin for the 30 years. I have been teaching the violin for 17 years. Last three years, I have been in the faculty for an International School of Music where we provide a private violin instruction.
Today, I will be talking about some basic tips for the violin beginners. Right now, I will give you a very short introduction about some violin parts. We will start with the top of the violin. This part right here, we call the scroll. This is the pegbox that holds the four pegs and of course we use the pegs for the tuning of the strings. The pegs are located in the pegbox and each one is for a different string. Violin has four strings and its tuned in fifths. This right here, this part right here we call the neck. The long black part transholds up till here we call it a fingerboard. It is made of the ebony and the reason for that because the ebony has a very superior resistance to air.
The top of the violin is made of the spruce. The bottom and the side ribs are made of the maple tree. This part right here we call the bridge. This is the tailpiece, chinrest, and right here we have the end button. Inside the violin, under the bridge, basically, its placed most under the highest string of the violin, which is E string. We have a sound post that is placed in between top and the bottom part of the violin and it helps this to transmit the sound between the top and the bottom part of the violin.
In my next clip, I will be talking about the violin bow.


Teaching & Learning Framework
As a part of our ongoing commitment to improving practices at the College, we have developed a whole school instructional model that is used by teachers to structure student learning.
Our instructional model ensures a consistent approach to all learning that occurs at PRSC. This model has been informed by research in educational psychology, including the work of Professor John Hattie and Doctor Robert Marzano. It is designed to support improved student outcomes by ensuring students are aware of the learning that is occurring within their classrooms so they can take personal responsibility for their own success.
The PRSC Instructional Model is captured in the following lesson outline:
In recent years, our teachers have spent time developing their skills in the following High Impact Teaching Strategies (HITS):
- Structuring lessons
- Collaborative learning.
In addition, our teachers have completed additional professional learning in:
- Best practice academic vocabulary instruction
- Reading comprehension strategies
- Hands on learning in Mathematics
- School Wide Positive Behaviour
- Assessment practices.
Individual teachers are also able to develop their subject knowledge and expertise by attending professional development sessions offered by external providers.


If I asked, “What makes the Harry Potter series, Pride and Prejudice, 1984 such great books?”, most people would mention the well-developed characters, the vivid descriptions of the time and place or the fascinating storylines. Are these the core elements that make a story great? Is there a story behind every great story?
Why Storytime is Well Spent
Stories, or narratives, play an important part in a child’s early literacy development.
Research has established that oral narrative skills directly influence children’s ability to succeed in school. Narrative abilities in pre-school children predict long-term language skills and later academic performance. Cameron, Hunt, & Linton, 1988
We all organise our experiences in the form of stories in order to help ourselves:
- Understand events
- Predict what might happen
- Decide what to do
- Share coherent personal experiences
Socially, sharing of personal information helps us to make and maintain friendships. Academically, comprehension of narratives is a major source of learning and is at the centre of academic achievement (McKeown & Beck, 2006).
Through stories, children are exposed to more complex, abstract language that they may not hear in everyday conversation.
So what is it about stories that we want our children to understand?
Understanding Story Structure
When children are read to frequently, they will learn that all stories have a similar underlying structure. Just as every house has an inside frame that we can’t see, every story is built around an invisible structure called story grammar. There are five key elements in story grammar: Characters, Setting, Problem, Actions, Resolution.
Understanding story grammar is so critical to understanding stories themselves. Let’s delve into story grammar a little more deeply.
Characters, Setting, Problem, Actions, Resolution
Highlighting elements of the story (characters, setting, problem, actions and resolution) during the reading with comments and questions enables children to better understand the storyline. The more children listen to stories, the deeper their understanding of story grammar will be, which will be demonstrated in the stories they tell.
Sneak-a-peek into StoryPLAY Activities
We have picked the best books for highlighting story grammar – they are not only attractive with interesting illustrations, but are also well-written with clear storylines.
Our StoryPLAY Activity Cards will provide:
- Information on the story grammar focus for the books in that particular box.
- Ways to engage your child in conversations about story grammar.
- Engaging activities to support your child in story retell, generation or innovation.
Your child is constantly exposed to stories in the form of books, movies, TV shows and personal stories. Help your child make sense of these narratives by highlighting the story grammar elements in picture books and challenging their higher order thinking with comprehension questions and comments.
Thanks for hearing our call,
Your Little Birdies
- Cameron, C., Hunt, A., & Linton, M. (1988). Medium effects on children’s story rewriting and story retelling. First Language, 8, 1-8.
- McKeown M.G., & Beck, I.L. (2006). Encouraging young children’s language interaction in stories. In D.K. Dickinson, D.K. & S.B. Neumann, (Eds), Handbook of early literacy research: Volume 2 (281-294). New York: Gilford Press.
- Weitzman, E. & Greenberg, J. (2010). ABC and Beyond: Building Emergent Literacy in Early Childhood Settings. The Hanen Centre: Toronto.


DMA August Newsletter
DMA July Newsletter
10 Important Benefits for Learning Music
This article originally appeared in Bachelors Degree. The first 10 of 20 benefits are listed below:
Nearly everyone enjoys music, whether by listening to it, singing, or playing an instrument. But despite this almost universal interest, many schools are having to do away with their music education programs. This is a mistake, with schools losing not only an enjoyable subject, but a subject that can enrich students’ lives and education. Read on to learn why music education is so important, and how it offers benefits even beyond itself.
1. Musical training helps develop language and reasoning: Students who have early musical training will develop the areas of the brain related to language and reasoning. The left side of the brain is better developed with music, and songs can help imprint information on young minds.
2. A mastery of memorization: Even when performing with sheet music, student musicians are constantly using their memory to perform. The skill of memorization can serve students well in education and beyond.
3. Students learn to improve their work: Learning music promotes craftsmanship, and students learn to want to create good work instead of mediocre work. This desire can be applied to all subjects of study.
4. Increased coordination: Students who practice with musical instruments can improve their hand-eye coordination. Just like playing sports, children can develop motor skills when playing music.
5. A sense of achievement: Learning to play pieces of music on a new instrument can be a challenging, but achievable goal. Students who master even the smallest goal in music will be able to feel proud of their achievement.
6. Kids stay engaged in school: An enjoyable subject like music can keep kids interested and engaged in school. Student musicians are likely to stay in school to achieve in other subjects.
7. Success in society: Music is the fabric of our society, and music can shape abilities and character. Students in band or orchestra are less likely to abuse substances over their lifetime. Musical education can greatly contribute to children’s intellectual development as well.
8. Emotional development: Students of music can be more emotionally developed, with empathy towards other cultures. They also tend to have higher self esteem and are better at coping with anxiety.
9. Students learn pattern recognition: Children can develop their math and pattern-recognition skills with the help of musical education. Playing music offers repetition in a fun format.
10. Better SAT scores: Students who have experience with music performance or appreciation score higher on the SAT. One report indicates 63 points higher on verbal and 44 points higher on math for students in music appreciation courses.
Student of the Month – Samantha Chiesa
Sammy attends the Crooked Billet Elementary School where she tried out and played the Glockenspiel at the Spring Concert. This fall she will be going into the 5th grade. She also plays Alto Saxophone. Proving that you don’t have to do one or the other, Sammy is a Level 4 Gymnast and plays soccer as well. She also loves playing outside.
One of the reasons she appears to be doing so well we took from a statement she made to her piano teacher Kathy Rossi. “My parents never have to ask me to practice and I practice almost every day!” She also said “I love my piano teacher, Mrs. Rossi.”
Please welcome our new STUDENTS
Matty K. Michael T.
Dave R. Colin H.
Ryan V. Tracey L.
Kate D. Carter M.
Chuck E. Ashley E.
Amy G. Ben S.
Alma O. Allyson B.


Impacts of Acoustic-Phonetic Variability on Perceptual Development for Spoken Language: A Review.
Eunice Kennedy Shriver National Institute of Child Health and Human Development, Grant/Award Number: R03HD096126, to S.C.C.; National Institute on Deafness and Other Communication Disorders, Grant/Award Number: R00 DC013795, to C.Q.
Wiley Interdisciplinary Reviews. Cognitive Science
This article reviews research on when acoustic-phonetic variability facilitates, inhibits, or does not impact perceptual development for spoken language, to illuminate mechanisms by which variability aids learning of language sound patterns. We first summarize structures and sources of variability. We next present proposed mechanisms to account for how and why variability impacts learning. Finally, we review effects of variability in the domains of speech-sound category and pattern learning; word-form recognition and word learning; and accent processing. Variability can be helpful, harmful, or neutral depending on the learner's age and learning objective. Irrelevant variability can facilitate children's learning, particularly for early learning of words and phonotactic rules. For speech-sound change detection and word-form recognition, children seem either unaffected or impaired by irrelevant variability. At the same time, inclusion of variability in training can aid generalization. Variability between accents may slow learning-but with the longer-term benefits of improved comprehension of multiple accents. By highlighting accent as a form of acoustic-phonetic variability and considering impacts of dialect prestige on children's learning, we hope to contribute to a better understanding of how exposure to multiple accents impacts language development and may have implications for literacy development. This article is categorized under: Linguistics > Language Acquisition Psychology > Language Psychology > Perception and Psychophysics.
© 2021 Wiley Periodicals LLC.
Locate the Document
Quam, C., & Creel, S. C. (2021). Impacts of variability on perceptual development for spoken language: A review. WIREs Cognitive Science. https://doi.org/10.1002/wcs.1558