MATH-Inic is a series of special Math courses that transforms children: from Math haters to Math lovers, and Math lovers to Math masters. It introduces fun, fast and easy ways of computing Math problems and enriches traditional Math classroom lessons through new solving techniques. MATH-Inic also enhances brainpower through Mental Math exercises.
Yes, we can jump start your children’s interest in Math. They will learn to enjoy Math and will never be intimidated by the subject for the rest of their lives.
MATH-Inic gets the best of different Math techniques and combines them into a program that is easy to understand and fun to do. Some of the principles incorporated into MATH-Inic are from the following:
- LEFT BRAIN MATH. The left brain processes information in an analytical and sequential way. It looks at the pieces first before putting them together to get the whole. Most Math subjects are taught this way.
- RIGHT BRAIN MATH. The right brain is visual and intuitive. It looks at the whole picture before processing the details. Right Brain Math uses graphic images and patterns, making it easier for young learners to understand.
- MENTAL MATH. This involves computing for exact answers without the use of pen and paper and other aids. This taps various Math methods such as Vedic Math, which even NASA is said to use.
MATH-Inic delivers results! With MATH-Inic, your children will:
- Enhance their brainpower through mental math exercises
- Solve Math problems in less time than it takes to find a calculator
- Dramatically improve their grades in Math and other subjects
- Increase their chances of passing scholarship and entrance exams in prestigious schools such as UP, Ateneo, La Salle and Philippine Science High School
MATH-Inic is the perfect complement to the Mathematics curriculum currently being taught in your school. MATH-Inic can help you get an INSIDE track to Math.
With MATH-Inic, you will:
I mprove your basic Arithmetic and Mathematical skills;
N urture your interest in Math and thus improve your grades in Math and other subjects;
S how you that Math can be fun, fast and easy;
I ncrease your chances of passing scholarship, high school and college entrance, licensure and board examinations;
D evelop your analytic and problem solving skills; and
E nhance your brainpower through mental Math exercises.
MATH-Inic encourages innovation and creativity in problem solving. With practice, not only can you perform lightning-fast calculations, improving your performance during exams and raising your grades, it can also increase your self-esteem.
MATH Horizons for ages 4 to 8
Broadens students’ numeracy skills and awareness
MATH Builder for ages 8 to 10
Gives students a good foundation of needed Math skills
MATH Booster for ages 10 to 12
Further hones students Math skills and abilities
MATH Master for ages 12 to 17
Prepares students for higher level Math concepts and applications


Music is a universal language of inclusivity to which all can relate. An American folk singer, on one of his recorded CDs, tells the story of performing with another musician in Germany. He humorously details nearing the end of a music set and not being sure how to end the performance. He recounts, in mock desperation, how he began singing the old Elvis Presley ballad, “Can’t Help Falling in Love with You”. Within moments he reported audience members beginning to sing along him until it seemed to him as if the entire audience were joined together crooning the haunting melody. He remarks that thousands of people of different nationalities, ages, genders and countries of origin were joined in a moment of sharing that transcended individual differences.
“Choir,Choir,Choir” is a movement begun in Canada in which individuals come together to form a large group. Then, under the direction of Daveed Goldman and Nobu Adilman (AKA “DaBu”) create an impressive choir event from which participants leave feeling uplifted and connected to a large group of people they had never before encountered. Videos of the event are impressive.
And what American does not know at least some of the these lyrics, “Take me out to the ball game, take me out to the crowd…” At a baseball game, 60,000 people join voices in unison belting out this classic. The experience generates smiles, applause and high-5’s. Everyone participates and feels included. Music truly has magic qualities.
Music also is a powerful teaching tool. Young children learn the ABC’s through song. Teens learn the names of the 50 United States through song. Music resources are available to teach anything from phonics, to math facts, history, values or citizenship. Music is fun. Music makes learning fun.
Clearly a robust music education program in an early learning center is an essential. With increasing emphasis on STEM based curricula, programs from early years through high schools are tending to de-emphasize the arts. In doing so children are losing out. Besides being fun and an effective learning tool, exposure to music in the early years is neurologically important as well. According to studies conducted by the Child Development Institute, “research shows how early music training (before the age of seven) produces actual physical changes in brain structure and function.” In March 2018 a panel of scientists at the National Institutes of Health Kennedy Center Workshop on Music and the Brain, highlighted research findings showing that from infancy, children are responsive to listening to music, and the experience significantly contributes to language development. The group also noted that in addition to promoting language development, music has a positive effect on the development of other cognitive functions including attention, visual-spatial perception, and executive function.
Making music in early learning centers needs to remain a high priority and permeate the children’s experience.


Considered a first of its kind in North Carolina, the North Carolina Music Contest was a competition for high school music students. The first contest was on May 7th, 1920. The idea for the festival originated from Wade R. Brown, who was the head of the Music Department at the State Normal and Industrial College (later UNCG) from 1912 to 1934. He believed that festival would be a great way of informing the public about the importance of music education in schools. Originally the contest only featured pianists since it was the only instrument being taught in the public-school system at the time. However, as the scope and size of the contest grew, other instruments were added and vocal groups.


Welcome to ELBS! This month we will highlight Art Education within our school — also known as Art on a Cart!
The goal of art education is to focus on individual talents, abilities and interests of our students. Communication, whether it is verbal or through a simple or sophisticated device, is key in our art process.
The next step, a collaborative art experience, encourages sharing, patience, communication and the sense of accomplishing objectives as a team.
1:1 time with selected students provides the opportunity to develop art at his/her pace. Students’ artwork finds itself in various shows, including the Barber National Institute Art show that will be held in April; shows at the Women’s Club of Erie and the Kennedy Center for Very Special Arts; as well as in calendars and on the walls of our own school and offices.
We have great fun in art class hearing what our students have to say:
“I just love everything about it! I like to be creative!”
“I like art with Mr. Dave because I think that he does cool art and I’m a good artist and he helps my artist skills.”
The Elizabeth Lee Black School’s physical therapists support the student and classroom staff within the school learning environment. Physical therapists work closely with the classroom staff for training and to monitor classroom positioning and gross motor programs. They provide adapted equipment such as specialized seating, supportive standers and gait trainers to help students function within their daily school routines. Physical therapy interventions focus on achieving gross motor goals that are established as part of the student’s Individualized Education Plan (IEP). These interventions may include mobility training, balance and coordination activities, developmental skill activities, therapeutic handling, therapeutic positioning and adaptation of the environment.
School-based Physical Therapy (PT) services are provided under the Individuals with Disabilities Act (IDEA) as a related service with the intent “to assist a child with a disability to benefit from special education” (IDEA 300.34).
School-based PTs use a multi-disciplinary team approach. Goals are written as an educational goal and are discipline-free (functional and measurable).
PT services are driven by the Individualized Education Plan (IEP) and are based on student need to enhance their performance within the educational program.
PT services focus on maximizing each individual’s potential for independence within the educational environment. PT interventions may include functional mobility training, balance and coordination activities, developmental skill activities, therapeutic handling, therapeutic positioning, and adaptation of the environment.
Physical therapists often use or prescribe specially adapted seating, standing, gait and mobility equipment to support the student’s educational program.
We have great fun in school-based physical therapy at the Elizabeth Lee Black School- take a look!
Welcome to the Elizabeth Lee Black School, an approved private school for students ages 3 through 21 with autism, intellectual disabilities and multiple challenges. Students from 23 area school districts throughout northwestern Pennsylvania attend classes in Erie, PA.
The Elizabeth Lee Black School at the Barber National Institute is named to honor the memory of an Erie girl challenged by debilitating illness. Elizabeth, the daughter of Mr. and Mrs. Samuel (Irene) Black, Jr., was born June 25, 1945. She passed away at the age of twelve from complications due to spina bifida. Her life was a testament to the love of family and hope for all children.
We believe that all children have the right to an education that challenges their capacity to learn utilizing scientifically-based behavior analytical approaches and other state-of-the-art educational strategies delivered in a positive, nurturing environment.
Our school is specially designed to provide a highly structured classroom environment that allows children with disabilities to develop to their fullest. Each day, students participate in educational activities presented within a very predictable routine, providing them the needed support to confidently practice new skills. Each student’s IEP directs their learning experiences, which integrate a variety of activities throughout the school day to address their academic, behavioral, and therapeutic needs.


By Teachers, For Teachers
The first day of school is usually filled with jitters, excitement, and anticipation of the unknown. It is a time to get to know your students and show them what you expect of them for the year. In order to create a welcoming classroom environment, start by using the following teaching strategies.
Stand outside of the classroom and as your students walk into your classroom, and meet and greet them at the door. By starting the day with a warm smile and high five or a handshake, it will help put students’ nerves at bay, and send the message that you interested in getting to know them.
Once students are settled, start by telling them a little bit about yourself. Talk about anything that will show your personality -- a funny childhood experience, or a story about your family, or a past school experience. This is an easy way to set the foundation and build rapport with your students.
The best way to break the ice on the first day of school is to dive right in with getting-to-know-you activities. The first day of school can feel awkward for students, especially if they look around at a sea of unknown faces. Icebreakers are also a great way for you to not only get to know your students, but help you learn their names. The faster you get their names down, the better. Learning their names quickly sends a message that you are interested in them and that you care.
Try playing the name game, where students stand in a circle and state their name along with a movement. The movement can be any kind of gesture, even a simple clap of the hands or raising of an arm is OK. The key to the success of this icebreaker activity is for the whole class to say the name of the student and do the movement right after each student’s turn. It can get pretty silly, but the students seem to like it, and the gestures help students remember their classmates’ names.
Set the tone of classroom expectations by showing students one or more of your daily routines. The first routine you show them is the most important, because it sets the bar for what you expect your day-to-day schedule to look like. Make sure that you are thorough and model each routine slowly. A well-taught routine will transfer into a well-oiled machine.
Effective teachers like to teach these framework procedures on the first day: Entering and leaving the classroom, classroom rules and consequences, lining up, walking in a line, raising your hand, using the restroom, and getting students’ attention.
Your classroom management plan is another component of setting the tone of your classroom expectations. This teaching strategy is essential to teach on the first day because it will set the tone for the rest of the school year. The sole purpose of this plan is to state the rules as well as what will happen when they are broken. Whether you teach kindergarten or high school, a good classroom management plan is needed.
Some classroom teachers like to include an incentive program with their plan, while others choose not to. Ultimately, it is up to you as the teacher to decide what will best suit your students. Here are two of the most common approaches teachers like to choose.
To further help set the tone, start with one of your best lessons. By jumping into a lesson on the very first day, you are showcasing your teaching style. You don’t have to start by teaching a math or science lesson. But you can, however, start the year off with a student survey activity, where students work in pairs to collect information about their classmates then graph the results. If you are the kind of teacher who loves group work, this will showcase your teaching style. If your style is more on the technological side, then you can have student’s work on an iPad or the smartboard. Your goal is to send the message that your class is fun, while still showing them that you mean business and they need to work hard.
What are your favorite teaching strategies for the first day of school? Do you have any specific strategies that you use? Share them with us in the comment section below.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds Masters of Science in Education from the State University of New York College at Buffalo. She is a contributing writer to TeachHUB.com, TeachHUB Magazine, and Hey Teach. She was also the Elementary Education Expert for About.com for five years. You can follow her on Twitter @Empoweringk6ed, on Facebook at Empowering K6 Educators, or contact her at Janellecox78@yahoo.com.


The phrase ‘movement is medicine’ is commonly used within the fitness industry, but we can confidently say that physical activity provides children with autism with a wide range of benefits.
I have been very fortunate to work with many children who attend special needs schools and children in main stream schools who are on the autistic spectrum.
These pupils are an absolute joy to coach and, more importantly, they always teach me some valuable life lessons.
The best part is getting them to engage in fun physical activity. It is brilliant to witness the improvement in their physical and mental state.
Research has found physical activity programmes for youth with autism produced moderate to large benefits in a variety of important areas.
These include improving motor skills, skill-related fitness, social functioning and muscular strength and endurance.
Benefits of physical activity for children with autism
• Social skills: Children on the autistic spectrum have a harder time engaging with their peers in a social setting. This could be due to anxiety, inability to read social cues, low self-esteem, decreased verbal communication, etc. Research has shown youths who participated in physical activity programmes designed for individuals with autism display significant gains in their social and communication skills. When children engage in sports programs they build social relationships with team-mates, work with others to accomplish goals, and build confidence.
• Fitness: Engaging in physical activity improves overall strength and endurance. This is particularly important as people with autism tend to have less muscular strength and endurance that is typical for their age. This will also help them in the classroom as they have the physical ability to engage in classroom activities and even see improvements in their writing ability as they are able to hold their sitting and core stability for longer.
• Motor skills: Motor skill development can be delayed with children with autism as they find it more challenging to engage in activities which improve all areas of motor skill development.
Through physical activity children are given the opportunity to enjoy and develop their motor skills such as running, throwing, catching, balancing and so on.
There are many other benefits but let’s look at ways of encouraging children with autism to enjoy physical activity.
Take small steps
It is recommend that children get a least an hour of physical activity daily. But if your child is just beginning to participate in physical activity, then start off with shorter periods. Going for a short walk, taking more flights of stairs or playing outside with your child for 15 minutes are all great starting points.
Make it fun
Let your child participate in physical activities which they enjoy.
They may really enjoy jumping, so invest in a trampoline or even better introduce them gradually into a gymnastics class. The more a child samples, the more likely they will find something they love.
Motor skill development
Be mindful not to just repeat the same physical activity. Exposing a child to different types of physical activities and sport will help in developing their motor skills. Think of a variety of activities that include running, jumping, throwing, kicking, striking, crawling, rolling etc.
Be a role model and enlist friends
As a parent, you are the most important role model for your child. I encourage you to model an active lifestyle for your child. Show them the enjoyment and value you gain from being active.
Next, consider the many people who interact with your child on a daily or weekly basis and how you can enlist them to encourage your child’s physical activity.
Teachers can be a great influence. Share your aspirations and strategies for your child. If your child has a one-to-one carer, discus physical activity goals with them.
When implementing these strategies here are three simple tips to consider:
• Speak to someone who understands. Seek out people who work with children with autism, they don’t have to be a professional. Even better is if they can communicate with another child who has autism who they can relate to.
• Use visual aids. Many people with autism are visual learners. Visual supports such as task cards, physical demonstrations and videos often prove very helpful.
• Routine. We all love routine, and this is especially true for many people on the autistic spectrum. Create a visual schedule to help reinforce the routine, and keep to the same times so children can get familiar with their exercise routine.
In light of all of this we at CORE NI have decided to run a free physical activity session for children with autism.
We want to share ideas with parents on how to get and keep your child physically active. Check out our Facebook page for more details in the coming weeks.


By Teachers, For Teachers
November is Native American Heritage Month. You can help students recognize the significant contributions Native Americans made to the establishment of the United States by having students partake in a variety of inspiring activities and classroom games.
Here are a few fun facts, classroom activities, classroom games, and books to help you teach your students about Native American cultures.
10 Fun Facts about Native Americans
Native American Contributions
Help students discover the many contributions that Native Americans have made by listing the following facts on the front board. Then, as an extension activity, ask students to imagine what the world would be like now without the contributions of the Native Americans. Have students write a brief description explaining what life would be like. You can prompt students by saying, "What would Thanksgiving dinner be like without a turkey or pumpkin pie?
Contributions from the Native Americans
Become a Native American Expert
Help students become a Native American history expert by having them research important facts about Native American culture. Divide students into small groups and assign each group a specific tribe to research. Kidsinfo.com and Bigorrin.org are great sites that have a lot of information on Native American tribes. Ask students to find information to answer the following questions:
If You Lived with the Indians
For this classroom game you need to read the story "If You Lived with the Indians of the Northwest Coast" by Anne Kamma. Before reading it, ask students to think about what life would be like if they lived with the Indians. How would it be different then their life today? While reading the story to the students, encourage them to take notes about important facts that they hear you read.
After the story, encourage students to share some of the facts they wrote down. Then, ask students to choose two facts and research a little more about them. For example, if a student learned about a specific food Native Americans ate in the story, they would research other foods that they ate. After students gathered their information, allow them to share their new facts with the class.
Exploring Native Americans through Literature
Keep the following five stories in your classroom library so students to can explore Native American culture even further.
How do you honor and celebrate Native American Heritage Month in your classroom? Please share your ideas in the comment section below, we would love to hear your thoughts.
Janelle Cox is an education writer who draws on her 15 years of professional experience in the education system. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, where she provides educational information and lesson plans for teachers around the Globe.


Art can access a part of your brain, body, spirit, mind that nothing else can.
Art + Wellness: Aside from being a wonderful creative outlet, participation in the Arts is clinically proven to reduce stress (even for the novice artist). In fact, 45 minutes of art-making a day (any type of art), is proven to significantly reduce the stress hormone levels of participants. Students with Art within their school day have an opportunity to think in divergent ways, to stretch their expressive potential, to “speak” without words, to connect with their culture/history and personal identity… Having the quiet place to breathe, relax, de-stress, open-up, explore and express is a HEALTHY choice within any student’s schedule.
College: Colleges want to see balanced, well-rounded students who can prove their aptitude in various areas of study. Colleges appreciate talent, passions, community involvement/service and connections to your peers. Colleges want to see diverse ways of thinking, and students who can solve problems in various (new) ways. The Arts offer all of these assets and more. While you may not be pursuing a creative field of study in college, a class in the creative Arts is beneficial for ALL types of learners and will apply to any future study.
Creativity, Problem Solving, Work Ethic, Problem Solving: The job market is in SOFT SKILL demand. Creativity continues to be one of the top two, in-demand job skills of 2019-2020. These “soft skills” are taught, honed and fostered through creative Arts exposure. The more exposure you have, the stronger the skills will become.
Our Visual Arts Pathway is accessible for students of all abilities. Visual and Performing Arts Pathway, offers a tiered level of classes in two and three dimensional arts. Students may waive into higher level classes upon portfolio review.
AP classes currently offered within the Visual Arts Pathway: AP Studio Art: Drawing, AP Studio Art: Design, AP Art History.
When you take Art, you’re part of a family!
What do the Visual Arts teach us?
- The arts teach students how to make good judgments about qualitative relationships.
- The arts teach students that problems can have more than one solution and that questions can have more than one answer.
- The arts celebrate multiple perspectives.
- The arts teach students that in complex forms of problem solving, purposes are seldom fixed, but change with circumstances and opportunity.
- The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we know.
- The arts teach students that small differences can have large effects.
- The arts teach students to think through and within a material.
- The arts help students learn to say what cannot be said.
- The arts enable us to have experiences we can have from no other source and to discover the range of what we are capable of feeling.
- The arts’ position in the school curriculum symbolizes to the young: what adults believe is important.
Author: Elliot Eisner
Artschool also has great resources that encourage Visual Art Education.
The National Art Education Association is an online PDF that provides information regarding the reasons why Visual Art Education is such an integral part of primary and secondary education.


Welcome - Member ID #Back
Member Price: $29.00 / List Price: $33.00Your Price: $33.00
Art teachers and classroom teachers alike benefit from this easy-to-use collaborative resource. Inspired by the benefits of infusing art into reading and vice versa, the authors draw upon their elementary education experience to help teachers create lessons that teach comprehension strategies, meet Core Standards, and help students gain skills to use outside the classroom. This teacher-friendly, integrated approach to teaching reading/language arts and the visual arts can provide the framework for students to move easily from a text-free environment to a text environment.
Using Art to Teach Reading Comprehension Strategies presents six strategies for using art to teach reading comprehension: Making Connections, Questioning, Visualizing, Inferring, Determining Importance, and Synthesizing. Chapters begin with an overview of the strategy, followed by lesson plans which include the Core Standards that will be met, and the literacy benefits of the lessons. Co-published with Rowman & Littlefield.
112 pgs. (2013) ISBN 978-1-47580-153-8
“A valuable resource for all elementary classroom teachers looking for AN INTEGRATED APPROACH TO TEACHING READING/LANGUAGE ARTS in the visual arts.”
< BACK TO NAEA WEBSITE
> GO TO VIRTUAL ART EDUCATORS
© 2018 National Art Education Association


Just Words® supports states’ rigorous college- and career-readiness standards, including Common Core State Standards, by providing struggling readers—those who have not mastered the foundational skills of language structure typically learned in grades K-3—with strategies that will allow them to independently read and spell words and build the skills necessary to access and master grade-level standards.
As a word-level intervention program for students in grades 4-12, the alignment of many of the skills presented in the program fall outside of the standards outlined for those grades. Students identified for a Just Words class often are not able to engage in complex grade-level reading and writing tasks because they are not yet fluent readers or writers. Just Words provides these students with the foundational and language standards that are absolutely necessary to be able access grade-level text. In this regard, Just Words aligns to these key foundational and language standards:
- Know and apply phonics and word analysis skills in decoding words.
- Read with sufficient accuracy and fluency to support comprehension.
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Combining a synthetic phonics approach and explicit instruction in total word structure, students learn all English language letter-sound correspondences, syllable patterns (single and multisyllabic), and common prefixes, roots, and suffixes. They also engage in skilled practice with high frequency sight words (irregular words). Just Words instruction includes some aspects of reading fluency, vocabulary, and comprehension. Students are provided with opportunities to practice proper phrasing in oral reading and focus on reading for meaning.


What is the definition of cognitive task?
Cognition--from which "cognitive task" derives, is the scientific term that essentially means "the process of thought." Cognitive tasks therefore, are the actions which help define cognitive thought process.
Usually the term "cognitive task" is used in the context of "cognitive task analysis." This is the process of analyzing or testing what level of thought process a person has reached or is using to solve a specific problem. You might look at a toddler, for example, who touches a hot iron and gets burned. If this toddler learns not to touch the hot iron again, and actually avoids it, he has demonstrated the cognitive task of understanding the iron will hurt him and not to touch it.
In elementary education, for example, it is common to measure cognitive tasks in subjects like mathematics. Addition and subtraction are learned and understood through a series of cognitive tasks which build on one another. A 1st grader might be able to handle physically counting 3 objects, adding one to the pile, and counting 4 as the result. Gradually, the physical object will also be represented by number symbols, and the understanding will shift from the physical addition of one object to the pile, to the mental understanding that 3+1=4. Each step in the process of learning 3+1=4 is a series of cognitive tasks.
Many cognitive tasks are linked directly to short and long term memory. Others are developed physically (as though a process of motion). Humans learn and build understanding though hearing, speaking, and doing. One theory utilized in elementary education (and even higher) is the idea that blending these three learning styles/techniques as much as possible allows students to experience and attempt multiple cognitive tasks, providing the most opportunity to establish understanding.
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When babies learn to crawl, they stop and sit so their hands are free to play with a toy. One common pattern of sitting that emerges in infancy is the W-sit. The name of this position comes from the idea that if you take a photo from above, the shape of the legs looks like the letter “W.” Look at the top photo of baby Sayid in the W-sit position. His hands are free to play with toys while he sits. However, Sayid’s mother knew that the W-sit position was not the best for him, so she requested a virtual lesson with Stellar Caterpillar. After one virtual lesson and some daily guidance from his mother, Sayid learned to prefer other sitting positions such as the long sitting position which is seen in the bottom photo where he sits with his legs extended out in front of him. Let’s explore why other sitting positions are preferable for the motor skill development of a baby.
WHY DO BABIES W-SIT?
When crawling or walking, babies often just plop down into the W-sit. It is a quick movement and requires less coordination of the bones and muscles, so it is easier to do than the side sit, butterfly sit, or long sit. Sitting in this position very quickly accomplishes their goal of sitting down and freeing their arms and hands to play with toys or eat a snack. Quite simply, babies W-sit because they get what they want quickly! As they learn other patterns of sitting, baby’s body recognizes the benefits and begins to prefer the other, and developmentally beneficial, sitting positions. These include tailor sit, butterfly sit, Z-sit, and long sit. Slowly they drop the pattern of W-sit.
WHAT IS THE PROBLEM WITH THE W-SIT?
Babies are limited in their mobility as they W-sit. Their lower legs and pelvis are fixed in a way that is not easily moveable and they are not able to shift their weight from side to side or twist/rotate their torso. They play with toys on their right side with their right hand and toys on their left side with their left hand. This does not develop the skill of mid-line crossing (reaching across the body) and does not encourage the development of hand dominance (preferring the use of right hand or left hand). The internal rotation of the hips tightens the hips muscles and actually makes it more difficult to sit in the other positions as time goes on. This leads to the W-sit becoming a habit. Over time if the child continues to W-sit as she grows it may lead to orthopedic problems such as hip dislocation or knee pain.
HOW CAN A PARENT PREVENT BABY FROM W-SITTING?
The key to avoiding the W-sit is to guide baby to learn other choices for sitting. Baby will feel the advantages in these other positions and choose them over the W-sit. Some babies will learn the other sitting positions right away, the first time you show them. Other babies will require much repetition until they finally find them on their own. And a few babies will need even more repetition to find the position. What is important to remember is that baby will learn to choose other ways of sitting and will enjoy them very much as they discover improved mobility. They can grab toys all around them in these other positions due to the ability to rotate their torso and reach across their mid-line.
Observe baby Sayid in the above photos. In the top photo (in the view taken from above his head), he is in the W-sit and can turn only his head to the side. His torso is fixed in position. In the bottom photo of Sayid in the long sitting position, he is able to turn his torso toward the camera to smile and to reach toward his mother. The more he sits in this new position, the more he will discover he can turn his torso and reach to the side. His movement will develop with more skill. By teaching baby alternate ways of sitting that offer her more mobility, baby will develop motor skills with more strength, balance, and coordination. This will enhance more advanced motor skill development such as walking, running, climbing, dancing, and more.


A child will learn from whatever is put in his/her environment. Most children enjoy learning music by ear if given the opportunity and proper surroundings.
Gradually, children learn to assume responsibility for their work as they mature, but it takes time.
Children become responsible, cooperative, and disciplined, not because parents tell them they should, but rather because they see their parents behaving this way and follow their example.
The beginning foundation you provide for your child’s music education is the most important step. Music education that includes a positive learning environment will greatly increase the chances that your child will enjoy learning music and is motivated to practice.
The Love Nurtured Music Program is based on an excellent musical foundation and skill-building blocks for your child, leading to excellence in both musical and human levels.
Every child can play! Every child is capable to achieve musical excellence and appreciation for the beauty of music if given the proper environment, masterful instruction, and parental guidance.
Would you like to give your child the gift of music?


Best Supercell Storm Cloud Video for Kids
Be captivated seeing the very best special and extremely simple to comprehend Supercell Storm Cloud science kids video:
Supercell Storm Cloud Video Information
This video from Base Hunters shows a supercell storm cloud time lapse. In this video, you will be able to see how a supercell storm develops. Starting as part of a large and dark thunderstorm complex, the supercell comes together along with a large rotating updraft of air known as a mesocyclone. Mesocyclones form during rapid changes in wind speed and direction with height and can produce torrential rain, damaging hail, swirling winds, and sometimes tornadoes. During the middle part of the video, the kilometer-wide supercell can be seen swirling ominously with a nearly flat bottom. Toward the end of the video, another swirling supercell cloud forms but then quickly dissipates. Watch this interesting time-lapse video taken on May 18, 2014, detailing the formation of one such violent supercell in eastern Wyoming, USA.
This video on Supercell Storm Cloud provides useful details on Supercell Storm Cloud facts for kids video and quickly deepen your young children’s natural interest to learn easy facts about Supercell Storm Cloud.
This Supercell Storm Cloud video is simple to see for young children, from those kids engaged in early learning programs for Kindergarten children, all the way to grade five, clearly encompassing young kids and children educated in the house.
Well, learn more from our available FREE educational videos for kids, hand selected by our award-winning deputy editor. These videos are an ample library of science for kids videos on our science kids website. Enjoy to learn numerous more compelling and educational albeit fun easy science facts for young your kids on our complimentary science enrichment resource for your kids about lots of other subjects as well, and enjoy our many FREE OF CHARGE reading and listening comprehension improving activity sheets , ENJOYABLE online science quiz games and free games for kids to play online.
Appreciated our Supercell Storm Cloud? Check out lengthy related information on the subject of Supercell Storm Clouds. More information from NASA. Video by BaseHunters. Music by Shakira.
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Declan, Tobin. " Best Supercell Storm Cloud Video for Kids - ." Easy Science for Kids, May 2020. Web. 25 May 2020. < https://easyscienceforkids.com/best-supercell-storm-cloud-video-for-kids/ >.
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Tobin, Declan. (2020). Best Supercell Storm Cloud Video for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/best-supercell-storm-cloud-video-for-kids/
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Children’s writer Phil Cummings blessed us with his presence at Tea Tree Gully Library last night, reading to mini bookworms and dads dressed in their PJs, for our Dads Read event.
We were lucky to hear Phil read his soon-to-be-released children’s book, ‘Bridie’s Boots’, due out in September.
The Dads Read initiative encourages fathers to invest in their child’s future by choosing to read to them every day. It was developed following recent research highlighting the importance of dads reading to their children during their early developmental years, before they start school.
The research shows that reading to children for just ten minutes a day is all that’s needed to strengthen their reading/writing skills, to improve their behaviour and build their self esteem.
Phil offered a lot of good advice to dads: ‘Reading to your kids doesn’t have to be overwhelming – if we spend just ten minutes a day reading with our children, talking to them, maybe sharing our stories of what has happened in our day or a story from our own childhood, that will develop a lifelong love of reading. That’s all, just ten minutes a day.’
Here’s some more great tips that you can use to engage your child through reading:
- Read aloud every day
Ten minutes of reading aloud every day makes an important difference to your child’s language and literacy development.
- Make reading fun
Read stories with enthusiasm! Change voices for different characters and alter the volume of your voice to build excitement.
- Talk, play and tell stories to your children
Tell your child stories every day about your day, their family, exciting things you’ve seen or done. Reading, storytelling, talking and play helps your child listen and develop social and language skills.
- Read anywhere
Read in a variety of places to your child. Read outdoors – in the park, at the beach and on the bus. Just like adults, children enjoy reading in different contexts and times of the day.
- Read anything!
Storybooks and picture books stimulate imaginations and foster a love of literature. But read recipes, newspapers, brochures, maps and other texts to support your child’s literacy levels in all aspects of their life.
- Listen to and praise your child reading aloud
Listen to your child read. Consistent reading aloud improves children’s reading and confidence. Wait patiently and let your child work out more difficult words. Praise them when they succeed and for their reading effort.
- Ask questions
Encourage your child to ask questions about what they are reading before, during and after reading. Ask them what happens next, why something stated is important, and discuss their feelings about events and opinions in the texts.
- Discuss the language in the texts
Move your finger under the words from left to right as you’re reading. Encourage your child to do the same when they are reading. Stop now and again and discuss a particular word. Ask what it means and what other words are like it.
- Don’t forget the pictures!
Focus on, celebrate and explore the visuals that go along with the text. These can be illustrations, maps, photographs or graphics and often help your child understand the book or text being read.
- Be seen reading!
Model reading to your child. Let them see you reading for entertainment and information. Ask them to join in when reading the newspaper, measuring something from a recipe, or viewing a text message.


Say & Play with Words, led by National Center for Families Learning (NCFL), a prominent family literacy organization, with support from the PNC Foundation, is tackling the word gap in Detroit. Say & Play with Words is partnering with the United Way for Southeastern Michigan’s Early Learning Communities to offer vocabulary-building training to child care providers from across the city.
Say & Play with Words trainers are offering four training topics focused on language and literacy development and parent engagement. You may attend one, or attend them all. Trainings are FREE thanks to the PNC Foundation. See below for training info and upcoming dates.
One of the best ways to close the word gap is through talking with children, especially young children. During this session, providers will learn about the role of oral language in literacy success, key milestones by age, and activities to building vocabulary.
Reading is another building block of vocabulary. This session will introduce providers to Dialogic Reading, a technique where providers ask questions and prompt discussion while reading to their children.
Phonetics, the sound letters make, is a key predictor in later reading skills. During this session, providers will learn how to introduce letters and the concept of the sounds letters make to young learners.
Parents are a child’s first teacher, and are integral to early learning. During this training, providers will receive parent engagement insights and resources so parents can integrate language and literacy into their children’s daily lives.
Sign up for an upcoming training today! Can’t make one fit your schedule this month, check back as we’re constantly adding training dates.
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Trampolines and Toddlers
Though it may seem like trampolines and toddlers would not mix well, they actually make a beneficial pair. The thought process, for most parents, is that trampolines are dangerous and meant for older children, such as six-year-olds. On the contrary, studies have shown that trampolines are actually good for toddlers and provide a range of health benefits. Not to mention, trampolines are entertaining and fun, for everyone. So, when thinking of a fun place for the whole family, your local Newport News Rebounderz would be it!
How Are Trampolines Beneficial?
In past blogs, we have discussed the many benefits to having a trampoline, either for children, adults, and the elderly. Though we have covered those age groups, we cannot neglect the toddler age group, as they too can benefit from bouncing on a trampoline. But, how? Though babies and toddlers don’t know most of their numbers or colors, they can feel sensations. When they bounce or walk on a trampoline, they are still experiencing the sensation of the elastic under their feet. Also, because children like to observe, they can stay entertained by watching others bounce. Even if they don’t understand the name or physics of a trampoline, they are just as likely to enjoy one, just as any other age group.
Physically, a baby can benefit from the motions of bouncing or even crawling on the trampoline fabric. Bounces or jumps can provide toddlers with vestibular stimulation. The vestibular system constitutes the inner ear and its direct nerve pathways to the brain. This system is responsible for movement, balance, and other developmental roles. During play, this system is stimulated and offers children a greater sense of balance and motor control. As a toddler, these skills are valuable to eventually perfecting walking and running.
Trampolines also offer toddlers muscle strength and motor skill development. Through the repeated jumping motion on a trampoline, toddlers can build leg and torso muscles, as well as gain a better understanding of movement and body awareness.
Bouncing on a trampoline won’t make your baby speak coherent and complete sentences or make them learn times tables. However, bouncing on a trampoline can teach them non-verbal lessons that will impact them nonetheless.
When children are between the ages of two and five, they are extremely impressionable and learn by example. At an indoor trampoline park, toddlers are able to learn valuable lessons by either observing other children or demonstrating themselves. For example, at a trampoline park, children will learn about safety, such as to give other jumpers space. Toddlers can learn this lesson too and determine the appropriate spatial awareness among other jumpers. Second, toddlers can also learn the importance body control. Jumping can teach children how to use their lower body muscles, but also their core. This learning will help them develop other physical skills, as well as mentally teach them the capabilities of their body and mind.
Emotionally, your child could benefit from an afternoon on a trampoline. If your child enjoys adventure and exploration, an indoor trampoline park would be ideal. Within Rebounderz indoor trampoline parks, we have several attractions and multiple trampoline arenas. Your child, no matter the age, will be overwhelmed by the magnitude of our park, as well as all the fun activities within it.
Aside from being emotionally overwhelmed with the possibilities of our park, your child will also be overcome with joy after playing at our park. Trampolines naturally encourage dopamine release, which makes you feel light and happy.
At Rebounderz, there is a little bit of fun around every corner. Better still, this fun isn’t restricted to just older children. Anyone can enjoy bouncing on a trampoline and reap the physical, emotional, and mental benefits. If you are interested in introducing your toddler to the world of trampolines, bring them to your local Rebounderz.


Have you ever noticed mushrooms in the lawn after a rainstorm? It seems like they sprouted overnight, and perhaps they did. Mushrooms are the fruiting bodies of fungus. They are the part of a fungus that allows new fungi to grow. They’re not plants, but an entirely different organism.
Mushrooms are highly nutritious, but not all mushrooms are edible. Many are poisonous and some can even kill you.
- Mushrooms are almost entirely water, yet they’re a good source of B vitamins, selenium, and potassium.
- Mushrooms have more in common with humans than with plants. They have their own immune system, for example, and can produce vitamin D in their cells when exposed to the sun.
- Some mushrooms glow in the dark. Anciently, people carried these mushrooms to light their way through the forest.
- Mushrooms break down organic matter for food.
- The Honey Mushroom in the Blue Mountains of Oregon is the world’s largest organism. This mushroom colony is believed to be at least 2,000 years old. It covers almost four square miles.
- There are thousands of kinds of mushrooms. At the store, you’ll probably find five or six different kinds. Button mushrooms are the most common mushrooms sold in grocery stores.
- Some people are experts at harvesting wild mushrooms. They know which ones are edible—and which ones are toxic.
- Edible: safe to eat
- Immune system: the body’s system for maintaining health and fighting off disease
- Colony: group
Questions and Answers
Question: Do farmers grow mushrooms?
Answer: Yes, although mushrooms don’t grow in fields like other crops. They need a food source, such as wood or compost, and they’re often grown indoors in wooden boxes.
Watch a video about growing mushrooms.
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Declan, Tobin. " Mushroom Facts for Kids ." Easy Science for Kids, May 2020. Web. 30 May 2020. < https://easyscienceforkids.com/mushroom/ >.
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Tobin, Declan. (2020). Mushroom Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/mushroom/
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- Vol 42, No 1 (2015)
Model Multisensori: Solusi Stimulasi LiterasiAnak Prasekolah
This research aimed to develop a model of literacy stimulation for preschool children in order to meet their needs and to overcome parents’ problems in stimulating literacy in their children at home. The data of children’s needs and parents’ problem were obtained from questionnaires and focus group discussion. The questionnaires were filled by 75 mothers whose children aged 3-5 years old in Surakarta. Then, 26 of them attended focused group discussion. The data obtained showed that there was a problem in these children’s early literacy development. Most of them were lack of interest in literacy activities and mostof the parents were unable to attract their children’s attention and interest. The problem faced by the parents was the lack of skill in selecting and doing literacy activities in accordance with their children’s needs. A multisensory model was designed to improve pre-school children’s interest in early development of literacy and to increase parents’ skill in stimulating their children’s interest.
multisensory model; early literacy; preschool children
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In an age of tight schedules and fast paced days of work, many people have learnt to see the world as a giant machine made of cogs and levers, even when it comes to music with specialists operating it, if you are not a specialist you will be seen as the one that is not doing what you are supposed to. Now this may seem over the top, however this has some truth to it. This machine changes, with each passing year every person has to apply to a different set of skills and mindset which will determine the standard or desired usefulness, to play the role that is, above anything else, safe.
There was a time when musicians filled this role, and it offered a certain stability and status, with time this has become more complex, one of this complexities come from a series of cultural movements and events which defined the way some people express themselves, but also disturbed the status as specialists in the giant machine.
There was a rupture, academic music became its own thing and every other genre another, to put it in another way a man wore a suit and tie, and another ripped jean and a big t-shirt. This could just mean that everyone is different and there are different ways to express yourself, but there is more to it than that. While some genres like Jazz and in some degree Blues, still manage to stay in between these two forms of music, other such as rock, pop, hip hop and techno are all part of a movement that established some prejudices and labels that don’t necessarily go with them.
To know how these came to be it would be helpful to explore the origins of these genres and what is the difference between the man with the suit and tie and the man with ripped jeans and big t-shirt.
Most of these big changes occurred in the late 20th century, as people embraced the modern world, which paved the way for incredible technological advancement, and social rights, but also gave birth to large scale wars and conflicts involving those same rights.
Throughout all these changes music played a very important role. In the late 19th century and the 20th century this rupture occurred with Jazz, this became a very important moment in history not only because of the music itself as a new genre, but all it implied.
For starters Jazz was very much black music, by black Americans that not only invented a genre, it took the best of European music and African rhythms, which made it a place of reconciliation and to be free.
While it still retained many of the complicated techniques that made classical academic music such an incredible experience, it’s as if the man with a suit and a tie, took of the tie, threw his jacket and rolled up its sleeves to just let go and improvise. This is also the boom of musical improvisation, where while there is a structure, feelings don’t, and Jazz follows this sort of mantra which would otherwise be inconceivable on an academic environment.
Rock became a thing in the 50s, going through Psychedelic music in the 70s, Punk and electronica in the 80s, and the world just blew up, leaving behind a trail of beautiful disasters, and capturing the feeling became the most important thing thus, connecting with others.
This is often taken for granted in music education, as if the individual inspirations don’t matter inside of the classroom or session, once the class starts, everyone trains to be an academic music interpreter.
This may not always be the case, but it is uncommon to find an approach that inspires a student to student connection through their different points of view of music while still incorporating the theory and knowledge that forms discipline and improves the way we structure music in our heads, to perform better and compose with better understanding of music overall. It shouldn’t feel like teachers are ignoring a part of history, music is music and everyone has its own alignments and freedom to use their knowledge as they see fit, and a music class should encourage that whether it is in a classroom or online.


Park’s third grade students immerse themselves in a project-based curriculum that is integrated across all of the core subjects. A strong emphasis is placed on the writing process, presenting reports, writing in cursive, collaborating with Upper School students on class projects, and using technology for coding and keyboarding.
As emerging leaders in the Lower School, third graders model leadership skills in student government and demonstrate Park’s Life Rules in their interactions with younger students. Responsive Classroom techniques support and strengthen Park’s core values of respect, responsibility, honesty, and kindness. Students are challenged, understand responsibility, and grow confidence through both individual and group work in the classroom and across the campus. Despite the growing list of skills and activities taking place in the classroom, students remain connected to nature with Earth Spirit programs and daily recess.
ESSENTIAL SKILLS FOR THIRD GRADE
English Language Arts: Use critical thinking skills to find and evaluate information for literary interpretation and factual research; follow the individual steps of the writing process to create journal entries, book reports, research papers, and creative writing that utilize mechanics, paragraphs, and sequencing; and analyze the elements of character, plot, and conflict as they respond to literature.
Math: Use deductive reasoning strategies to solve multi-step word problems and algebra problems; understand the operations of addition, subtraction, multiplication, and division and know when to apply each; and recognize and understand the properties and vocabulary of geometric figures.
Social Studies and STEAM: Read maps, graphs, charts, and tables to obtain information; understand what the characteristics of a community are and how they contribute to a community’s success or failure; appreciate the cultural diversity of the world and the United States; apply the scientific method to science activities; understand the basic features, processes, composition, and structure of the Earth and our universe; and understand the concept of the cycle of life of living creatures.
MEET THE TEACHER
Chris Downey has taught third grade at Park since 1996. From 2005 to 2020, he has also served as Lower School Dean of Students. In addition to his teaching duties, Chris is the Lower School soccer coach, 5/6 Grade Girls Basketball coach, and Lower School Student Government moderator. Chris held the position of head counselor at Park's summer day camp for seven years. Prior to coming to Park, Chris taught second grade for one year at School #54 in Buffalo as a long-term sub, and worked as a counselor for six years at Cradle Beach Camp.
Chris holds a Bachelor of Science degree from the State University College at Buffalo in Elementary Education with a concentration in English. His professional experience includes both public and independent schools, and includes administration, classroom teaching, social/emotional curriculum development, and extensive coaching. Chris's greatest career highlight was being nominated for Educator of the Year sponsored by WKBW Channel 7 and Dunlop Tire in 1999, and winning Educator of the Week that same year.
A lifelong resident of the city of Buffalo, Chris is an avid sports fan, especially of both the Buffalo Bills and Buffalo Sabres. In his free time, he very much enjoys spending time with his two nephews, attending concerts, traveling, and being outdoors.


Multi-Media Habitats is the perfect project for this time of the year. With animals migrating to their summer habitats, others coming out of hibernation, and some preparing for new life, there are endless habitats to choose from. You might live in Wisconsin where rabbits are building nests for their spring babies, or Colorado where bears are cleaning and leaving their winter dens, or on a lake in Minnesota where loons are returning for the summer and making nest for their new homes. The habitats being created or modified to accommodate the change in season are endless. Animals, like art students, are very resourceful and use all types of materials to create. I just came across a bird’s nest over the weekend that was made of plastic bags, twigs, leaves, and gum wrappers. It was amazing how all these cast-off pieces were woven into a useable nest.
With this lesson, you can use several different mediums to create the habitat you want to represent. We used some great Roylco Paper Mesh and Roylco Diffusing Paper in our original plan along with liquid watercolors, yarn, embroidery floss, and beads. Maybe you have yarn scraps, magazines, plastic bags, tissue paper, string, pipe cleaners, paper bags, bottle caps, cereal boxes, and things from nature i.e. leaves, twigs, long grasses, seashells, and stones.
Multi-Media Habitats Art Project Objectives
- Research and gain knowledge of animal habitats.
- Focus on elements and principles of design by creating layering and texturing within their environment.
- Build hand skills by cutting and sewing into the mesh.
Tips for Multi-Media Habitats
- Be creative and do not limit yourself to two-dimensional work. Use your found materials to build out a three-dimensional habitat.
- Make sure you do your research to create the most interesting habitat and surrounding environment.
- Have fun finding non-traditional materials to use in your artwork.
- Highlight important Elements and Principles of Design that students should keep in mind when planning their piece.
More Habitat Art Lesson Plans & Ideas
Want to try something else? Be sure to check out these other art lesson plans and view our Art Lesson Plan collection for even more.
Share Your At-Home Students’ Artwork and Enter for a Chance to Win $250!
While we engage in at-home learning, we want to celebrate the wonderful pieces students have created! We are looking for all at-home student artists and giving them an opportunity to shine! Submit their artwork to be considered for our next featured at-home student artist and a chance to win a merchandise certificate worth $250 for the student and the teacher who inspired them. Original artwork from students of all grade levels is eligible and the online submission process is simple. Visit our Student Art page for details.
After 24 years as a college admissions director, Mary crossed over to provide the materials for art education as a member of Sax, first as manager of Inside Sales, then as National Sales Manager. Mary has overseen a team of 15 art consultants. In 2000 Mary and her team created Sax Lesson Plan Book partnerships with prominent art supplies vendors. Meanwhile, she has refined her own artful style of presentation at various national, state and local conferences.
For Nadine, art education has been her life’s work, including an Ohio teaching license, 5 years teaching elementary art, and 19 years in higher education (teacher prep). She has served Sax for 25 years as a Category Account Manager, Art Consultant, and Subject Matter Expert. In the latter capacity, Nadine has presented at various national, state, and local conferences.


Can Apps Make Your Kids Smarter?
MONDAY, Dec. 23, 2019 (HealthDay News) -- Smartphones, tablets and laptops are everywhere, and young children are fascinated by them. Now, new research suggests that parents might be able to harness that curiosity and use apps on the devices to boost early learning.
The review found that apps could be particularly useful for teaching early math and language skills.
"Screen time is here, and it's here to stay. We should not just be paying attention to the amount of screen time, but instead to maximizing that screen time. The idea is to look for ways to leverage screen time in a positive way," said study author Shayl Griffith, a postdoctoral associate in the department of psychology at Florida International University in Miami.
The American Academy of Pediatrics (AAP) discourages any screen time before 18 months, except for video chatting. From 18 to 24 months, for those who want to introduce their children to digital media, the AAP recommends limited use of high-quality apps that you use with your child. From 2 years on, the AAP says to limit screen time to an hour a day.
But instead of looking at the potential risks of too much screen time, Griffith and her team focused on the potential benefits of letting kids use apps. These readily available products are certainly effective at capturing kids' attention. The researchers wondered if that would be useful in teaching kids certain skills.
The investigators looked at 35 studies that had previously been done. The studies included more than 4,600 children under age 6. The kids were from the United States, Australia, the United Kingdom, Canada, the United Arab Emirates, Italy, Greece, Croatia, the Netherlands and Germany.
The apps in the studies needed to be an interactive game app on a touchscreen. Interactive generally means that when a child interacts with the screen, it has an effect on the material presented. For example, children might have to match items, or they might have to count items.
The review also included three studies that used apps for children with autism to try to teach social communication skills. Griffith said these apps might ask a child to do things like identify a facial expression.
Griffith said the apps appeared to be strongest at teaching math and early pre-literacy language skills. "Academic skills may be more conducive to app learning. These are foundational skills that need to be repeated and varied in practice," she said.
The apps didn't seem to significantly help with social communication skills for kids with autism. Griffith said that while the kids got better at playing the apps over time, that experience didn't seem to translate into real-world social communication skills.
The review was published online Dec. 23 in the journal Pediatrics.
In an accompanying editorial, Dr. Michael Rich from Harvard Medical School and Boston Children's Hospital noted that this year marks the 50th anniversary of one of the original childhood media teachers -- "Sesame Street" -- and he said that show really set the bar that apps and other early childhood "edutainment" should be following.
Rich said parents and kids need to realize that "all media -- even books and blackboards -- are educational, but what they teach and how they teach varies. Screens are uniquely suited to grab kids' attention. Even if you try to drift away, it's harder than it is with a book."
But, that doesn't mean that screens are inherently bad. Rich said they are a "powerful, but neutral, tool that can be used in a variety of ways."
He said it's important that parents don't consistently rely on these devices or TVs to be an "electronic babysitter." If you let you child watch TV or a movie on a tablet so you can make dinner, "the problem is that you're not there to help your child process the information and content they see. They might see a trailer for a violent film, and because you've let them watch, it's like you're tacitly condoning it, and it leads kids to think it's normal, and they might be terrified," he explained.
"We should be expecting more of our screens," Rich said.
Here's more about kids and screen time from the American Academy of Pediatrics.
SOURCES: Shayl Griffith, Ph.D., postdoctoral associate, department of psychology, Florida International University, Miami; Michael Rich, M.D., M.P.H., director, Center on Media and Child Health, Boston Children's Hospital, and department of pediatrics, Harvard Medical School, and department of social and behavioral sciences, Harvard T.H. Chan School of Public Health, Boston; Dec. 23, 2019, Pediatrics, online


The Czech Republic lies in Central Europe, near Poland and Slovakia. This country’s borders have changed many times over the last 1,000 years. Austria gained control of the region in the 1500s. Before that, the area was part of the Moravian and Bohemian Empires.
In 1918, the Czechs and Slovaks joined to make the country, Czechoslovakia, only to be captured again by the Na-zis and then the Soviets. The country broke free from Soviet rule in 1989 and broke into two countries, the Czech Republic and Slovakia.
Today, the Czech Republic is stable and prospering. Large farms here produce more grain than any other country in Europe. The country, which has long been known for its heritage of theater, music and art, is restoring this tradition. Prague, the capital, is one of the most beautiful cities in Europe, although it is also one of the most polluted.
Fun Facts about Czech Republic for Kids
- The capital city is Prague.
- Milos Zeman is the current President of the Czech Republic (data 2018).
- The Czech Republic includes 30,449 square miles of land.
- At 1,603 m Snezka is the highest mountain.
- There are no active volcanoes in the Czech Republic.
- There are over 2000 castles here and ruins.
- 10,600,000 people live here.
- The official language is Czech.
- 72 percent of people are Christian. Many people are atheist, which means they don’t believe in a God.
- The Czech Republic has a multiparty democracy.
- Czech Koruna is the currency used (money).
- 99 percent of adults can read.
- People in the Czech Republic are one of the largest consumers of beer in the world.
- The climate here is a Temperate climate.
- Bears, Golden Eagle, Wild Boars and Wolves are some of the wildlife in the Czech Republic.
- People can expect to live 78 years here.
Czech Republic Vocabulary
- Border: Imaginary lines that mark the edges of a country
- Capture: conquer or take over
- Prosper: thrive, doing well
- Heritage: traditions and values inherited from ancestors
- Polluted: dirty
Learn More All about Czech Republic
Here’s a great video for kids all about Czech Republic:
A video of the beauty of Czech Republic and facts about the 12 UNESCO monuments.
Czech Republic Q&A
Question: What is the most popular food product in the Czech Republic?
Answer: Beer is one of the best known products from this region. Budweiss and Pilsner beers are made here.
Map of Czech Republic
Here’s a map of the country of Czech Republic and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around Czech Republic! You can see the terrain, but also see the roads, images of the buildings and even take a 3D tour through the streets of the cities of Czech Republic, as though you are actually there!
Enjoyed the Earth Science for Kids all about Czech Republic info? Take the FREE & fun quiz all about Czech Republic and download FREE all about Czech Republic worksheet for kids. For lengthy info click here.
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Declan, Tobin. " Czech Republic Facts for Kids ." Easy Science for Kids, Jun 2020. Web. 04 Jun 2020. < https://easyscienceforkids.com/all-about-czech-republic/ >.
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Tobin, Declan. (2020). Czech Republic Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-czech-republic/
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What is a Crystal Video for Kids
A crystal can be defined as a repeating, three dimensional arrangement of atoms, molecules or ions. Any solid material, even DNA can crystallize. The center of our planet was once thought to a large, single iron crystal but now modern studies show that the inner core is an aggregate of smaller crystals instead of a single solid.
Quick Facts: –
- The process of crystallization takes place in nature when liquid cools and start to harden. A few molecule gather together when they try to become stable.
- There are 4 types of crystals: – ionic, molecular, covalent, metallic.
- Most of the valuable crystals like: – diamond, ruby, etc. are formed when liquid rock, called magma cools and starts to harden.
- Crystals can be produced by some living organisms.
- A crystal can have sharp edges as well as very flat surface. These surfaces are called facets.
- They can take any geometric shape like: – square, triangle, rectangle etc.
- There are 7 basic shapes of crystal that are called lattice. They are: – Cubic, Trigonal, Triclinic, Orthorhombic, Hexagonal, Tetragonal and Monoclinic.
- Diamonds are just one giant molecule made from a lot of atoms of a single element.
- Liquid crystals are used in computers for their display.
- Hardness or softness of a crystal depends on the number and strength of the bonds with adjoining atoms.
- The largest known gem diamond is the Cullinan Diamond. It weighed nearly around 3,106 carats. It was discovered in 19005 in South Africa.
- Sugar and Salt are the most common crystals.
- Snowflakes are formed in the cloud. They are ice crystals.
- Crystals do not always grow naturally. Sometimes they are produced in lab by scientists under controlled conditions.
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Declan, Tobin. " Fun Facts about Crystal for Kids ." Easy Science for Kids, May 2020. Web. 24 May 2020. < https://easyscienceforkids.com/what-is-a-crystal-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts about Crystal for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/what-is-a-crystal-video-for-kids/
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- Comparing Surface Tension of Liquids with Pennies
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- Build Your Very Own Seismograph
- Explore the Wet-Sand Effect at Home
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- Make your Artwork Dance!
- Food Insecurity
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We provide the following enrichment activities for our students to enjoy:
Serving as a creative outlet for many of our students, this learning center is a great place for children to express the ideas and the emotions that they have. We provide them with different materials that they can use for their art. The main benefits of this center are the improvement of motor skills and hand-eye coordination.
Our dramatic play learning center allows children to act in their desired characters and interact with the other children while they are in character. This center promotes creativity and self-expression as well.
With the help of our sensory learning center, children can learn about the different types of materials and share their enjoyment with their peers. To broaden the child’s play experiences and encourage their creativity, we provide various materials such as sand, water, birdseed, etc.
Our science center brings the outdoor experiences inside as the children are encouraged to explore the nature of science and its concepts. We use this center to help the children understand the importance of the environment.
Encouraging the children to be physically active, our music and movement center gives each child the opportunity to experiment and enjoy the wonders of sound and music. Along with the art and dramatic learning center, the main focus of this one is promoting self-expression and creativity.
Having a nice and quiet environment to read can help children in exploring their interest in literature and the world that is around them. This learning center helps cultivate their reading abilities and comprehension as well.
The main draw of this learning center is to promote and nourish the child’s literacy development and ability. This is done through the use of child-initiated activities. We understand how important it is to have good writing skills and we strive to make sure that each child has the ability necessary to succeed.
A center that primarily uses blocks, puzzles, and other manipulative items, the table toys learning center emphasizes on improving the child’s logical thinking skills, fine motor skills, and hand-eye coordination.


Moons of Other Planets – Free Printable Find The Hidden Words Puzzle
Moons of Other Planets – Free Printable Find The Hidden Words Puzzle. You can print and use our free downloadable hidden words puzzle sheet about moons of other planets for children in preschool through fifth grade.
This “Moons of All the Planets” word search puzzle game is a great play-and-learn activity for your kids to enjoy learning facts on the many moons of other planets in our solar system.
The subject on moons is a very wide, but interesting earth science topic for kids to get to know. Even just names of the moons will surely get the kids fascinated.
Moons of Other Planets Free Worksheet for Science
For photos and more about other planet’s moons, click here.
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Declan, Tobin. " Moons of Other Planets - Free Printable Find The Hidden Words Puzzle - ." Easy Science for Kids, May 2020. Web. 30 May 2020. < https://easyscienceforkids.com/moons-of-other-planets-free-printable-find-the-hidden-words-puzzle/ >.
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Tobin, Declan. (2020). Moons of Other Planets - Free Printable Find The Hidden Words Puzzle -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/moons-of-other-planets-free-printable-find-the-hidden-words-puzzle/
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Art skills, life skills: There is a lovely turquoise block print of a headshot of what appears to be a heron standing along the shore of a body of water in the current art show on the walls of the cafe at Rising Tide Co-op in Damariscotta. It is an attention-getter – and it was created by a student in a fifth and sixth grade class at Chewonki Elementary and Middle School in Wiscasset as part of a printmaking unit focused on coastal Maine’s salt-marsh ecology.
Other prints in the printmaking section of the show include a multicolor leaf print and yet another striking heron print, this one in a rich caramel color and featuring the whole bird.
The show’s other two sections – one titled “Farm Study” and one on scientific drawing – offer artwork by kids in grades one through three, and in grade eight, respectively.
There is a very appealing large framed piece in the “Farm Study” section made up of six separate smaller pieces, each apparently fashioned from sheep fleece, some of it dyed bright colors. Each of the six sections of this piece pictures a flower, one with the sun shining on it, and each seems to be a study in felting. It is a nice idea to use the wool of a farm animal to represent the flora that might grow on that same farm.
The project description for the scientific drawings – featuring many finely drawn insects and leaves – reads as follows: “Students learn about the history of scientific drawings, explore various artists, and develop skills for drawing from observations related to their ecology tree study,” with the essential question students must ask themselves, it says, being “What do I see?”
Now, one might think this is a relatively simple question – and it is – but it is also, commendably, a question put to these art students that encourages them to slow down and really observe all of the details of what they are looking at. It is a skill that many adults would do well to acquire or brush up on.
The question “What do I see?” encourages mindfulness – a necessary quality to have if one wishes to draw well, and also if one wants to live well in the world. Indeed, art education can provide life lessons.
A set of “provoking questions,” as the project description puts it, was also given to these students. First and foremost: “How do I look/observe more deeply?” This takes mindfulness a step further.
Other questions delved into acquiring technique (for example, “How can I represent texture?”) and thinking about the importance of pen/pencil-to-paper drawing skills in a world dominated by technology.
It is no wonder that, with this sort of thoughtful teaching, these students produced such good work. For instance, one drawing of a striped caterpillar (names are not included on pieces, by the way, but participating students are listed on each section’s project description) is superb, and notable for its high level of realism.
The Chewonki art show runs through Tuesday, March 31.
Rising Tide Co-op is located at 323 Main St., Damariscotta.
Chewonki Elementary and Middle School, located in Wiscasset, is online at elementary.chewonki.org.
(Christine LaPado-Breglia is an award-winning journalist who has written about the arts in both California and Maine. Email her at firstname.lastname@example.org or write her a letter in care of The Lincoln County News, P.O. Box 36, Damariscotta, ME 04543.)


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Attending high school is an experience of virtually every teenager in the United States. However, this has not always been the case. The concept of high school evolved over most of the 19th century and was formalized much more extensively in the early 20th century.
High schools have their origins in what were academies. The concept of the academy was developed by Benjamin Franklin. These schools offered a more practical education in lieu of the Latin Grammar School. Academies also charged tuition as did Latin Grammar Schools.
Despite their emphasis on a practical education, academy curriculum was influenced heavily be college entrance requirements. Some of the more popular courses include Latin, Greek, grammar, geography, and arithmetic. The classical streak within academies was strong despite its emphasis on a practical education
Taxes and High School
High schools were slow to develop and they really did not begin to grow until 1874 with the Supreme Court Decision in the “Kalamazoo Case.” In this decision, the court ruled that tax dollars could be used to support high schools. Prior to this ruling, tax dollars were only used to support elementary education as part of the common school movement. With more and more students completing elementary school there was a greater need for high schools.
With the birth of high schools came the death of academies. Now, parents could send their kids to secondary school for free. Such a price is hard to argue with and made academies obsolete quickly. Today, few academies exist.
With the results of the “Kalamazoo Case” enroll in high school exploded. With this came a need to determine what to teach the students. Initially, the curriculum was a classical, college preparatory model. This curriculum emphasized literature, languages, and mathematics.
As enrollment continued to increase the high school curriculum became more diverse and began offering such subjects as geography, chemistry, government, and even vocational training. This growth in diversity catered to the wide interest and career objectives of the students. With high schools becoming common it was more likely that not all the students who came were college bound. As such, a more varied curriculum experience was needed to support a more diverse student population.
It is important to note that high schools in the United States are comprehensive. This means that anyone and everyone can attend them regardless of race, class, or religion. This is in stark contrast to the European model with its influence on class distinction. This emphasis on being comprehensive partial explains the wide variety of courses offered in high school. Different students have different needs and high schools must address this.
Secondary education has come from something was for the elite to now being something that is essentially required by law. This slow transformation has a great deal to do with concepts of equality and even public funding. With the idea of equality and tax dollars, high schools have never flourished.


“True to Nature: Open-Air Painting in Europe, 1780–1870” is an exhibition that is on view at the National Gallery of Art in Washington, DC, February 2 through May 3, 2020. This exhibition of some 100 oil paintings and sketches made outdoors across Europe during that time includes several recently discovered works and explores issues such as attribution, chronology, and technique.
From the museum:
An integral part of art education in the late 18th and early 19th centuries, painting en plein air was a core practice for avant-garde artists in Europe. Intrepid artists such as Jean-Baptiste-Camille Corot, John Constable, Simon Denis, Jules Coignet, and André Giroux—highly skilled at quickly capturing effects of light and atmosphere—made sometimes arduous journeys to paint their landscapes in person at breathtaking sites, ranging from the Baltic coast and Swiss Alps to the streets of Paris and ruins of Rome.
Drawing on new scholarship, this exhibition of some 100 oil sketches made outdoors across Europe during that time includes several recently discovered works and explores issues such as attribution, chronology, and technique.
“True to Nature” begins as European artists would have in the late 18th and early 19th century—in Rome. The study of ancient sculpture and architecture, as well as of Renaissance and baroque art, was already a key part of an artist’s education, but Pierre-Henri de Valenciennes’s influential treatise on landscape painting, published in 1800, went further to recommend that young artists develop their skills by painting oil sketches out-of-doors. Valenciennes advised exploring the Roman countryside, as he had in “Study of Clouds over the Roman Campagna” (c. 1782/1785). This section includes examples by a range of European artists who followed his advice, such as Michel Dumas, Christoffer Wilhelm Eckersberg, and Johan Thomas Lundbye. Also included is “The Island and Bridge of San Bartolomeo, Rome” (1825/1828) by Jean-Baptiste-Camille Corot. Corot was a key figure in 19th-century landscape painting, bringing the practice of open-air painting back to France and inspiring a younger generation of impressionist painters.
Other sections focus on both natural and man-made features that proved challenging to painters, such as waterfalls, trees, skies, coastlines, and rooftops. Examples include rare studies by well-known artists such as John Constable”s “Sky Study with a Shaft of Sunlight” (c. 1822, Fitzwilliam Museum), Jean-Honoré Fragonard’s “Mountain Landscape at Sunset” (c. 1765), and Odilon Redon’s “Village on the Coast of Brittany” (1840–1916, Fondation Custodia) as well as sketches by lesser-known painters like Louise-Joséphine Sarazin del Belmont, one of the few known women artists active during this period. “True to Nature” illustrates how pervasive plein air painting became across Europe, with examples by many Belgian, Danish, Dutch, German, Swiss, and Swedish artists who studied in Italy before returning home to paint their native surroundings. Sketches by Carl Blechen include an example from his time in Italy, “View of the Colosseum in Rome” (1829, Fondation Custodia), as well as a study made at home in Germany, “View of the Baltic Coast” (1798–1840, Fondation Custodia).
The exhibition is accompanied by a comprehensive catalogue with essays by leading experts in the field and will present new information about this key aspect of European art history. Find more details at https://www.nga.gov/.
Other venues: Fondation Custodia, Collection Frits Lugt, Paris, June 14–September 13, 2020; Fitzwilliam Museum, Cambridge, October 6, 2020–January 31, 2021
Upcoming travel and art events with Streamline Publishing:


AEPA Early Childhood Education Test
The Arizona State Board of Education sets the rules for state teaching certification, which require prospective teachers to demonstrate mastery of subject material before becoming certified to teach in Arizona. The AEPA tests were designed with input from educators and were approved by review committees. Prospective educators who want to specialize in Early Childhood Education must pass the AEPA Early Childhood Education Examination. The AEPA Early Childhood Education Practice Test will help you to prepare for the AEPA exam.
Mometrix has carefully prepared the AEPA Early Childhood Education Study Guide to help you prepare for each set of objectives on the AEPA Examination. You will need to register for the examination and prepare to take your test at an official testing center. The AEPA Early Childhood Education Examination consists of 100 selected-response questions. You will not be allowed to take notes or other materials into the testing center with you. You will have 2 ½ hours to take your test, which will be plenty of time if you study. A passing score of 240 will earn you your certification.
The test covers three main topics. About 24% of the examination covers Child Development and Learning. This section includes questions on human growth and development and how to use it to promote learning and development in all domains. It also includes understanding of factors that may affect children’s development and learning and using this information to support children’s progress. In addition, this topic includes demonstrating an understanding of how integrated curriculum design reflects the ways children construct knowledge.
The second topic is Communication, Language, and Literacy Development. About 38% of the questions cover this topic. It includes understanding communication and language development, understanding second-language acquisition and working with children with diverse linguistic backgrounds. It also includes questions on the development of concepts about print, and how to create a learning environment to promote emergent literacy, foundations of reading development, understanding writing processes, creating effective learning opportunities and promoting writing skills.
The third topic covers about 38% of the questions and tests you on Learning in the Content Areas. This section offers questions on mathematics concepts and skills, and facilitating learning in mathematics. It also covers understanding science, social studies, and visual and performing arts and how to facilitate learning in these domains.
AEPA Early Childhood Education Practice Test
Mometrix Academy is a completely free resource provided by Mometrix Test Preparation. If you find benefit from our efforts here, check out our premium quality AEPA Early Childhood Education study guide to take your studying to the next level. Just click the AEPA Early Childhood Education study guide link below. Your purchase also helps us make even more great, free content for test-takers.


Throughout history, music has been a profound cultural element in nearly all of man’s diverse cultures. It has played a beneficial role in human development and the civilizing of mankind.
Scientists are discovering that in addition to the positive effects on human health, music enhances intelligence. Research shows that music is to the brain what physical exercise is to the human body.
Musical training has shown to lead to improvements in a wide variety of different skills, including memory and spatial learning for example. In addition, language skills such as verbal memory, literacy and verbal intelligence have been shown to strongly benefit from musical training.
In 1989, the National Commission on Music Education reported that students taking music courses scored an average of 20 to 40 points higher on both verbal and math portions of the SATs.
Learning to play an instrument is an unforgiving endeavor. You cannot hide a wrong note or a missed beat. Demanding rigorous disciplined repetitious drills are indispensable for the development of a variety of skills, musical or otherwise.
But such drills are frowned upon and in some schools considered corporal punishment. The significance of musical skills in the overall educational experience is misunderstood and often dismissed.
In many school districts, music programs are among the first to be replaced with trendy social justice and multicultural studies.
The skills of careful listening and differentiating musical sounds transfer to other areas of the curriculum and improve the students’ ability to concentrate and attend to details.


This module helps you to interact with superiors, colleagues and collaborators in a harmonious manner. The reading activity pinpoints professional attitudes that are important in any work context to create a positive atmosphere and respectful work relationships. Practise reading comprehension strategies and skills and take a note of any words and expressions you are unfamiliar with. Two listening comprehension activities present excerpts of meetings and the communicative functions they require, for instance presenting information, interrupting others, expressing agreement and disagreement, and leading a meeting. As you practise your listening comprehension skills, take a note of the words and expressions that relate to these functions and observe how and when they are used by the speakers. The grammar component of this module reviews pronouns, which are essential during a meeting to avoid repetition of objects, concepts and people’s names. Mastering the different types and forms of pronouns is necessary to avoid any possible confusion or misunderstandings. Finally, you will review and practise words and expressions related to meetings and expressing agreement.


When a school district is faced with a budget issue, music programs are often among the first cut. It’s a problem that districts around the country have faced for years now despite several studies that show the benefits of music education.
Here are five statistics that prove why music education is so important
1. Better Test Scores
Nature Neuroscience found that students participating in music education programs score higher on standardized tests than students who do not.
2. Higher Graduation Rates
According to Children’s Music Workshop, schools with music programs averaged a 90.2% graduation rate, while schools without music education had an average graduation rate of 72.9%.
3. Fewer Discipline Issues
A study from the Northeast Iowa School of Music found that children involved with music programs have shown to have fewer discipline issues and get along better with classmates.
4. Greater Cognitive Benefits
5. Improved Ability to Accept Constructive Criticism
A study published by The Wall Street Journal found that children involved in music education programs “offer a space where kids learn how to accept and give constructive criticism.” Another study from the Neighborhood Music School in New Haven, Conn. concurred and found that “Turning negative feedback into positive change helps build self-confidence.”