- Art Education
What goes on these days in a restoration workshop only partially reflects the conventional idea of "artistic-handicraft" activities. Graduate conservator Ulrike Villwock and her restoration department are an integral part of the museum's scientific operations. Over the past decades, it has become increasingly apparent how useful detailed investigation of the material properties of works of art can be.
One of the core tasks is, therefore, to perform extensive technological analyses of objects in terms of the structure of their paint layers. First – using the naked eye, the stereoscopic microscope, UV and infrared – the various substrates, e.g. wood, canvas or copper, are analysed, and then the layers of paint. The aim is to gain information about the material that will allow paintings, panel paintings and coloured wooden sculptures to be better classified in terms of their date or regional provenance. Ideally, analyses of painting techniques will enable conclusions to be drawn about artists or studios. For investigations using other methods, for example dendrochronology, the museum calls in external specialists. The results of such investigations are of great value not only for art restoration research but also for art-historical papers, dissertations and theses. Technological analyses are finding their way into the specialist literature.
Not that the restoration workshop is exclusively about scientific analyses – plenty of actual conservation and restoration work goes on there, too. The works of art at the Suermondt Ludwig Museum are stabilised in terms of their substance, their surfaces are cleaned from time to time, and sometimes also freed of yellowed layers of varnish, darkened touch-up areas or discoloured overpainting. Before the museum's own exhibits can be loaned to other national or international museums, they have to be thoroughly examined to determine whether they are actually in a suitable state of conservation to be loaned out. Supervision of professional packaging and accompaniment of the works of art through to their installation at the temporary exhibition location are essential aspects of securing their conservation.
And conservation is also an important issue when loans from other museums or private collections are received – usually for a period of three months – for temporary exhibitions at the Suermondt Ludwig Museum. Most importantly, the state of conservation of the loans has to be documented and their safekeeping in optimal climatic conditions secured.


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Laying the Foundation
Professional learning content across a wide array of topics through online learning modules can be accessed by individuals or teams. We encourage the use of these basic learning opportunities that have already been developed and made available by credible organizations.
- CONNECT Modules and CONNECT Courses developed by a partnership between FPG Child Development Institute and the University of Kentucky and are available through the Division for Early Childhood (DEC)
- The IRIS Center Star Legacy Modules
- The National Center for Pyramid Model Innovations Preschool Training Modules and Technical Assistance
- Early Childhood Recommended Practices Modules (RPMs) are designed to support the implementation of the Division of Early Childhood Recommended Practices and support the use of all 8 of the DEC Recommended Practice topic areas.
The following modules have been categorized into the components of Inclusion: Access, Participation, and Support and address the 8 topic areas of the DEC Recommended Practices. These are web based learning modules that are free or at low cost. Many of the modules are self-paced and ideal for individuals. There are also modules designed as training packages that programs may choose to use and offer in a team format.
DEC Recommended Practice of Environments
DEC Recommended Practices of Assessment, Instruction and Interaction
- Weaving Inclusion into Everyday Activities and the related Module 1: Embedded Interventions
- Storybook Conversations and the related Module 6: Dialogic Reading Practices
- All, Some and a Few: Tiered Instruction and the related Module 7: Tiered Instruction
- Evidence-Based Practices (part 1, 2 and 3)
- Early Childhood Behavior Management: Developing and Teaching Rules
- Early Language and Literacy Series (14 Modules)
- The Early Language and Literacy Series of 14 modules is now available in the Professional Development Information System (PDIS) at Colorado Shines. When you register for the series, you register for all 14.
- Module 2: Social-Emotional Teaching Strategies
- Module 3a: Individualized Intensive Interventions: Determining the Meaning of Challenging Behavior
- Module 3b: Individualized Intensive Interventions: Developing a Behavior Support Plan
From Head Start Early Childhood Learning & Knowledge Center
DEC Recommended Practices of Leadership, Family, Teaming and Collaboration and Transition
- Communication for Professional Collaboration and the related Module 3: Communication for Collaboration
- Better Together: Powerful Family Partnerships and the related Module 4: Family-Professional Partnerships
- Smooth Moves: Program Transitions and the related Module 2: Transition
- Related Services: Common Supports for Students with Disabilities
- Dual Language Learners with Disabilities: Supporting Young Children in the Classroom
- Module 4: Leadership Strategies for Supporting Children's Social and Emotional Development and Addressing Challenging Behavior


Video Q&A: Toys That Teach – Both Children and their Caregivers: Brazil-based PUPA is building a network to serve early childhood education at the BoP
Government, the private sector, and, increasingly, social enterprises, all are focused on improving education across the developing world. But their emphasis tends to be on middle or higher education when it comes to closing the achievement gap among developing and developed nations. Less attention is placed on early child education, despite its undeniable impact on people’s socio-economic, not to mention emotional, development over the course of their lives.
In Brazil, there are about 10 million low-income children under the age of six who do not attend preschool or daycare. For each one of them there is a parent or informal caregiver (such as grandparents or neighbors) who may not know exactly what the youngsters need to thrive. Those guardians are often without the age-appropriate books, toys, or the know-how for stimulating young minds, particularly those under the age of 4.
It’s at this “base of the base of the pyramid,” as Mary Anne Amorim puts it, that the São Paulo-based PUPA aims to make a difference. Amorim is the CEO of PUPA, (the full company name is PUPA Empreendimentos Educacionais e Representação LTDA), which was developed by ZOOM Editora – the exclusive distributor of LEGO Education products in Brazil. PUPA provides easy-to-follow educational play activities through colorful magazines, music CDs, LEGO toys, and other audio-visual aids. But just as important, its employees train the children’s caregivers on how to use the materials and instruct them on inventive ways to learn through play.
“We train the caregivers how to use the things they possess as toys and as playful activities,” Amorim told me in an interview over Skype. (You can see key excerpts from our discussion in the video below). “It’s very important that they use toys, but not only the ones that we are providing. We teach them how to build toys and to use whatever they have at home.”
This can be as simple as showing the caregiver how to fashion a supportive mat from a pair of jeans so the child can sit upright on the floor and reach out to interact, or how to construct a musical instrument from a discarded container so a toddler can play a tune.
PUPA’s line of products are sold to parents and other caregivers through a network of NGOs, partners and micro-franchisees – or self-employed women. These sales reps are vital to PUPA’s business on a number of last-mile delivery factors. They sign up customers, help them select the right PUPA materials given the age of their children, deliver the packets and conduct follow-up visits with mini-surveys to track social performance indicators.
“The operational model of PUPA is 95 percent (engaging) women who are coming from their own community to deliver the training, to deliver the products, to sell the products, to engage the families,” Amorim said. “So everybody involved in the operational mechanics of PUPA is coming from the community.”
PUPA has the benefit of building on the network established with ZOOM Editora, which has made inroads into more than 200 low-income Brazilian communities through after-school and other educational programs.
With a $3 million secured loan from the Inter-American Bank’s Opportunities for the Majority (OMJ) in 2012, PUPA is working to scale up. The company has set a goal of training 56,000 caregivers, and providing employment to more than 1,400 women micro-franchisees by 2019. Through its educational kits and services, PUPA hopes to improve the development and learning skills of 224,000 children across Brazil before the end of the decade.
Please see the video interview below for more details on PUPA and its business approach to early childhood learning, and click here to find out more about PUPA.


Now that Spring is here, it’s time to think about starting a garden! Growing a garden is a wonderful experience for preschoolers. Before starting a garden, it’s important for kids to understand what plants need to grow. This simple growing plants science experiment is a great way to demonstrate to preschoolers what plants need.
Benefits of Growing Plants with Preschoolers
Growing plants with preschoolers provides hands-on, real life experience about what plants need to grow.
With this activity children will also gain sensory input through touching the soil and work on fine motor skills used to plant seeds and water plants.
What Plants Are Good For Experiments?
You want to use fast growing plants. We used pea plants in our experiment.
But you could also use these types of seeds as well:
Supplies Needed for Growing Plants with Preschoolers
- The Surprise Garden by Zoe Hall
- Peat Pots
- Garden gloves for kids
- Scoop for the soil
How to Plant the Seeds
Gather all the supplies and set up at a low table so the children can help. Help the children put on the gardening gloves and hand them a scoop. Guide them in filling the peat pots with the potting soil.
Then invite them poke little holes into the potting soil, place the seeds in the holes, and cover with soil. Help the children water the soil.
How to Set-up the Growing Plants Experiment
To set up the growing plants experiment read The Surprise Garden by Zoe Hall and talk with the children about what plants need to grow. Then, have them choose places for the plants to sit around the home or classroom. Some ideas where plants might grow is in the window, on a shelf, and in a cabinet.
Water the plants as usual wherever they may be placed. At the end of a week or two take them all out to compare the plant growth. Talk with the children again about what plants need to grow and why some plants might have grown more than others. You might even have the students count the leaves for a math activity.
BIO: Samantha writes at Stir the Wonder, sharing creative, hands-on learning activities for preschoolers including fine motor, STEM, and book-inspired activities. She is also a co-author of the book 99 Fine Motor Ideas for Ages 1 to 5, and the brand new 100 Fine Motor Ideas for Parents, Teachers & Therapists! You can follow her on Facebook, Twitter, and Pinterest.
More Science Ideas
Science Center Books for Preschool– Science is exploring and discovering more about the world. Your science center offers hands-on experiences with the world. Investigating, exploring, and using senses are key for preschoolers to learn about science and the world.
Science for Kids: Ice Cream in a Bag– Making ice cream in a bag is the perfect recipe for preschoolers! There is fine and gross motor work involved plus you get a yummy treat! Try this as a team building activity or a fun special science experiment for kids.
Color Changing Flowers Science Experiment– This color changing flowers science experiment is so easy to do and your kids will love watching the flowers change colors! Your kids will love learning about how plants drink water with this simple experiment. Perfect for a plants theme in your preschool, pre-k, or kindergarten classroom.
Dinosaur Eggs Fizzy Science Experiment-Dinosaurs are always a fun topic or theme to explore with preschoolers. Something about dinosaurs seems to grab the mind and imagination of children. This fun science experiment will add even more excitement to your dinosaur explorations.
Ocean Octopus Science Exploration in Preschool-Learning about the ocean and sea creatures is a popular topic in preschool. But without real life experiences, it can be difficult for young children to understand sea life and sea creatures.


Dalcroze Eurhythmics is a philosophy of music education based on the ideas and teaching of Emile Jaques-Dalcroze (1865-1950), a revolutionary Swiss musician and educator (Geneva Conservatory).
He believed that engaging in movement to music results in a more thorough understanding of musical ideas and better musicianship. In addition, he stressed the importance of improvisation and systematic ear training in musical development.
In a Dalcroze Eurhythmics class, the joy of moving the body fosters the learning of musical concepts such as beat, dynamics, durations, melodic direction, meter, form, and phrasing. Ear training and improvisation are always incorporated.
Games and activities are designed to allow the students to experience the musical concept in various ways and to make their own discoveries about it. Specific ear training games allow the students to develop their ‘inner hearing’ as well as their singing voices.
In addition, Dalcroze Eurhythmics classes always incorporate improvisation, thus allowing the students to use their newfound knowledge and skills in creative ways. This improvisation may involve words, gestures, partner work, playing instruments, or moving the whole body.
Allegro Schedule Fall
Eurhythmics for 3-4 year old on Friday at 03:30 pm (maximum 8 students in the class)
The classes will be held at Christ Lutheran Church, in Natick and are subject to enrollment.


Music has a remarkable ability to affect and manipulate how we feel. Simply listening to songs we like stimulates the brain's reward system, creating feelings of pleasure and comfort. But music goes beyond our hearts to our minds, shaping how we think. Scientific evidence suggests that even a little music training when we're young can shape how brains develop, improving the ability to differentiate sounds and speech.
With education funding constantly on the rocks and tough economic times tightening many parents' budgets, students often end up with only a few years of music education. Studies to date have focused on neurological benefits of sustained music training, and found many upsides. For example, researchers have found that musicians are better able to process foreign languages because of their ability to hear differences in pitch, and have incredible abilities to detect speech in noise. But what about the kids who only get sparse musical tutelage? Does picking up an instrument for a few years have any benefits?
The answer from a study just published in the Journal of Neuroscience is a resounding yes. The team of researchers from Northwestern University's Auditory Neuroscience Laboratory tested the responses of forty-five adults to different complex sounds ranging in pitch. The adults were grouped based on how much music training they had as children, either having no experience, one to five years of training, or six to eleven years of music instruction.
Music training had a profound impact on the way the study subjects' brains responded to sounds. The people who had studied music, even if only for a few years, had more robust neural processing of the different test sounds. Most importantly, though, the adults with music training were more effective at pulling out the fundamental frequency, or lowest frequency sound, of the test noises.
"The way you hear sound today is dictated by the experiences with sound you've had up until today," explained co-author and lab head Nina Kraus. As she and her colleague wrote in an article for Nature, "akin to physical exercise and its impact on body fitness, music is a resource that tones the brain for auditory fitness."
Bulking up the auditory brain has non-musical implications. The ability to differentiate fundamental frequencies is critical for perceiving speech, and is an integral part of how we recognize and process sounds in complex and noisy environments. Thus childhood music instruction has strong linguistic benefits and improves performance on everyday listening tasks. Since we live in an inherently noisy world, the better we are at focusing on sound and perceiving different sounds, the better. This can be particularly important for children with learning disorders or those for whom English is a second language.
There is a body of research that suggests music training not only improves hearing, it bolsters a suite of brain functions. Musically trained kids do better in school, with stronger reading skills, increased math abilities, and higher general intelligence scores. Music even seems to improve social development, as people believe music helps them be better team players and have higher self-esteem. "Based on what we already know about the ways that music helps shape the brain, the study suggests that short-term music lessons may enhance lifelong listening and learning," said Kraus. "Our research captures a much larger section of the population with implications for educational policy makers and the development of auditory training programs that can generate long-lasting positive outcomes."
The importance of music education is something to consider, given that election season is in full swing. According to a recent White House report, more than 300,000 education jobs have been lost since the "end" of the recession in 2009 - 7,000 were lost last month alone. As schools lose funding, arts and extracurricular programs are often first on the chopping block, meaning less music education for the nation's youth. Given the scientific evidence supporting the importance of music both neurologically and educationally, the loss of music education seems particularly painful. Perhaps as we head to the polls this season, we should give even more thought as to how our choices of elected officials might affect the education system in this country and the brains of the children who are its future.
Citation: Skoe, E. & Kraus, N. (2012). A Little Goes a Long Way: How the Adult Brain Is Shaped by Musical Training in Childhood, Journal of Neuroscience, 32 (34) 11510. DOI: 10.1523/JNEUROSCI.1949-12.2012
Music brain image from the Department of Homeland Security


Building Fluency Among Students with Rapid Automatized Naming (RAN) Weaknesses
When I present on the topic of fluency, I ask the audience to describe the process in their own words. Defining fluency comes easily to most elementary educators, and the group usually lands on a variation of the following description: Fluency is accurate, prosodic reading that sounds like natural speech and is automatic enough to allow for attention to meaning. Would you agree? Certainly, it is an accurate characterization of the behavior of a fluent reader and well-aligned with findings from the National Reading Panel (2000).
Then I move onto the next challenge, and I ask the group to describe how fluent reading occurs. By what mechanism does a student move from word by word or sound by sound reading to fluency? This question generates much more debate and a consensus is not always reached. Many educators believe that models of phrasing paired with practice act as the primary method, but others are not convinced. They describe students for whom the process moves at a painstaking pace.
This blog post was developed to unpack the development of fluency, particularly among struggling readers and those with Rapid Automatized Naming weaknesses. I will highlight recent research that implies fluency results when students simultaneously activate multiple aspects of word knowledge. That means as fluent students encounter words, they initially retrieve information about letters and corresponding sounds, but nearly instantaneously also activate additional aspects of word knowledge like vocabulary, parts of speech, grammar, and morphological information.
The instructional implications from these findings are numerous and spotlight the importance of a multi-linguistic curricula that simultaneously and explicitly teaches students all aspects of word knowledge. One structured literacy curriculum that features a multi-linguistic approach is the RAVE-O program. In fact, research studies that examined the effectiveness of RAVE-O found that among students with Rapid Automatized Naming weaknesses, RAVE-O was more effective then phonics alone and made a more significant impact on fluency and comprehension skills than a repeated reading approach.
How To Build Fluency in Students with Weak RAN Scores
One of the most prevalent approaches to building fluency, repeated reading instruction, is based on the premise that the rehearsal of text—in which students re-read phrases, sentences and selections of passages—will bolster automaticity and prosody with written language. Although repeated reading provides a useful platform for practice, it does not always provide the explicit support necessary for many struggling readers especially those with weaknesses in Rapid Automatized Naming (RAN).
RAN is a measure of students’ ability to retrieval a verbal label (or name) for a given symbol (object, letter, number or color). Rate of retrieval is highly predictive of later reading automaticity (Norton & Wolf, 2012) because the processing required for in a RAN task involves the same neurological mechanisms that are active in the brain’s “reading circuit.” Reports of students’ scores on RAN measures are becoming more common as dyslexia screening and eligibility testing expands nationally.
As educators work to differentiate instruction among their struggling readers, indicators like Below Average scores in Rapid Automatized Naming (also referred to as Naming Speed) provide insights into the root cause of students’ challenges. As noted earlier, there is significant evidence to suggest that in order for students with low RAN scores to achieve fluency, they must become automatic not only in their retrieval of sounds in a word (phonology) and common letter patterns (orthography) which is the emphasis of phonics instruction, BUT ALSO word meaning (semantic), part of speech (syntax) and how the word might change with a prefix or suffix (morphology).
Going Beyond Repeated Reading to Offer Strategic Instruction
Together Phonology, Orthography, Semantics, Syntax, and Morphology—form the five aspects of word knowledge, what I will begin referring to as POSSuM skills. These skills map directly onto the areas of the brain that are activated during fluent reading (see Figure 1).
Figure 1: The 5 Aspects of Word Knowledge (Phonology, Orthography, Semantics, Syntax & Morphology: POSSuM) Mapped Onto the "Reading Circuit."
When teachers provide direct, intensive and systematic instruction across all the POSSuM elements of word knowledge they offer the stimulus necessary to activate all areas of word knowledge, and thereby increase fluency and comprehension across all levels of text reading.
The next blog post will highlight the curriculum, RAVE-O that has demonstrated efficacy in building fluency and comprehension by addressing all aspects of word knowledge in each lesson. To learn more about RAVE-O join a free webinar hosted by Voyager Sopris, Tuesday, October 6th at 2pmCT/3pmEST.


Minister for Education Dan Tehan today launched stage one of the Year 1 Phonics Check that is designed to help parents and teachers ensure children are developing the skills to become strong speakers, readers and writers. The tool is part of a new Literacy Hub with resources, including the phonics check for teachers, and a free reading awareness check for families.
The Literacy Hub contains sources that specifically address student needs at this pivotal stage of learning. Teachers can check the progress of each Year 1 child through the online Phonics Check. Resources for families include activities that seek to embed the pleasure of playing with sounds and words at home. There is also free online professional development for literacy leaders, links to case studies, and the growing evidence base around best practice literacy in schools.
Over coming months, additional teaching resources will be added to help teach these foundational skills with confidence and to use data to refine learning activities for specific students.


Indigenous language class lets instructors find their voices
'Their medicine can be culture and language,' instructor says
Charis Auger plays the role of a Cree person questioning their history and gender identity in a small classroom theatre production at the University of Alberta.
Auger's character is living on 118th Avenue in Edmonton. In the play, the character picks up her cousin and the two urban Cree women drive to meet their grandmother and aunt on reserve. But the trio cannot communicate in the same language, causing heated arguments.
For Auger, 30, it's not far from the truth.
"This is the first time I've been in a safe space where I feel I can express my truth," they said Wednesday. "I wasn't raised speaking Cree, so I've always felt this disconnect with who I am."
- Federal gov't promises millions to Nunavut, N.W.T. for Indigenous language services
- Indigenous languages lost, found and shared
Auger is now reclaiming their language through a literary drama course at the Canadian Indigenous Language and Literacy Development Institute.
This partnership between the University of Alberta's arts, education and native studies departments lets Indigenous instructors perfect their methods of teaching Dene, Cree and Nakota Sioux languages to young First Nations children.
In the teacher's play, the students are working in five different languages, including two dialects of Dene. Drama instructor Darlene Auger sat down with the students and created different scenes of life in Indigenous communities for them to act out.
"The disconnect between elders and the new generation still happens to this day," she said.
Darlene Auger is also teaching her students techniques like mind-mapping and making stories out of objects for the teachers to use with children between kindergarten and Grade 12.
"We hope this gives them the confidence and the strength to go to university," she said. "Their medicine can become culture and their language."
Program recognized by education minister
This week, Education Minister David Eggen presented CILLDI with a $665,000 grant. The money will support the development of online courses and community-based programs while also covering the cost of tuition, accommodations and books for some of the school's students.
"It was a breath of fresh air," Darlene Auger said. "Its about time that our languages are recognized in this country and that we're given the resources to protect them."
The school currently has 100 students enrolled from communities around the Edmonton area, speaking 14 different Indigenous languages.
The university's website said the institute is looking for semi-fluent or fluent speakers of their Indigenous languages to enroll, and students keen in preserving their languages and cultures.
Indigenous languages dying out in Canada
The residential school system, put in place in 1884 under the Indian Act, taught First Nations children how to read and write English instead of their Indigenous languages.
The last residential school closed in 1996.
The Indian Act also banned Indigenous cultural practices in reserves across the country.
Debora Young, a teacher from Maskwacis, a reserve an hour from Edmonton, said programs like CILLDI are an important step in the revitalization of Indigenous culture in the province.
"It's really up to the next generation to keep these languages alive," she said. "Otherwise, our languages will die out."
Dene, a language spoken by only 12,000 people in Canada, was included on UNESCO's list of endangered languages in 2016. Several dialects of Cree, including Plains Cree spoken by groups in Alberta, were also included as part of Canada's 87 endangered Indigenous languages.
In the 2011 census, 13.2 per cent of all Albertans declared they had an Indigenous first language.
Drama lets children address their own issues
Charis Auger channeled their experiences with drugs, being two-spirited, and the first person in their family to attend university into the play.
Drama was the only way they could address their emotions.
"I found ceremony and language, and that is what brought me here [to CILLDI]," they said.
They are hoping young students will embrace their cultures, and Auger is already teaching their 13-year-old son what it means to be an urban Cree.
The best way to make children interested in culture, Young said, is to make language accessible to them.
"When the Hunger Games came out, everyone wanted to go into archery," she said. "If we find the right story, maybe every kid will want to be First Nation."


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Rose & Rex Guide to Block Play
DescriptionThe Rose & Rex Guide to Block Play offers the information and inspiration you need to make block play meaningful, educational and fun! Building blocks are essential materials for supporting the development of foundational skills like mathematical thinking, literacy, and resilience. But where to begin? Whether you're eager to help your child engage with blocks, looking to support independent play experiences or seeking tools for sibling play, we've got you covered! In our Guide to Block Play, we offer 25 comprehensive tips on everything from block organization to building play prompts, plus strategies to make cleanup part of the fun. Use this guide to create intentional at-home learning experiences through the joy of block play!
Rose & Rex
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Digital Download: The Guide will be sent to your inbox immediately upon checkout.
Includes: 4-Page Designed PDF
digital products are final sale
Complete the set
Play is okay! tip
Pair the Rose & Rex Block Mini Guide with a building block set to give the gift of meaningful block play!


making music an enriching experience
Music Rhapsody focuses on the fun and on developing a life-long love of music through exploration of voices, movement and instruments.
Music Rhapsody was created by Lynn Kleiner, internationally renowned authority in the field of music education and the Orff Schulwerk method. Children are born with an innate musicality. Music Rhapsody classes incorporate movement, dance, singing, puppets, instruments, and visuals thus fostering each child's natural creativity. Music Rhapsody prepares students and parents to transition into the playing-based Simply Music Piano method thus providing continuity from birth to all ages of adulthood.


To be able to read is WONDERFUL. A love for reading is INVALUABLE, the ABILITY to read at an early age is the ROAD TO GREAT SUCCESS.
“Big School” is full of adjustments and new challenges. Reading should not be one of them. From my personal experience as a qualified foundation phase (Grade 1 to 3) teacher, I know that a child who is confident about his sounds and reading has a great advantage!
In countries like England, America, New Zealand and Australia, children begin to learn their sounds at the age of 4. In South Africa children only begin this when they are 6 or 7 years old, and thus don’t benefit from the best period of a young child’s brain development. We involve the right half of the child’s brain through FUN, FUN, FUN.
Reading opens the door to your child’s early academic success, imparts a love of learning and leads to higher grades in every subject. Numerous studies have shown that strong oral language skills are the basis for literacy development. When children learn to read at an early age, they have greater general knowledge, expand their vocabulary and become more fluent readers.
They also have improved attention spans & better concentration.
A child who learns to read joyfully at home or in an individualised environment, at an early age, grows in self-confidence & independence. Reading promotes greater maturity, increases discipline and lays the basis for moral literacy. It sparks curiosity about people, places and things and also satisfies the child’s curiosity by providing explanations of how things work. It exposes the child to a range of problem-solving techniques. In addition, early reading ignites the child’s creativity & imagination.
Reading helps to develop a young child’s brain. In the first six years, children learn at a much faster pace than at any other time in their lives. Vital connections in the brain are made very early in life. At a younger age, learning is faster than it will be as the
child grows older. When a child is taught to read, the process of learning has a profound influence on the entire functioning & development of the brain. You can play a critical early role by inculcating not only reading skills and ability but more importantly, instilling a lifelong love of learning & reading.
Even at a young age, children have social awareness. They know who is more popular. They can tell who can do what. In some schools they may even be asked to help other children, who may still be struggling with basic letter recognition.
Early readers have the opportunity to relate to their peers on a more confident, more competent level, as they are the child’s social status among peers, as well as his or her self-image and self-confidence.
Children who can read independently and early have more opportunities to encounter
the written word. The sooner children learn how to read, the more books, knowledge, and ideas they will be exposed to. The result? Improved linguistic skills in the form of a richer vocabulary, correct grammar, improved writing, better spelling and more articulate oral communication. Such children have the opportunity to develop a wider vocabulary to describe their knowledge, observations and experiences.


students. How can teachers really get to know their students if there is no or little time for interaction? In contrast, if teachers promote a more liberal environment the curriculum will include the students' personal opinions and may involve some critical thinking or "hands-on" activities. The teachers and students are then able to form a connection through communication and interaction, which in return allows for a less stressful environment that invites freethinking. Free thinking elementary students will have the ability to both listen to and question teachers as they move onto a secondary education. Like an elementary education, a high school education can further push students to independence or pull them to dependence. High schools, in my opinion, have the most persuasive settings of all educational systems. Similar to primary teachers' backgrounds, secondary teachers' backgrounds have great importance when dealing with their students and the issue of independent thought. Teachers need to invite the voice of their students into class discussions, and recognize the different personalities and opinions that arise from the discussions. Secondary teachers are more likely to acknowledge just their favorite students, based solely on performance or personality, which may cause non-favorite students to react negatively. This subtle action on the teachers' part may be uplifting for the students getting all the
attention, but for the others, a sense of exclusion can be formed. Students that feel secluded from the rest of the class may stop trying, and possibly stop attending class altogether. info
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- Fall '19
- Secondary education, Secondary school, History of education


Helping Your Child Learn Science
by Nancy Paulu, Margaret Scott
Publisher: U.S. Department of Education 2005
Number of pages: 39
This booklet provides parents of children ages 3 through 10 with information, tools and activities they can use in the home and community to help their child develop an interest in the sciences and learn about the world around them.
Home page url
Download or read it online for free here:
by Kristen A. Munger, et al. - Open SUNY Textbooks
Introduces instructional strategies linked to the most current research-supported practices in the field of literacy. The book includes chapters related to scientifically-based literacy research, early literacy development, literacy assessment, etc.
by Brock Haussamen - National Council of Teachers of English
This book is a resource for college teachers who wonder what to do about grammar -- how to teach it, how to apply it. It offers teachers ways to negotiate the often conflicting goals of testing, confident writing, the culturally inclusive classroom.
by Leonard E. Read - Foundation for Economic Education
How to become more knowledgeable? Unquestionably, the first step is to become sharply aware of how little we know. The know-it-all is a know-nothing! The more we practice what we know, the more shall we know what to practice.
This book is an overview of the concept of Blended Learning and how it relates to the integration of technologies in the K-12 environment. By way of explanation to non-Americans, K-12 means all primary and secondary schooling.


Are you passionate about education? Do you desire to help those who speak English as a second language succeed in the classroom? Grand Canyon University offers a Bachelor of Science in Elementary Education with an Emphasis in English as a Second Language that allows you to explore diverse teaching opportunities.
The Importance of Passion
Teaching elementary-level students requires love and passion. By taking on such a rewarding challenge, your passion for teaching is combined with your desire to make a positive change in the lives of children who are working towards their own goals. Having a great passion in this area of education is an important part of making an impact and lasting impression on the students that you are given the opportunity to teach!
The Program at GCU
In GCU’s program, you are given tools and resources to gain the skills you need to teach students who are learning English as a second language. The courses in this degree program explore topics such as:
- Lesson planning development
- Elementary classroom management
- Methods of engaging diverse learners
- Serving students with disabilities
- Child growth and development
- English language learning (ELL) concepts, research and analysis
The program also helps you find your path in teaching. During course-embedded field experiences and practicums in K-12 grade classrooms, you discover and develop your passion and skills so that you are able to become a highly effective teacher upon graduation.
Making a Career
This bachelor’s degree program gives future teachers the opportunity to learn and grow throughout their journey to full-time teaching. Teaching ESL can be done as an elementary or middle school teacher, through a community or social service organization or even as a traveling educator for mission trips and church-related work. No matter where you choose to teach young students, with a passion for the art of teaching English as a second language, you can make a lasting impact in your students’ lives and within your field!
Grand Canyon University strives to ensure that all teacher candidates are prepared to be highly effective in learning, leading and serving. To learn more about the education programs at GCU, visit the College of Education or click the green Request More Information button at the top of this page.
Written by Jessalyn Johnson, a junior earning an English literature degree at GCU.


Digital sight word practice for kindergarten and 1st grade. 245 sight word activities preloaded to Seesaw and available in PowerPoint for Google Slides.
Digital Sight Word Practice
Most students need to be exposed to a word 8-12 times before they can truly master and commit the word to memory. Practicing sight words happens throughout the entire year. Students need to review and practice often to master grade-level sight words. Our digital sight word activities are a great way for students to get in that exposure and practice.
We made the activities predictable so that you can introduce and model at the beginning and then students can practice independently for the rest of the year. These activities work great in a center, for morning work, as an early finisher activity, and even to send home. Since the activity is completely digital, you can easily assign this task through Seesaw or Google Classroom during distance learning.
There are 245 sight words with digital activities. For each sight word, students complete tasks such as tracing and writing the word, searching and finding the word, completing a sentence with the missing word, and even more!
The activities are preloaded to Seesaw. This makes assigning the tasks SO EASY! We’ve included all of the links in a PDF inside of the product download. Simply, click on the word to add it to your Seesaw library. From there, you can easily assign the activities to your students.
Start practicing and mastering those sight words right now! Check out this resource here:
These activities are not for sight word instruction, just practice. If you are looking for sight word instruction, try out our “Not Your Mother’s Sight Words” unit! The unit provides what you need to teach sight words in conjunction with your phonics instruction. Check it out here:


It gives soul to the universe, wings to the mind, and life to everything Without music, life would be an error" (Plato). There are certain undeniable values in life that can only be experienced through music. Music education was once highly regarded in the school system, but policy makers are now turning away from it, believing that arts programs need to be cut in order to get back to the basics of reading and arithmetic. This will only hurt students by denying them the incredible benefits of a well-rounded education. While many think the music program is dispensable, it should be given more importance in the school system because of its potential to increase intellect, establish self-discipline, improve social bonds and develop self-confidence in students.
Learning music as a child has been shown to aid and speed up brain development (Yoon 5). The brain is divided into two different hemispheres, the left brain and the right brain. The left brain is responsible for the logical math and science aspect while the right brain is geared toward creativity and imagination. Because of this, core subjects alone are not enough to give students a well-rounded education. Since musical learning is so diverse, it is beneficial to the proper development and integration of the two hemispheres of the brain (Yoon 8). Having a background in music also prepares the brain for learning by increasing communication skills and attentiveness (Arts Education). Michael Waddell, music professor at the University of North Carolina Wilmington, says, "Some people express themselves through music in ways they are not able to in words". Music provides a medium for students to learn how to better communicate their feelings to others. This is especially beneficial for students who may have behavioral problems, as music can provide them with an emotional outlet.
Music education has been linked to the achievement of higher standardized test scores by students (Arts Education).


Purpose of study
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
The national curriculum for music aims to ensure that all pupils:
Music lessons at St Richard's
Over the past few years the children at St Richard's have taken part in Young Voices. We believe in inspiring children to find music and through our music lessons, assemblies and visitors to school we encourage children to gain an understanding of what music is and how fun it can be!
We offer the following music lessons;


Neuschwanstein Castle is often known as the Disney Castle or Germany’s fairy castle. This castle is located in Bavaria, Germany. It was meant to be a grand recreation of Hohenschwangau Castle so it was originally called New Hohenschwangau Castle.
King Ludwig II of Bavaria initiated the project and construction of the castle began in 1869. The name of the castle has been derived from the Swan Knight, one of Wagner’s opera’s characters.
Quick Facts: –
- Neuschwanstein Castle is one of the most photographed buildings in the world, although photography is not permitted inside of the castle.
- The plans of this castle were drawn by a theatrical designer named as Christian Jank.
- The castle’s highest tower reaches a height of 213 feet. It is perched on a hill.
- A total of fourteen carpenters worked for more than 4 years to make the woodwork in the bedroom.
- Neuschwanstein castle was built for only one person, the King Ludwig II. Although Ludwig himself did not live to see the castle completed.
- The castle of Ludwig is open year-round and receives approximately 1.3 million visitors a year.
- It is closed only for four days in a year which are December 24 and 25, December 31 and January 1.
- Neuschwanstein castle was a very controversial building at its time.
- There is no throne in the castle because the Throne Hall was not completed before Ludwig’s death.
- In 2012, the castle appeared on a €2 commemorative coin.
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Tobin, Declan. (2020). Neuschwanstein Castle Fun Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/neuschwanstein-castle/
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Monaco Quiz – Fun FREE Interactive Easy Earth Science Quiz Questions for Kids
Enjoy this Easy Science for Kids Monaco Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Monaco. You need to answer all the questions to be able to get your score. You can do this fun quiz about Monaco again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Monaco.
About the Earth Science Monaco Quiz
Our earth science quiz questions are a free quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Monaco Geography quiz helps your kids learn fun facts about Monaco while enjoying this FREE easy quiz questions for kids.
If your kid is enjoying home-schooling, or is in an after-school enrichment program, then this is a fun activity, with reading comprehension benefits for kids in 1st to 5th grades. Kids will enjoy competing against their classmates and friends, to see who scores better, doing this fun Geography quiz for kids on Monaco.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or you can simply limit the number of times they can read about the Monaco quiz topic, before they do the actual Geography quiz questions and answers.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Monaco quiz answer they think is correct, and at the end you get the quiz score. Your child can try many times doing the Monaco quiz, till gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Monaco? Check out all our other fun Interactive Quiz Games and other fun Geography facts for kids. Visit our Geography for Kids all about Monaco page. Get lengthy info here.
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You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Monaco Quiz – Fun FREE Interactive Easy Earth Science Quiz Questions for Kids - ." Easy Science for Kids, Oct 2020. Web. 29 Oct 2020. < https://easyscienceforkids.com/monaco-quiz-fun-free-interactive-easy-earth-science-quiz-questions-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Monaco Quiz – Fun FREE Interactive Easy Earth Science Quiz Questions for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/monaco-quiz-fun-free-interactive-easy-earth-science-quiz-questions-for-kids/
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- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
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- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
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Vedic mathematics in the adult basic education fundamental math classroom
Barbara Durban-Wilson (author)Peter MacMillian (Thesis advisor)University of Northern British Columbia (Degree granting institution)
Master of Education (MEd)
Number of pages in document: 75
For adult students, succeeding at fundamental math is a cornerstone to expanding their educational and occupational options. The rates at which students are able to progress through fundamental math vary, and for some achieving a basic understanding of math is challenging. Students who exhibit persistent difficulties with understanding the first level of fundamental math (CNC Math 015) skills were the focus of this project. Vedic math was chosen as the instructional method for a ten week project with students who are enrolled in fundamental Math 015. It was hypothesized that a different approach to teaching and learning math may result in an improvement in student success and in students' perceptions about learning math. After the ten week period, 40% of the Vedic math class completed Math 015 compared to approximately 8% for all Math 015 completions for the years 2007-2011. Chi-squared analysis indicated this result was statistically significant. I was also interested in the student's and instructor's experiences with learning and teaching math in a very different way. Students reported their learning experiences to be very favourable and the instructor reported the teaching experience to be very worthwhile. Students experienced more academic success and increased confidence and enjoyment while learning math skills. Overall, results suggest Vedic math is an approach worthy of further exploration. --P. ii.
Elementary education of adults.Mathematics -- Study and teaching


Curriculum Classes 3 – 8
The City School aims to provide the highest quality educational opportunities in:
- Literacy and numeracy skills.
- A broad and balanced range of knowledge, skills and understanding.
- The development of higher order and independent thinking skills.
- An enlightened awareness of Islam and tolerance of other religions
- Personal and social development.
- Our knowledge and skill-based curriculum shares some common aims and objectives with the UK National Curriculum but is adapted to our own national context and the needs of our students.
- In keeping with international standards and Cambridge Assessment International Examination (CAIE) expectations, the teaching methodology encourages a student-centred approach, allowing children to play an active role in their own development.
- The curriculum is spiral in nature, in that the same concepts and skills will be taught at various times throughout the Classes, but with increasing levels of complexity and sophistication.
- The Core Subjects of English, Urdu, Maths and Science are taught in all Classes from 3-8.
- Non-Core subjects also taught in all Classes are: Islamiyat, PE, ICT and a Library period.
- Social Studies is taught in Classes 3-5, and History/Geography in Classes 6-8.
- Music/Drama, and Art/Crafts/Hobbies are taught in Classes 3-5.
- Students and parents are informed about the syllabus content for each subject at the start of each term.
O Levels / Matric (Classes 9 – 11)
O Level or Matric?
- The City School is primarily a Cambridge GCE O Level (and A Level) school system, and parents must be aware of this when registering their children.
- Matric is offered in schools only where student numbers and facilities – including the availability of classrooms and laboratories – justify the provision.
- Despite The City School’s expectations that all pupils will take O Levels, by the time pupils have entered Class 8, teachers and Heads may be of the opinion that some children will not easily cope with the O Level course of studies and that it is therefore better for the child to follow the Matric course of studies in terms of obtaining a good Matric certificate rather than a poor O Level result.
- The Mid-Year examinations in Class 8 form the basis of this bifurcation decision and parents are fully involved at all stages.
O Level Curriculum Framework
- The City School follows the O Level examination syllabuses of the Cambridge Assessment International Examinations Board. CAIE is greatly respected throughout Pakistan and in many other countries.
- Students in Classes 9 & 10 all study: English, Mathematics, Urdu, Islamiyat and Pakistan Studies; and then either Science subjects (Physics, Chemistry & Biology) or Business subjects (Economics, Business Studies and Accounts / Computer Studies). In larger campuses additional optional subjects may be available.
- Students then take O Level examinations at the end of Class 10 in: Urdu, Islamiyat and Pakistani Studies.
- Students in Class 11 continue with English, Mathematics and their other chosen subjects, taking O Level examinations at the end of Class 11 in all these subjects.
- Students also have one PE period per week in Classes 9-11.


New prescription for parents: Read to your babies
The American Academy of Pediatrics has released a new policy statement recommending that parents and caregivers begin reading out loud to their children beginning in infancy.
When a parent takes their infant to the pediatrician for well child visits, doctors go over important recommendations for a child’s health and wellness. Thanks to a new policy recommendation, in addition to talking about vaccines, checking babies height and weight, and going over what baby eats, pediatricians will now be recommending parents read out loud to their babies beginning at birth.
A new partnership between the American Academy of Pediatrics (AAP), Scholastic, Reach Out and Read, and Too Small to Fail is bringing important attention to the importance of reading to young children beginning at birth. If parents and caregivers begin reading to their children for just 30 minutes a day starting at birth, they will have been read to for over 900 hours by the time they enter Kindergarten! When reading is reduced to just 30 minutes a week, children loose over 770 hours of reading time and go to Kindergarten with just 130 hours of reading experience. Unfortunately, national data has shown that less than half of children under the age of 5 are read to daily by a parent or caregiver.
As Ann O’Leary, the director of Too Small to Fail, emphasized this when she stated, “Only about half of parents of young children are actually reading to their children from the earliest days of their children’s lives. It would be shocking if you said only half of parents are feeding their children, or putting them to sleep, but we know that [reading and singing to children] are just as important. They’re critical to brain development and language development and have a lifelong impact on health.”
The research is, in fact quite clear. National data tells us that young children whose parents read to them, tell them stories, sing songs with them and simply talk with them on a regular basis develop larger vocabularies, become better readers and perform better in school. In fact, the link between early literacy and later reading success is so strong, that there is a tight correlation between children’s vocabulary at three years old and their reading level in third grade.
The AAP’s new policy paper highlights that, “Reading regularly with young children stimulates optimal patterns of brain development and strengthens parent-child relationships at a critical time in child development, which, in turn, builds language, literacy, and social-emotional skills that last a lifetime.” The policy paper also recommends that doctors counsel parents about the importance of reading aloud, beginning at birth, to both build early literacy skills and to further enhance parent-child relationships and provide books to low-income, high-risk young children.
Michigan State University Extension has focused on literacy development as a key priority area for the children and youth of Michigan, distributing over 200,000 books in Michigan since 2011 through partnerships with The Molina Foundation and First Book. This summer, Michigan State University Extension and the Molina Foundation will again partner to distribute over 40,000 books to at-risk children and youth in Michigan. Research shows that when children do not read during the summer they loose an average of two months of grade level equivalency, returning to school further behind and needing more remedial work to catch up to grade level. Simply having access to books is commonly cited as a barrier to reading at home for the nation’s low-income, high-risk children. National data shows that 60 percent of low-income families have no books in their home at all.
Learn more about what you can do to help your infant, toddler and preschoolers be ready to succeed when they enter Kindergarten by visiting the MSU Extension Early Childhood webpage or by attending an early childhood literacy program near you. Locations and times can be found on the MSU Extension Calendar of Events. MSU Extension also offers a selection of free, downloadable Family Book Sheets online. These book sheets expand on 35 of the most commonly recommended books for young children. The 4-H Military Family Book Sheets also expand on key concepts in books, targeted for families experiencing, returning from or preparing for deployment.


Perspectives on music education. Have a point of view? Let us know. You're amongst friends.
We believe democracy functions best when the governed are participants in the governance. That is, after all, what it’s all about. In 2020, the challenges of a hyper-polarized electorate and a global pandemic have exacerbated voter suppression efforts and unfounded claims of widespread fraud, creating doubts as to whether we can have a free and fair election. This effort to spread disinformation to discourage voting is contrary to our basic democratic values.
"For this Nation to remain true to its principles, we cannot allow any American's vote to be denied, diluted, or defiled. The right to vote is the crown jewel of American liberties, and we will not see its luster diminished."
~ President Ronald Reagan
The freedom to choose our leaders is fundamental to our political system, and voting should be easy and encouraged for all citizens. Restricting or complicating a person’s ability to vote is tantamount to seeking to take away their freedom. (If you’d like to learn more about your rights as a voter, visit vote.org here: vote.org/election-protection)
"We should be doing everything possible to make it easier for people to participate in the political process. If we believe in a vibrant democracy, we must have the highest voter turnout in the world."
~ Senator Bernie Sanders
You can help to overcome this threat to our democratic values in two simple ways: you can vote safely and legally right now, and you can encourage your friends and family to vote. First, look up your state’s rules and pick the safest, simplest means of voting available to you. As we are but a month away from Election Day, an early, in-person vote would help to alleviate any concerns about mail-in ballots arriving late, but if you do not feel safe voting in person, there is still time to get your ballot and vote by mail. In some states, you can even place your mail-in ballot directly in a secure ballot box.
Talking about voting can be intimidating since some people feel it’s very personal. HeadCount put together a great guide on how to talk to your friends who may not be voting: headcount.org/talk-about-voting. Be sure to be empathetic, and remember that your goal is to encourage them to vote, not to find out who they’re voting for.
Through the power of the polls, we can ensure that our rights are protected for generations to come. Make your voice heard. Voting empowers!


Discussion about Assistive Technology and individuals with Williams syndrome with Robin Pegg and Erin Cunningham.
What is Assistive Technology?
Assistive Technology Device
Assistive technology devices are identified in the IDEA 2004 as:
Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.
The term does not include a medical device that is surgically implanted, or the replacement of such device.
(Authority 20 U.S.C. 1401(1))
Assistive Technology Service
As defined in IDEA, an assistive technology service is:
Any service that directly assists a child with a disability in the selection, acquisition, and use of an assistive technology device. The term includes - The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment; Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices; Coordinating and use other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; Training or technical assistance for a child with a disability or, if appropriate, that child’s family; and Training or technical assistance for professionals (including individuals or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities.
(Authority 20 U.S.C. 1401(2))
- Robin Pegg, MEd, COTA/L, ATP is a Certified Occupational Therapy Assistant and Assistive Technology Specialist, working in the public schools for the last 13 years. Robin has extensive experience using all types of technology (low tech-high tech) to support learning and literacy development in children of all ages and ability levels. She also consults with various educational institutions to promote the implementation of Universal Design for Learning. Robin is the Recreation Director for the WSA Camp Programs.
- Erin Cunningham is a wife and mother of two fantastic boys and is a long-time advocate for the rights of persons with disabilities. She believes strongly in the power of assistive technology as a means to assisting individuals with disabilities to reach their full potential. She has served as a board member for the West Michigan Inclusion Network for the past several years, where she is very involved in planning conferences and supporting families.
You can contact Robin and Erin at firstname.lastname@example.org


How to Build a Real Igloo Video for Kids
How to build a real igloo
Igloos are the most specialized form of a snow shelter. They are typically used by skiers or outer enthusiast as a temporary shelter. These shelters are warm, sturdy and easy to construct. A special type of snow is required to do it the right way. The perfect snow can be from where a freeze and thaw cycle does not exist. Ideal environments for creating these structures are closer to the Polar Regions.
Materials Required: –
- A lot of snow
- Snow brick mold
- Snow knife
- Gather the snow in a big pile by using shovel and bin and create the base.
- Make snow bricks or snow blocks by using the snow brick mold.
- Determine the inner circumference of the igloo.
- Arrange the snow blocks end to end around the perimeter and start stacking them on each other.
- Start shaping the bricks to lean inward so that you don’t end up with a snow tube and can get a dome shaped structure.
- You can use a few sticks to make it more stable.
- The last block of the top is known as the king block. It should be slightly larger than required.
- After placing the last block fill in all the gaps between the snow blocks and then carve vents in the walls to prevent CO2
- Make your entrance by cutting a rectangle from the bottom.
- Remove the excess snow from the inside of your igloo.
- Make sure to cut air holes to avoid suffocation as excess of carbon dioxide can be fatal.
- Avoid using camp stoves or any kind of fire inside the dome.
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Declan, Tobin. " Fun Facts for kids about making a real igloo ." Easy Science for Kids, Oct 2020. Web. 21 Oct 2020. < https://easyscienceforkids.com/how-to-build-a-real-igloo-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts for kids about making a real igloo. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/how-to-build-a-real-igloo-video-for-kids/
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There are countless approaches to the delivery of school music, perhaps as many as there are music educators. There are a range of programs and organisations, each with their own ways of bringing more music into schools or give students new opportunities, and many of these are listed in our Australian Music Directory. There are also many approaches that teachers in schools can use in their regular music lessons and we’ve outlined a few popular and innovative approaches below.
The Kodály Approach
A philosophy developed by Hungarian composer, Zoltan Kodály, this is a sequential, cumulative and developmental program, based on an aural-vocal approach. According to Jennifer Samild from the Kodaly Music Education Institute of Australia (NSW branch), “Kodaly believed that children should first learn their own musical mother tongue – the folk songs of their own cultural heritage. It is through this musical mother tongue that the skills and concepts necessary to achieve musical literacy can be taught. As these skills develop, children are given the opportunity to study and perform Art Music of all periods and styles.”
Developed in the 1920s and 1930s by the German composer and educator Carl Orff and his colleague Gunild Keetman, The Orff approach “This approach encourages the student to develop their own compositions from their thoughts and creativity. In a sequenced music education program, the Orff approach recognises the importance of rhythm in children’s early musical experiences. This is fostered through movement and dance as well as singing, speaking rhythmically and instrument playing.”
Musical Futures is an enquiry based approach to teaching and learning that aims to bring non-formal teaching and informal learning approaches into more formal contexts, in an attempt to provide engaging, sustainable and relevant music making activities for all young people. Musical Australia has partnered with Musical Futures Australia on our Songwriting Workshops for Teachers.


Although access to education has increased globally over the past decades, disparities remain and many children in school struggle to achieve basic literacy and numeracy skills. Recognizing this concern, the Sustainable Development Goals (SDGs) have called for a greater focus on inclusiveness, equity and quality in education. However, little comparative data, particularly in terms of education in the early years of a child’s life, currently exist that examine these areas, focusing instead on access.
To address this data gap, UNICEF developed the Foundational Learning module, a new data collection tool that captures basic literacy and numeracy skills at grades 2 and 3 (SDG 4.1.1.a), targeting children aged 7 to 14, in order to monitor learning and quality of education. The module was developed for use in household surveys and is well suited to standardized instruments such as MICS and Demographic and Health Surveys that already focus on the well-being of children. As the guidance below demonstrates, the Foundational Learning module could also be adapted to any household survey if the following overall requirements are met:
- The sample is representative and of sufficient size
- There is the ability to identify all members of a household, including age and sex
- National education authorities are involved in the key steps of the process


Business Studies and Finance
What happens in this subject?
The aim of the business curriculum is to provide every student with quality first teaching, equipping them with the appropriate knowledge and skills needed to develop their employability and identify business problems and opportunities.
We aim to create the very best business students with 100% achieving Distinction to Pass grades at KS4 and grades A-E at KS5.
Students will be constantly challenged to work collaboratively and think independently when engaging in all lessons. They should thoroughly enjoy studying business.
Within Finance, we aim to ensure students appreciate the importance of understanding their own personal finances and the impact that the national and global economy has on their personal and financial goals in life.
Building on from KS2 or KS3
Students would have gained sufficient literacy and numeracy skills through English and maths, being able to think critically and solve problems. These skills will be further developed and applied to real business cases.
KS4 Curriculum - Business
Students will complete the BTEC Business and Enterprise qualification over the two years at KS4. The Scheme of Work has been set by the exam board, Pearson Edexcel and provides students with a high quality, vocational, engaging and applied curriculum.
This course allows students to apply their knowledge, skills and understanding in the context of future development. It also provides students with the opportunity to link education and the world of work in engaging, relevant and practical ways.
Students will have three one hour lessons a week, where they will cover the theory and practical elements of the following components:
Component 1: Exploring Enterprises
Component 2: Planning and Pitching an Enterprise
Component 3: Promotion and Finance for Enterprise
To complement the Scheme of Work, field trips and external speakers are arranged for students to observe their knowledge in action and to give them valuable insight into real businesses. There will also be lunchtime and/or afterschool drop-in tutorials for students who need additional support.
KS4 Curriculum - Finance
As students enter KS5 they will use a number of skills learnt in KS4 as a foundation to develop finance specific skills. If students have studied Business in KS4 this will give them a basis for understanding how costs and finances work which they will then develop. The understanding of data, percentages and money from studying Maths will help be useful when looking at topics such as taxes, VAT, payslips, budgeting and cash flow forecasting.
Aspirations and KS5
Students who are successful in Business often opt to study the subject at KS5. Students will complete the AQA A Level over the two years at KS5 and will study ten topics that cover the four underpinning functions of any business; Finance, HR, Marketing and Operations. Techniques to help develop long-term memory and help students master subject content are embedded in the curriculum. There is strong promotion of independent learning and a focus on effective study skills.
Our curriculum prepares them for life in Higher Education, an apprenticeship or employment and many students are introduced to careers they may not have realised existed, such as Business Analyst, Compliance Officer or Project Manager.
Within Finance, our the Students study the LIBF Certificate in Financial Education, developing knowledge, skills and understanding of financial management and enterprise. These skills are valued in most organisations, particularly the financial services sector, and are especially valuable in terms of self-employment. It can lead students to go onto study finance or business at university and can lead to a number of different opportunities in the future. provides an introduction to, and preparation for, further study through developing an understanding of the economy, financial management skills, employability and enterprise.


Luminous English is a ideal solution for a child who is struggling in school or just need some extra help with Language to excel. Our program essentially focuses on identifying the elements of English that helps child improve their comprehension and writing systematically. Identification of each element of language is important and strengthens the students ability to work independently.
Our programs focus on following:
Reading & Comprehension: Luminous English program helps your child become active reader. We use variety of genre like story, poems, informational text, documentary, news, etc and variety of subjects like Literature, Science, History, etc, to help children understand and inspire to explore the English language is in totality. Our focus is to help child visualize the text while reading and have capability to express them on paper with simple methodology . During the program, the child becomes capable of expressing and communicating their ideas, thinking and strategies on paper through pictorial or graphical representations. The comprehension question are divided into Find (direct connection to text), Explain (explore beyond what you read – your idea or experience while reading) and Recall (connect with text so stays with you forever). The students are not only able do simple comprehension but become able reader and understand beyond what they are reading.
Writing: Writing and reading go hand on hand in learning a language, and our program helps children to write beyond simple sentences. Our writing topics have special focus on critical skills development and are selected based on their child’s learning levels. Writing topics are also discussed in group to explore the idea of the topic. Special focus is provided on building vocabulary to help improve the usage of words.
Listening: Listening exercises at Luminous are designed by experts based on child’s ability to explore the topic quickly while listening. These exercise helps children recall the topics and made short notes prior to answer the comprehension questions. The listening exercises at Luminous English also helps kids explore language at fast pace environment and improve their observation skill.
The program overall improve the cognitive skill of the child and helps children taste the joy of learning language.
Benefits of luminous Program
- Better Problem Solving Ability
- Improved Analytical Skill
- Increased Mental Acuity
- Cognitive Skill Development
- Higher Confidence
Benefit of luminous Early Learning
- Academic Head Start
- Visual Learning
- Better Organizational Skill
- Fine Motor Skill Development
- Social Skill Development
Luminous English is aligned to the Ontario curriculum and caters the need of kids from grade 1 to 9. The program is divided into 5 levels and child is placed into each level based on their ability. We do not place child based on Grades as grades are not the true representation of child’s linguistic ability. Our program will not only meet the requirement of Ontario curriculum (way beyond normal tutoring) but exceed the learning of your child to help them achieve better grades and become an independent learner.
Schedule: 1 hour sessions per week (4 session per month). Extra session can be recommended based on assessment if child do not meet minimum expectation based on age.
Luminous Early Learning Program (3 to 6 Years)
“READ, WRITE, TALK & LEARN”
Luminous Early Learning is design for young kids who need head start in their education. Early learning experience has a greater impact on child’s future learning and help child built stronger learning foundation. We make that experience richer by our innovative learning program. Our early learning program covers all the subject STEM, Language Arts and Social skills.
The luminous Early learning program is designed for age 3 to 6 years.
Schedule: 1 hour sessions per week (4 session per month).


Melanie Wilson, artist and art teacher challenges us to look at the subject of art in a different way.
No other subject builds courage and resilience like Visual Arts. Art also prepares learners for industry like no other subject. It teaches discipline, responsibility and supplements prioritising. Any form of creative process teaches children that taking the short-cut is not a good option.
Art-making in the primary phase teaches
- decision making
- time management
- self motivation
- a moral perspective
- a positive concious state
- develops a strong core
- promotes self awareness
- encourages the highest form of learning ie. alternative problem solving skills and critical thinking.
If art education and creative occupation sharpens the mind, stretches the brain and ultimately makes such a difference, why does it remain a ‘cork in the ocean’? It has been acknowledged as one of the greatest drivers in human development. We measure intelligence through creativity….why then, in this day and age is Visual Art still stigmatised and overlooked in our schools?
Did you know? – The ancient meaning of the word ‘Art’ was affiliated with ancient ‘Science’. ‘Science’ in Latin means “CUT” and ‘Art’ in Latin means “JOIN”…so basically Art revolves around design… anything to do with sustaining life (from cars to appliances to gadgets). Consider the impact that this subject has on industry, architecture, brand development, marketing, advertising, film making, research – basically everything that defines human progress and development.
Did you know? – Each time your child engages with a form of art-making, his/her brain explodes with activity…working furiously. During a creative lesson the brain has to process new instructions, new information – navigating and exploring new processes that forces mental activity to increase. So, brain activity ‘spikes’ and because your child is generally exposed to the ‘unfamiliar’ during Art ( ie always on guard, looking for new solutions) – the subject literally ‘stretches the brain’…constantly challenging your child to critically analyse information. Most ‘normal’ subjects encourage “routine” – but left to its own own device, the brain will try make almost any routine into a habit…not ideal as habits generally allow our minds to “ramp down”.
INSPIRATION is a natural building block in child development. Researchers and scientists believe that creativity is genetic and this is where the issue of ‘talent’ occurs. Talent is the innate power to discover the hidden connection between three things, ie images, ideas, words, that nobody has ever seen before. If you link them you end up creating an utterly unique work for the world.
So what is my point? I believe that constructive art education encourages high achievement and builds skills that industry values. The creative classroom teaches children to work collaboratively. We need to thank our Art teachers who are ultimately responsible for nurturing talent and driving creative development in our classrooms.
Melanie Wilson – Teacher/Artist
(BAFA (HDE) UKZN)


In Israel, the state provides education, which is compulsory from age 5-15 and tuition-free through grade 12. In August 1949, a year after the establishment of the state, the Knesset passed the Compulsory Education Law, which states that "the government is responsible for providing free, compulsory education" for children aged 5-13; in 1968 the age of compulsory education was extended to 15, and in 1978, the age of free education was extended to 17.
Elementary education, as well as a good part of high school education, is public. Through the Ministry of Education and Cultural Affairs, the government accredits schools, determines curriculum, certifies teachers and supervises their work, awards diplomas, and finances most of the expenses of education. Local governments are responsible for setting up and maintaining educational facilities; their funding comes from local taxes and from transfers from the Ministry.
While the government is by far the largest supplier of educational services, not all sectors of the population receive the same quality service; there are considerable disparities in the educational achievements of the direct consumers of these services -- the schoolchildren.
Despite the universalistic spirit of the Compulsory Education Law, the Israeli educational system is characterized by a high degree of internal differentiation. One dividing line was drawn by the State Education Law (1953), which acknowledged three types of Jewish schools: secular ("public") schools, religious ("religious public") schools, and Orthodox parochial schools ("private education"). The law granted each a separate administrative apparatus, thus perpetuating the divisions prevailing during the British Mandatory Government. A second line of demarcation is between Jewish and Arab schools. This separation is not a legislated one, but rather reflects a decision to preserve the divisions that existed during the Mandate period; prior to the establishment of the state of Israel, the majority of Arab schoolchildren studied in schools set up by the the British Mandatory Government, and the Jews studied in a private system administered by the Educational Committee of the National Assembly, the self-governing body of the pre-state Jewish community in Palestine. A third principle of division within Jewish schools, one that traverses all three sub-systems, is that between "regular" pupils, most of whom are Ashkenazim, and pupils defined as "in need of special...


“Imagination is the source of all human achievement.” These are the words of Sir Ken Robinson, a highly regarded professor, researcher, writer and speaker, who advises governments, non-profits, education and arts bodies on education in the arts. Perhaps best known for his TED talk, “Do schools kill creativity?” – the most viewed TED talk of all time – his contention is that to prepare today’s children for success in the future, their creativity must be nurtured. – Joanna Boxall
Education systems around the world prioritise the teaching of maths and science – the subjects considered most useful and necessary for a successful and well paid career in later life – and as a result, the arts have been relegated to second place. Children may be steered away from an interest in art, music or drama, perhaps because pursuing a career in these disciplines is fraught with uncertainty. Fine arts have thus come to be viewed as more frivolous subjects, even luxuries, and art programmes are often the first to suffer as a result of budget cuts.
By the time today’s children become adults, we can safely assume that technology will be driving most aspects of their lives, and thus the emphasis education places on science is understandable. However, as Sir Robinson so eloquently argues, imagination and creativity are the wellspring of innovation, and in a rapidly changing world, the ability to come up with fresh, new ideas may well be the most valuable skill of all. It is therefore essential that creativity be encouraged, not stifled.
Even if a child does not show a particular artistic ability, learning art alongside more ‘serious’ subjects is vital, not only to give young minds a well-rounded education, but because there is ample evidence that children who take art classes are more proficient in reading, maths and critical thinking, and are also more motivated to stay in school.
Ideally, education systems should all incorporate the arts in some measure, but if they do not, parents can still ensure their little ones receive plenty of exposure to the arts and have opportunities to explore their own creativity.
The use of various tools and equipment, such as scissors, paintbrushes or crayons, aids the development of motor skills and dexterity. Art and craft activities help little bodies learn to control large and small muscle groups, and thus improve coordination and precision.
Practising art broadens a child’s vocabulary and teaches them words for colours, shapes, styles and actions. Later on, it also teaches what colours evoke which emotions.
Art education strengthens problem-solving and critical-thinking skills. When creating a piece of artwork children make their own decisions and choices about colours, materials, shapes and more. This is a skill that will serve them well in other areas of life.
Various studies have looked at the correlation between art classes and academic achievement and many have found that when children take art classes, their performance improves in literacy, maths and science. However, this should not be the sole reason for encouraging children to pursue artistic endeavours: they should be encouraged to create and appreciate art for art’s sake. After all, what would the world look like if there were no new music, art, film or dance?
Check out information on the Diary Of Anne Frank at Prospect House, Butterfield Cayman Islands Young Musicians of the Year, as well as the National Gallery’s Visual Art Society‘s various workshops and camps.
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You will learn foundational skills needed to create an interactive prototype for a mobile app or website.
You will learn how to set up a project in Adobe XD CC.
You will discover how to create graphics with the shape and pen tools, as well as adding interactive features to your project.
You will explore previewing your work on desktop and mobile, as well as sharing your interactive prototypes with clients and developers.
Adobe XD CC installed on your computer
Adobe Experience Design CC can help you create interactive prototypes that you can share with clients for a complete user experience design. Learn how to create and export your designs for developers so you can maintain your design vision.
Do you have a desire to create a mobile app or website? Would having a working prototype of your design that you could share with your clients make the process much easier? In this course, Adobe XD CC Fundamentals, you will learn foundational skills needed to create an interactive prototype ( ui ux design ) for a mobile app or website.
I'm a Tunisian, based in Qatar, Graphic Designer and Webmaster, creating awesome and effective visual identities for companies of all sizes around the globe.
My vision has always been to develop new skills and innovative features that push my learning, creative, critical thinking abilities to their limits and the boundaries of what has been previously possible for digital art.


With the extreme partisanship we see in government and politics today, one area recently emerged where policymakers came together to find common ground: Early childhood learning.
The conferences were hosted by New America, which characterizes itself as “a new kind of think and action tank: a civic platform that connects a research institute, technology lab, solutions network, media hub and public forum.” They took place over the last two years where “more than 30 individuals from top-level research organizations, early learning programs, and advocacy organizations came together at New America to distill years of research on what it takes to provide a quality pre-K experience for three- and four-year-old children.”
Now the outcomes from those conferences have been published, which New America outlines in an overview titled “3 Practices and 3 Policies Indispensable for Quality Pre-K.” These practices and policies are meant “to assist policymakers and political candidates interested in promoting the importance of quality in pre-K, as well as for state education leaders who aim to improve their early learning systems.”
These statements — which were nicknamed 3+3 Indispensables — include:
Engage in positive interactions with children and their families, recognizing the strengths and diversity of their backgrounds.
Use learning trajectories in subject areas and domains, supported by effective curricula, to help children meet goals in learning and development.
Promote children’s social development and self-regulation in ways that reflect an understanding of the multiple biological and environmental factors that affect behavior.
Allocate increased, predictable, and sustainable funding to establish the conditions necessary for high-quality teaching and learning.
Provide educators with professional learning (pre-service and in-service) based at a minimum on the 3 Indispensable Practices and on in-service opportunities aligned with the definition of professional development in the Every Student Succeeds Act.
Use high-quality data to promote continuous quality improvement and better continuity from ages 0–3 to pre-K and pre-K to grades K–3.
For more context and background, “the Alliance for Early Success published Indispensables for Quality Pre-K, a website and downloadable two-pager designed to assist policymakers and political candidates interested in promoting the importance of quality in pre-K, as well as for state education leaders who aim to improve their early learning systems.”