The paper analyses the educational policies in Romania for the period 1948-1989. The purpose is to examine the main features that defined the educational system during the communist period, thus providing the background for a better understanding of the strengths and the weaknesses of education during these years. The paper consists of five distinct sections: (i) legislative reforms; (ii) human, material and financial resources; (iii) access and participation; (iv) educational environment; (v) voice of the pupils and students. Whenever data is available, the paper uses a comparative perspective with other communist countries (Bulgaria, Czech Republic, Hungary and Poland), particularly regarding the access to and participation in education. Several achievements in the field of education are present in communist Romania: (i) the positive evolution of participation in education, particularly regarding elementary education; (ii) the campaign to eradicate illiteracy was successful, at least in terms of numbers; (iii) vocational education displayed spectacular increases in the communist period; (iv) the number of students enrolled in higher education increased significantly; (v) expansion of support forms to broaden participation, especially in the higher education system. Nevertheless, there are also a series of negative aspects, such as access and participation of particular groups to education – children with disabilities, children from placement centres, pupils, and students of “unhealthy social origin”. A selection of oral history fragments completes the picture about the educational environment.
This work is licensed under a Creative Commons Attribution 4.0 International License.


Loose parts are materials and resources that have no pre-planned use; they can be natural or synthetic, they can be moved, combined with other resources, lined up, deconstructed and constructed again. You don’t need to go out and buy anything fancy, but instead allow children to use the continuous provision in a flexible way, with the space and time needed for them to play, explore and be creative.
My indoor area has an abundance of loose parts gathered into wicker baskets, trinket trays and jars. These include:
- Wooden rings
- Glass beads
- Bottle tops
- Pine cones
As well as, a number of larger items which include:
The benefits of providing these items is their ability to be anything the children want them to be. I have seen buttons used in the role play area, being cooked in a pan and poured onto plates. I have seen tubes turn into castles and a cardboard box used as a spaceship – the possibilities are endless!
And, with this flexibility, the children can play with and explore items; they can actively learn whilst being creative and thinking critically. They learn lifelong skills such as teamwork, problem solving, resilience and negotiation. Most importantly children have the confidence to try new things without the fear of failure. Loose parts have no right or wrong way of being used and as such there is no failure when it comes to making their creations.
The adult’s role during loose parts play is important; you need to be an observer, mediator and facilitator, offering up comments that will support the children’s play rather than taking over and doing it for them. For example, if you were asked to build a den you would know exactly what to do and it would be built in 2 minutes flat! But, when children build a den, they need to work out what they will use as a roof and the size needed. They will have to compare items, try items out, perhaps they will need to attach two pieces of tarpaulin. In which case, they will need to work out how to fix them together (Glue? Sellotape? Clips?). After that, they need to decided how to attach them to the posts, what height they need to be attached at, how they will reach that height. Once they have decided upon, possibly a cable reel; they need to move it; to work as a team; and need to communicate!
You can see how, easily, building a den could last all morning and how many skills are needed to build it. This is in no way a definitive list of learning that takes place, however, it is an example of how a simple activity using loose parts can combine every area of learning without an adult at all.
Personal, social and emotional development – Sharing resources and helping each other to carry objects.
Communication and Language – Talking through their ideas and negotiating how to go about building the den.
Physical development – Carrying heavy objects and using tools such as pegs.
Maths development – Working out correct sizes and shapes needed.
Literacy development – Drawing a plan or creating a sign.
Understanding the world – Working out how objects work and how they can be combined.
Expressive art and design – Deciding upon materials and a design for their den.
In my experience communication is an area of development that stands out during play with loose parts, not only through the need to communicate, due to teamwork and negotiation, but through the children’s ability to storytell. I observed one little boy creating a spaceship after he had read about them in a book. He said, “This is my spaceship…whoosh!” Another little boy joined him, “3, 2, 1, LIFT OFF! He’s going to the moon”. “Yes, he’s going to find cheese.” “And aliens”. “Scary, scary aliens!” And so they continued their story, using large metal pans as space helmets!
Whatever loose parts you add to your environment, just remember it’s not about what the children do with them but about the learning that takes place!
With thanks to Laura England – Little Miss Early Years – an early years teacher, enthusiast and blogger for this wonderful insight into loose part play.
Read our article on the appeal of tinker trays for loose parts play – by Little Miss Early Years here.


Ocean Science Activities for Kids
Learn more about ocean science for kids with these fun and educational activities! This content supplements the projects and activities found inside our Ocean Science Discovery Box, which you can order here.
Discover and Create
A selection of our favorite kid-tested ocean projects and experiments for your child to explore. Bake fish shaped cookies, make a jellyfish in a bottle, experiment with salt water or build a tug boat!
Links to Ocean Science Activities from Green Kid Crafts
From the Librarian
You can now add books to your Green Kid Crafts subscription! Enhance your child’s learning experience with books we’ve hand-picked to go along with your favorite Discovery boxes.
Ocean Science Videos:
Extend learning with these educational science videos.
More Projects, Experiments, and Ideas:
See our Ocean Science Pinterest board for even more ideas for fun and learning!
If you’re not already a Green Kid Crafts subscriber, don’t wait another day to join!
From $16.95 / month! Monthly boxes come with 4-8 award winning Creativity and STEM Science Kits (science, technology, engineering, and math) designed by experts around national standards to build confidence, flex creativity, and make kids smarter. All materials and instructions included, along with some fun extras! Each Discovery Box is created around an exciting new theme each month (think Outer Space, Nocturnal Animals, Backyard Science, Ocean, and Mad Scientist). You can cancel anytime. Join Green Kid now!


THE ORIGINS OF THE PROJECT
In 2015, the Arts Service initiated a pilot project which saw artworks from Taisce Lú – Louth County Council’s Art Collection – travelling out to three schools in the county. The participating students from Scoil Uí Mhuirí, Dunleer, St. Oliver’s Community School, Drogheda, and Ó Fiaich College, Dundalk worked with Visual Arts Educator Lynn McGrane to select and discuss works in the collection.
The project’s title, Irish, Alive and Mostly Female, refers to the composition of artists represented in Taisce Lú, a situation at odds with traditional state collections where the artists represented are often male, dead, and foreign. To strengthen the perception of visual art being relevant and contemporary, a number of the artists whose work was selected visited the schools and spoke to the students about their work, their experiences of being an artist, and how they came to create the work being explored. A short film was made about the project, which was co-funded by the Arts Council.
View Film here: Create Louth_Irish, Alive and Mostly Female
The pilot project was very successful and in 2016, four schools- Sacred Heart Secondary School, Drogheda; Ardee Community School, Coláiste Chú Chulainn, Dundalk and St. Mary’s College, Dundalk were facilitated by visual artist and curator Claire Halpin to look more closely at their county’s collection.
In 2017, the project will pilot with three primary schools and will use the VTS methodology in the classroom context.
About VTS: Visual Thinking Strategies is an educational method which uses visual art to enable participants to use skills that they already have to learn more and to help them develop aesthetic and language literacy, critical thinking, observation skills, and evidence-based reasoning. In this method, the learners are given a lot of time to respond, and have ample opportunity to build meaning one way and then another, and are exposed to the thinking of their peers, which can accelerate shifts in their own thinking. It is one of the most significant art education programs in North America with a national presence and is now becoming sought after internationally. To learn more and to see a session in action go to:
ABOUT THE COLLECTION
Taisce Lú provides information about the artworks which have been donated to, or purchased by, Louth County Council. Some of the pieces date back to the early years of the 20th Century, but the majority of the artworks date from the last twenty years.
The former Dundalk Town Council has artworks in its collection dating back to the early years of the 20th century, with the bulk of the works having been purchased since the 1990s.
Louth County Council, similar to the former Dundalk Town Council, purchased most of its collection within the last twenty years, and has much of its collection on view in its offices and public areas of County Hall.


Dmitry Alekseyevich, Count Milyutin
Our editors will review what you’ve submitted and determine whether to revise the article.Join Britannica's Publishing Partner Program and our community of experts to gain a global audience for your work!
Dmitry Alekseyevich, Count Milyutin, (born June 28 [July 10, New Style], 1816, Moscow, Russia—died Jan. 25 [Feb. 7], 1912, Simeiz, near Yalta, Crimea, Russian Empire), Russian military officer and statesman who, as minister of war (1861–81), was responsible for the introduction of important military reforms in Russia.
Graduated from the Nicholas Military Academy in 1836, Milyutin served in the Caucasus (1838–45) and then became a professor at the academy. In 1856 Milyutin returned to active duty. In 1860 he entered the Ministry of War as deputy minister and became minister of war the following year. Milyutin reorganized the system of military education for both officers and regular troops; among other innovations, he made elementary education available to all draftees. In 1874 he introduced universal compulsory military service into Russia, compelling all Russian males at 20 years of age, except those who qualified for specific exemptions, to serve in the army; he also reduced the term of active service from 25 years to 6. In addition, Milyutin introduced the reserve system.
Despite the success of his reforms, which was demonstrated by Russia’s victory over the Ottoman Empire in the Russo-Turkish War of 1877–78, Milyutin acquired many powerful enemies, especially among those who resented his reduction of the nobles’ privileges within the military establishment. He chose to retire (May 1881) soon after Alexander III ascended the Russian throne.
Learn More in these related Britannica articles:
Russia: Revolutionary activitiesThis was the work of Dmitry Milyutin, the brother of Nikolay and like him a liberal, who was minister of war from 1861 to 1881.…
Alexander II: LifeMeanwhile, Dmitry Milyutin, an enlightened minister of war, was carrying out an extensive series of reforms affecting nearly every branch of the Russian military organization. The educative role of military service was underlined by a marked improvement of military schools. The army statute of 1874 introduced…
Russo-Turkish wars, series of wars between Russia and the Ottoman Empire in the 17th–19th century. The wars reflected the decline of the Ottoman Empire and resulted in the gradual southward extension of Russia’s frontier and influence into Ottoman territory. The wars took place in 1676–81, 1687, 1689, 1695–96, 1710–12 (part…


Dr Marlon Moncrieffe studies migration stories and national identity; Decolonising the curriculum; Critical multicultural education; Black-British histories used with the primary school curriculum and Black-British histories in cycling.
For this post he has interviewed the artists Larry Achiampong and David Blandy about their collaborative project called Finding Fanon (2015-17). This series of works is inspired by the lost plays of Frantz Fanon (1925-1961), a politically radical humanist whose practice dealt with the psychopathology of colonisation and the social and cultural consequences of decolonisation. In the films, the two artists negotiate Fanon’s ideas, examining the politics of race, racism and the post-colonial, and how these societal issues affect their relationship. The interview will be followed by a VR exhibition of the work in September, to be launched as part of new project developed by Louise Colbourne and funded by the Universities Research and Enterprise award and Creative Futures. David and Larry continue to work together and have show coming up in Art Exchange in Colchester this October.


One of the earliest routines most parents establish with their children is reading together at bedtime. I started reading to my own daughter before bed while I was still pregnant with her. My husband and I would take turns reading Goodnight Moon out loud, hoping the baby was getting used to the sounds of our voices and already becoming a tiny genius. It’s a tradition we continued throughout her infancy, toddlerhood, and preschool days. Now, at 7 years old, my daughter can basically read without me, and this transition has left me scrambling to figure out what our new reading routine should look like.
The transition from being the “lead” reader to a spectator is a tough one for most parents to navigate. We know that we should be allowing them to read more often and challenging them to keep expanding their vocabularies and comprehension, but what’s the correct ratio of parent-to-kid reading time? What kinds of books should we be bringing home? And, perhaps most importantly to parents, do our kids still need us to be their main storytellers?
The good news, says Susan Neuman, a professor of childhood education and literacy development at New York University, is that helping children become independent readers is actually a very gradual change. She shared some important tips and reminders for parents as we make the triumphant transition from being full-time narrators to having young children who know how to read.
1. Don’t stop reading to your children.
Even though children can read independently, it doesn’t mean they’re ready to transition fully to solo reading time. “Children love to have the audience of being able to read aloud. They want to show off to their parents as they become more facile in reading,” says Neuman, “...but for those kids who are transitioning to reading, [usually around] age 7 through age 9, parents need to remember that reading is still not that easy.”
My 7-year-old loves Ada Twist, Rosie Revere and other books by Andrea Beaty, but she still asks what various words mean and needs me to explain certain plot points. Neuman says that allowing children to read short, reading level-appropriate books to you can have huge impacts on their fluency and their ability to read with expression, but it’s still important for them to hear adults reading and to have conversations about books. There’s also the simple fact that listening to a parent read can be more engaging and entertaining. “Many times, new independent readers still want to be read to because their parents can read with much greater speed,” says Neuman.
2. Find new ways to challenge your children.
Children who are beginning to read independently shouldn’t be restricted to only reading books that are easy. “Reading to children and reading more sophisticated books with greater language and more abstract language is still really important,” says Neuman.
One major way that Neuman recommends doing this is by reading chapter books together, which is a strategy that I’ve employed with my daughter. Some nights she will read me a short book, like The Day the Crayons Quit or the Elephant & Piggie books, but on other nights, we’ll read one to two chapters from The Princess in Black series or the Eerie Elementary books. These books are still “easy” as far as chapter books go, but they have more complex words that still challenge her and more detailed plots that provide me with opportunities to ask her questions and start discussions.
3. Make reading time fun.
The goal of parents’ reading efforts should be to help children view reading as an enjoyable activity, not a boring obligation. There can be temptation, especially as children gain more reading independence, to start enforcing specific reading times or pushing them towards certain types of books, but Neuman cautions that parents should avoid putting strict parameters around reading. Instead, let children have a say in what books they’d like to read — research shows kids are more likely to read a book they pick themselves. And, while it’s okay to have a routine, like reading at bedtime, don’t force it. “A five minute great read is better than a 20 minute boring read,” explains Neuman.


An estimated 60,000 children residing in Kabul are engaged in child labour (UNICEF). Exposed to poverty and abuse, forced to work on the streets in order to provide for their families, a high number of children do not attend school, particularly girls. AfD's schools provide marginalized boys and girls in Kabul with the possibility to attend an inclusive semi-formal school where they can learn basic literacy and numeracy skills together with drawing, practical and technical knowledge.
Poverty is the main determinant of child labour. Many families have no choice but have their children work. According to UNICEF, 3.7 million children aged 7-17 are out of school in Afghanistan, of whom 2.2 million are girls. Illiteracy and lack of vocational skills lead to poverty, debt, vulnerability and dependence. With severe security and economic issues facing the country, the Afghan government is currently unable to provide vulnerable children with the support they need.
AfD provides flexible schooling, aimed at: developing basic literacy and numeracy skills, providing daily meals and access to basic healthcare. Currently, 206 children are enrolled in the program, 86 are girls. The school's sports program gives the chance to girls to practise with an all-female football team. Our strategy also includes hiring female staff (all teachers of our schools are female), providing qualified training and promoting girls education among the local community.
Children attending the program gain the necessary skills to help them and their families leave the cycle of poverty; at the same time they have the chance of accessing formal education and re-integrate into society. Educated girls improve their lives and their communities, advancing women's integration in the workforce and gender equality. AfD plans on running 3 schools in Kabul and possibly open a new location to enrol a higher number of children and advocate for more participation of girls.
This project has provided additional documentation in a DOCX file (projdoc.docx).
Action for Development's project page
US Department of Labor on Afghan Child Labor
Human Rights Watch Report


Did you miss the Reading Comprehension Strategies to Reach Every Student Webinar on Thursday, October 4th 2012, where Reading/Literacy Coordinator Dr. Linda Baker of the Tangipahoa Parish School District and Janet Webb, Leader of Implementation at Mimio will walked through the literacy tools used for identifying the reading levels, reading challenges, and progress of student readers at every level in the Tangipahoa Parish district. Download the archived presentation here!
A few of the specific topics covered are:
- How do we effectively teach reading comprehension?
- How can districts select flexible literacy products that can support students in differentiated learning?
- Which literacy products can effectively assess, screen, and provide practice to struggling readers?


In previous posts we have talked about the need for skeptical materials that can be used in the classroom, especially at the middle and high school grade levels. The Web is loaded with alarmist material but there is almost nothing from the skeptics. In order to advance the cause of climate realism, below are some basic ideas for what good classroom materials might look like.
No politics, no bashing.
Skeptical sources like blogs, op-eds, letters to the editor, etc., often include strident criticism of the opposition. There is no place for this in the classroom, especially not in science classes. This is not the place to analyze the reasons for alarmism or the behavior of alarmists.
Focus on one idea
Many climate change writings have a shotgun blast aspect, offering a broad array of arguments over several distinct topics. For classroom use it is very important to take a single idea and briefly explain it, allowing ample time for discussion. In particular, one should not use any terminology that has not already been taught, except for the terminology being taught. Using terms the students do not know (such as “IPCC” or “anomaly”) will immediately distract the class. These new terms will become the subject, rather than the intended idea.
Teach the debate, not just one side
Do not argue for a position. The science is far too technical for that. The learning objective is for the students to see that there is an active scientific debate surrounding the idea in question. It is like a field trip to a laboratory. The students are seeing science in action, not mastering it.
Personally I typically refer to the two major camps as “warmers” (people who argue that humans are causing dangerous global warming) and “skeptics” (people who doubt this). These are relatively neutral and short terms — warmers versus skeptics.
Aim for a specific education level
This is especially challenging. In high school there are typically four science courses — physics, chemistry, biology and Earth sciences — and each student only needs to take two. So there are a large number of combinations and you cannot assume any particular one. The best approach is to write for just one of these courses, without assuming that any of the other three have been taken. Middle school is a bit less complex, but the students will have learned a lot less at this point.
Mine the standards
In the last 20 years or so science education has become something of a regulatory regime. Most States have promulgated detailed regulations dictating what will be taught in each grade and course. These State regulations are often called “standards,” and they are enforced by extensive testing. How content is taught is still up to the teacher, but what content is taught is not. Therefore the most useful classroom materials are those that are aligned with the standards.
So if you are writing for a particular State it is best to look at that State’s standards. These can usually be found with a Google search on “X state science standards” where X is the State’s name. If you are writing generally it will be useful to look at several standards, to get an idea what is taught when. For example, California, Texas and Virginia have very detailed standards.
Of particular interest are the so-called Next Generation Science Standards. These are new and have so far been adopted by well over a dozen States. The NextGen Standards do several worrisome things with climate change science. First, they push a lot of it back into middle school, instead of high school where it has traditionally been. The students know a lot less at this level, making alarmism easier to get away with. Second, the NextGen Standards require hands-on use of a climate computer model in high school. Given that computer models of climate are the basis for most alarmism, one wonders what model the students will be using? It will be important to clearly explain the difference between modeling and actual science.
Of course it is also important to make things interesting, have fun, encourage discussion and critical thinking, etc. Writing science for kids is a real challenge. In the climate change debate we really need it, lots of it.


Now every child can learn basic water safety skills in the classroom!
2. Mobile phone users:
Access PDF lesson books below
Irish Water Safety has created an educational resource for primary schools called PAWS (Primary Aquatics Water Safety). PAWS outlines life-saving guidelines for children of every age and is available digitally to every school in the country.
PAWS teaches children how to be safe around water in homes, farms, pools, beaches and on our waterways, and is written and designed for different age groups.
With beautiful illustrations, a wealth of tips and advice, and all sorts of interactive games and puzzles to reinforce lessons learned, PAWS incorporates all aspects of the physical education aquatics strand of the primary school curriculum.
The PAWS programme has been developed in partnership with The Educational Company of Ireland. Their platform is already used daily by many teachers all over the country. English and Irish digital lesson books are available for each class band with interactive puzzles to match. The lessons can be delivered in just a few hours of class time and on completion each class can receive an Irish Water Safety Primary Aquatics Water Safety Certificate.


Charon is the innermost and the largest moon of all five moons of the dwarf planet Pluto. It was discovered in June 1978 by James Christy and Robert Harrington at the U.S. Naval Observatory.
This moon is tidally locked with Pluto as it orbits Pluto in the same time it takes Pluto to make one rotation. Pluto and Charon orbit a common center of gravity located just above Pluto’s surface. It is called a barycentre.
Quick Facts: –
- Charon is the largest known satellite relative to its parent body as it is half the size of Pluto.
- They are located at a distance of approximately 19,640 kilometers.
- Unlike other moons of Pluto, Hydra and Nix, Charon is not oblong shaped.
- This moon was initially named S/1978 P 1, which indicates the year of its discovery and the fact it was the first object observed around Pluto.
- Pluto and Charon both have never been visited by any spacecraft. They have been just observed by the Hubble Space Telescope and other observatories.
- Unlike Pluto’s surface, this moon is believed to be covered in frozen water.
- The dark region on the north pole of this moon is called Mordor.
- This moon is also home to ice geysers and ice volcanoes which confirm its ice based geology.
- In a way similar to Uranus, the Pluto-Charon system also orbits the Sun tipped on its edge.
- A periodic slight elongation was observed which was later confirmed using plates dating back to 1965.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Charon Facts for Kids ." Easy Science for Kids, Oct 2020. Web. 20 Oct 2020. < https://easyscienceforkids.com/charon-facts/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Charon Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/charon-facts/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- 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
Sponsored Links :


The United States is currently grappling with how to prepare our students to be computer literate citizens in the competitive technological world we live in. Understanding how children develop computer knowledge, and the ways that adults are able to guide their computer learning experiences, is a vital task facing parents and educators. This groundbreaking book is an attempt to fill a gap in current understanding of how we become computer literate and proposes a theory of how computer literacy skills emerge in computer users.
Table of Contents
1. Introduction 2. Review of Related Research and Literature 3. Research Study 4. Research Findings 5. Research Implications 6. Supporting Early Computer Literacy Development 7. Summary, Issues, And Future Research. Epilogue
Helen Mele Robinson is Assistant Professor in the Education Department at CUNY, The College of Staten Island. She has published journal articles in Perspective: The New York Journal of Adult Learning.
A Choice Outstanding Book of 2009
"The book is essential for anyone studying literacy or looking for suggestions on curricular inclusion of computer literacy. Quantitative and qualitative researchers will find this book valuable for the design and execution of the study. Robinson’s text is incisive and most immediately complementary to scholarship in education, English, psychology, sociology and information science... Highly recommended."—L.H. Taylor Jr., Choice (2009), Vol. 46, No. 11
"Emergent Computer Literacy is an admirably concise study with a number of important implications for future research on children and computer literacy in the "information age". The book will enlighten both researchers and parents alike and ask them to reconsider the development of their children and their assimilation into a technologically driven society. I recommend this book to researchers and also parents as an important starting point to consider the role of the new digital literacies affecting children’s education around the world."--Jeremy White, International Journal of Emerging Technologies and Society ( 2009), Vol. 7, No. 2


Toddlers explore and experiment as they learn to walk, climb, and talk. Our toddler program provides a stimulating atmosphere to encourage growth, creativity, and curiosity. The enriched curriculum in toddler classrooms includes a balance of activities, such as age appropriate literacy development, socialization in large and small groups, outdoor play, and time to explore their individual interests.
Wonderspring’s toddler program provides all the hallmarks of a high quality toddler program as noted by the National Association of the Education of Young Children (NAEYC) including:
Positive relationships between teachers and children. Our teachers form close, relationships with children. By interacting with them in ways that show respect, they help toddlers learn to manage their own behavior
Time for children to explore and play. Toddlers need lots of interesting objects to explore. Wonderspring provides toys and materials that can be used in different ways so toddlers develop creativity and problem-solving skills.
Consistent schedules and routines. Our programs provide responsive routines and transitions with time for active play (indoors and outdoors) and rest.
Effective health and safety policies. Wonderspring has developed comprehensive health and safety policies and procedures designed to keep children, staff and families safe and ensure that toddlers stay healthy and ready to learn.
Additionally, Wonderspring’s toddler program utilizes The Creative Curriculum for Infants, Toddlers and Twos, a comprehensive, research-based curriculum designed to enable teachers to implement developmentally appropriate practices and offer responsive daily routines and meaningful experiences that nurture learning and development. The curriculum offers activities that encourage your child’s growth across developmental domains. Wonderspring also monitors your child’s progress to ensure continual development and prioritizes communication with parents and caregivers.


Make these soap bubbles to learn about surface tension and water in these easy science experiments.
You will need
small bottle of glycerin
Bubble mixture recipe
1 T glycerin
Mix the ingredients above together in a small container.
Dishwashing liquid can stretch out very thinly, so it stretches across the wand or loop and even around the pockets of air that you blow into it to create a bubble.
Mix about 4 times the quantity of bubble mixture above in a larger, flattish container.
See my son, at age four, below with his giant bubbles created with a modified coat hanger!
Science Toys - Accessories for Soap Bubbles
Create a 'learning environment' in your home, where children will develop skills they need in life while having fun! Use this list of educational toys and games for gifts for birthdays.
This quick and easy soap experiment demonstrates how soap reduces surface tension.
Use talcum powder to demonstrate visibly the effect of detergent on the surface tension of water in this easy science experiment
Easy Science Experiments for Kids
Evaporation Science Experiment
Salt Solution Evaporation Experiment
Sugar Crystals Experiment
Sugar Tower Absorption Experiment
Capillary Action Experiments
New! CommentsHave your say! Leave a comment in the box below.
What science for kids have you done?
See the tried and tested preschool science activities submitted by visitors to this site.Get ideas or upload a photo and share YOUR kids science with us all.
[?] Subscribe To This Site
Copyright © 2005-2020, Shirleys Preschool Activities.com|
All Rights Reserved.


“The Netherlands has produced a surprising number of master painters for such a small country,” said Ryotaro Shiba in his book, Travelling in the Netherlands. Shiba spent many pages on one of these masters — Vincent van Gogh.
Much to my embarrassment, I had assumed that Van Gogh was French until I read his book. My insolent assumptions were further overturned by the Gogh Exhibition now underway at the Ueno no Mori Art Museum in Ueno, Tokyo, until January 13, 2020.
In his early works, Van Gogh used dark tones to create realistic depictions, like the painting of a peasant bent low by the fireplace. This contrasts greatly with his later style that earned him the epithet, “the artist of passion.”
At the time when Hague was an art capital, painters strived to portray reality as it was. It is no surprise that Van Gogh was strongly influenced by this movement, as he had not received a formal art education.
However, his style changed drastically in 1886 when he moved to Paris at the age of 32. He actively incorporated techniques from Impressionism headed by Claude Monet, eventually arriving at his unique style characterized by bold brushstrokes and intense colors.
The Ueno no Mori Art Museum’s exhibition reveals the true worth of Van Gogh’s art through The Wheat Fields series, and his pièce de résistance, Cypresses, among other works.
It is widely known that Van Gogh became obsessed with Japanese art during his years in Paris, going so far as to create artwork by copying ukiyo-e. The writer Maha Harada, who has written books on Van Gogh, says that there is “mutual affection” between the Japanese people who love Van Gogh, and the artist who inherited the DNA of Japanese art (Footprints of Van Gogh).
Still, there are many misconceptions about Van Gogh, who committed suicide at the age of 37. Many believe he was a “mad genius,” but Harada says that he was a “person of great effort” and an intellectual with the gift of language.
The Gogh Exhibition (sponsored by The Sankei Shimbun) opened at the Ueno no Mori Art Museum (Ueno, Tokyo) on October 11 and is drawing a crowd. It follows the creative journey of Vincent van Gogh (1853-1890), an artist loved across the generations for his energetic style.
The exhibition explores how Van Gogh developed his unique style by encountering two art movements: the Hague School of his native Netherlands and the Impressionist School of France.
About 40 Van Gogh works from 10 countries and 30 works by painters who influenced Van Gogh are displayed in the exhibition.
The exhibition will be held until January 13, 2020. After that, it will travel to the Hyogo Prefectural Museum of Art (Chuo-ku, Kobe City) from January 25 to March 29.
Exhibition: Gogh Exhibition
Where: Ueno no Mori Art Museum, 1-2 Ueno Park, Taito-ku, Tokyo
When: October 11, 2019, to January 13, 2020
Hours: 9:30 to 17:00 daily except Mondays (and holidays)
Fridays and Saturdays, from 9:30 to 20:00
Tickets: Ticket prices according to age, with discounts for advance purchase. Range: ￥1,000 JPY for grade school students (￥800 advance purchase) to ￥1800 JPY for adults (￥1,600 advance purchase). More information can be found here.
Access: The museum is ADA accessible. For information about nearby stations, click here.
Click here for additional information about the exhibition (in English).
Author: The Sankei Shimbun


One of the best things about Bonnie Cone Classical Academy’s (BCCA) classical education method is the inclusion of fine arts alongside our rigorous academic process. We recognize the importance of visual arts and music in today’s schools.
In the early stages of learning, art education is largely creative: that is, students making art themselves. As they progress, students then learn to categorize (e.g. by time period or style), and then to analyze art, building on their core knowledge to come to a deeper understanding of expression and cultural significance.
As our students develop an appreciation for the arts, they recognize art as the cultural heartbeat of society. This inspires them to continue their study of the arts and to contribute to their own society’s artistic landscape.
Studying visual arts at Bonnie Cone Classical Academy gives students a (literal) glimpse into the past. Students study culturally significant works in order to further understand the society of the time, as well as the conventional artistic methods used in that time. Exposing even young children to great works of art will help them come to know and appreciate the role of art in everyday life.
Our program also empowers students to use creativity to create their own works of art, further deepening their understanding of how art can convey feelings and allow for healthy personal expression.
Music has long been recognized as a powerful supplement to formal education. Music requires the use of broader concepts like literacy and mathematics and allows students to use a different part of the brain. Music can also be a powerful memorization tool, helping students memorize facts or concepts in the early stages of learning.
By integrating music into our curriculum, BCCA allows students to learn new content in new ways, to explore a field they may not have otherwise studied, and to develop and use talents to broaden their horizons.


Suzana Basaric-Ilic was one of 50 music educators selected by the Yale School of Music for outstanding accomplishments as a public school music teacher. As a recipient of the “Yale Distinguish Music Educator Award,” this Potomac Elementary School teacher is passionate about music education.
In a time when many schools are looking for ways to cut back, often at the expense of music education, Basaric-Ilic shared five reasons she thinks music education is an important addition in the public school system.
Here’s why Basaric-Ilic said music education should be here to stay:
1. Music education should be a part of a general education in everybody’s life.
2. Music is not an isolated area of study. It is always connected to many other subject areas. Through exploring music students can find natural connections to social studies, mathematic, science, reading, writing, visual and other performing arts.
3. Children have many different learning styles. Music provides a way for them to express themselves in a unique way, which motivates their learning and helps build their self confidence.
4. Music is a universal language. It helps children connect to other cultures and understand the world around them.
5. As for another reason that music education is vital to a child's education, Basaric-Ilic quoted Yo-Yo Ma, who she calls "one of the greatest musicians and music educators in the world."
“An education that incorporates the four priorities of making the subject memorable, inspiring passion driven learning, developing a disciplined imagination and fostering empathy will result in citizens who are active participants in shaping a future of which we can all be proud.”
Sometimes you have to play a long time to be able to play like yourself. - Miles Davis
This week in class, grades 3 and 4 improvised. Improvise means to compose, utter, execute, or arrange anything extemporaneously. They made up a melody by using the D notes while playing over these changes: D, Bm, and G. The students loved it. They created their own song--on the spot. They told a story with their rhythms and pitches.
For the backing tracks, I used an online program called JamStudio.com. This is a great practice tool for improv.
Welcome to Mrs. Folsom's music web site. Did you know that by being involved in music class, you can learn several things that can help you in real life? When you study music you learn math, language, history, reading skills and science. Music teaches teamwork, discipline, responsibility and helps build self esteem. I hope this site increases your knowledge in music, math, science, history and reading.


RESOURCES FOR EARLY INFANT/PARENTS
ZERO TO THREE
The first three years of life are a period of incredible growth in all areas of a baby’s development. Learn how the earliest relationships with caregivers can promote healthy brain development, how young children build social and emotional skills, and ways you can support language and literacy development starting from birth.
BABY & INFANT DEVELOPMENT, PARENTS MAGAZINE
Your baby's physical development is a thing of beauty and a source of pride. From sitting to crawling, walking to talking, smiling to laughing, each achievement is a developmental milestone. Learn what to expect next in your baby's physical and intellectual development.
HealthyChildren.org is the only parenting website backed by 66,000 pediatricians committed to the attainment of optimal physical, mental, and social health and well-being for all infants, children, adolescents, and young adults.


Cross-posted at Education Week
Forty years ago, the United States had the best-educated workforce in the world. Not any more. Not even close, says the Educational Testing Service in a new report: America’s Skills Challenge: Millennials and the Future. The report is based on ETS’s analysis of data from the OECD Programme for International Assessment of Adult Competencies (PIAAC) survey.
The survey compares the literacy, numeracy and problem solving skills of millennials in 22 countries, workers who were 16 to 34 years old when the survey was taken. This is what it found:
- In literacy, US millennials scored lower than 15 of the participating countries. Only millennials in Spain and Italy had lower scores.
- In numeracy, US millenials ranked last, along with the Italy and Spain.
- In Problem solving US millennials also ranked last, among with the Slovak Republic, Ireland and Poland
- The youngest segment of the US millennial cohort (16 to 24-year-olds), who could be in the labor force for the next 50 years, ranked last in numeracy along with Italy and among the bottom countries in problem solving. In literacy, they scored higher than their peers in Italy and Spain.
This is depressing enough, but the ETS analysis had more to day, this time not about our average scorers, but about our top and low scorers:
- Top-scoring US millennials (those at the 90th percentile) scored lower than the top-scoring millennials in 15 of the 22 participating countries, and only scored higher than the their peers in Spain.
- Low-scoring US millennials (those at the 10th percentile) ranked last along with Italy and England/Northern Ireland and scored lower than the millennials in 19 participating countries.
- The gap in scores (139 points) between US millennials at the 90th and 10th percentiles was higher than the gap in14 of the participating countries and was not significantly different than the gap in the remaining countries, signaling a high degree of inequity in the distribution of scores.
In his preface to the report, ETS’s Irwin Kirsch says:
“…despite having the highest levels of educational attainment of any previous American generation, these young adults on average demonstrate relatively weak skills in literacy, numeracy, and problem solving in technology-rich environments compared to their international peers . These findings hold true when looking at millennials overall, our best performing and most educated, those who are native born, and those from the highest socioeconomic background . Equally troubling is that these findings represent a decrease in literacy and numeracy skills for U .S . adults when compared with results from previous adult surveys…. Since around 1975, those who have acquired the highest levels of education and skills have become the big winners, while those with the lowest levels of education and skills have fared the worst . Millions of hard-working Americans who believed they were strongly anchored in the middle class have fallen into joblessness and economic insecurity…. The findings also offer a clear caution to anyone who believes that our policies around education should focus primarily on years of schooling or trusts that the conferring of credentials and certificates alone is enough . While it is true that, on average, the more years of schooling one completes, the more skills one acquires, this report suggests that far too many are graduating high school and completing postsecondary educational programs without receiving adequate skills . If we expect to have a better educated population and a more competitive workforce, policy makers and other stakeholders will need to shift the conversation from one of educational attainment to one that acknowledges the growing importance of skills and examines these more critically.”
There has been much celebration recently of higher graduation rates and much less attention to the fact that NAEP scores for high schools students have barely budged at all in years. Nor have the PISA scores of our 15-year-olds. The high school diploma tells you little or nothing about what the people who hold it know or can do. The NAEP high school scores, the PISA scores and the PIAAC scores do tell you what students know and can do. There is a world of difference. That is what Kirsch is talking about. This data from the OECD makes it clear that that the skills of our workforce are not only very low compared to those of our competitors, but they are actually declining, which is truly devastating.


Title: Equipping Individuals for Life Beyond Bars: The Promise of Higher Education & Job Training in Closing the Gap in Skills for Incarcerated Adults
Source: New America
Authors: Monique O. Ositelu
More than 70 percent of all incarcerated adults will be released into the general public in five years or less.
However, a recent study by New America reveals considerable equity gaps in access to postsecondary education and job training programs for incarcerated adults. Using data from PIAAC Household and Prison Surveys, the study aimed to understand how incarcerated adults fare in the labor market upon reentry to society compared to non-incarcerated adults. The study also examined how job training and higher education opportunities might better prepare incarcerated adults for reentry.
According to the study, 30 percent of incarcerated adults have less than a high school diploma, compared with only 15 percent of the general public. Moreover, the general public was three times more likely than incarcerated adults to possess some form of a postsecondary degree or certificate (45 percent and 15 percent, respectively).
It is unsurprising, then, that incarcerated adults are significantly less lower literacy and numeracy skills compared with the general public. Further findings demonstrate positive and significant increases in those skills for incarcerated adults who completed a college credential or participated in job training programs, which substantially reduce the existing equity gap.
To learn more about the study’s results, implications, and recommendations, please click here to view full report.


Resources › For Educators IEP Goals for Place Value Creating Goals That Align to Common Core Standards Share Flipboard Email Print Hero Images/Getty Images For Educators Special Education Individual Education Plans Applied Behavior Analysis Behavior Management Lesson Plans Math Strategies Reading & Writing Social Skills Inclusion Strategies Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Teaching Homeschooling By Jerry Webster Special Education Expert M.Ed., Special Education, West Chester University B.A., Elementary Education, University of Pittsburgh Jerry Webster, M.Ed., has over twenty years of experience teaching in special education classrooms. He holds a post-baccalaureate certificate from Penn State's Educating Individuals with Autism program. our editorial process Jerry Webster Updated June 02, 2019 Learning place value is critical for expanding mathematical understanding past single-digit addition, subtraction, multiplication, and division—even for students who are on an individual education plan, or IEP. Understanding ones, tens, hundreds, thousands as well as tenths, hundredths, etc.—also referred to as the base 10 system—will help IEP students manipulate and use large numbers. Base 10 is also the foundation of the U.S. monetary system, and the metric measurement system. Read on to find examples of IEP goals for place value that align to the Common Core State Standards. The Common Core State Standards Before you can write IEP goals for place value/the base-10 system, it's important to understand what the Common Core State Standards require for this skill. The standards, developed by a federal panel and adopted by 42 states, require that students—whether they are on an IEP or mainstream students in the general education population—must: "Understand that the two digits of a two-digit number represent amounts of tens and ones. (They must also be able to): Count within 1,000; skip-count by 5s, 10s, and 100s.Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form." IEP Goals for the Place Value Regardless of whether your student is eight or 18, she stills need to master these skills. The following IEP goals would be considered appropriate for that purpose. Feel free to use these suggested goals as you write your IEP. Note that you would replace "Johnny Student" with the name of your student. When given a two-digit number, Johnny Student will model the number using place value rods and blocks, with 90 percent accuracy in four out of five trials administered over a one-week period as measured by teacher-charted data and work samples.When presented with three-digit numbers, Johnny Student will correctly identify the digit in the ones, tens, and hundreds places with 90 percent accuracy in four out of five trials administered over a one-week period as measured by teacher-charted data and work samples. Specific and Measurable Remember that to be legally acceptable, IEP goals must be specific, measurable, achievable, relevant, and time-limited. In the previous examples, the teacher would track the student's progress, over a one-week period, and document progress via data and work samples demonstrating the student can perform the skill with 90-percent accuracy. You can also write place-value goals in a way that measures the number of correct student responses, rather the percentage of accuracy, such as: In a classroom setting, when given a missing numbers chart with numbers up to 100, Johnny Student will write nine out of 10 correct numbers in three out of four consecutive trials over a one-month period as measured by teacher and staff observation as well as work samples.When presented with a three-digit number between 100 and 1,000, Johnny Student will count up by 10's in nine out of 10 trials over a one-month period as measured by teacher and staff observation as well as work samples. By writing the goals in this manner, you can track student progress through simple worksheets that allow the student to count by 10's. This makes tracking student progress in using the base-10 system much easier.


Top Thirty Australiana Books - Children's Books DailyThere are so many reasons to read to your children. It is a crucial part of their language and literacy development. It helps foster their imagination, improve their listening and concentration skills, and increase their vocabulary. Here is our list of 30 of the best picture books for children. Book the Year for Younger Children in the Australian Book Industry Awards, Rudie Nudie is the cute and energetic story about two kids enjoying those nudie moments between bath and bed time.
Australia's 51 most-loved children's books of all time
Teachers notes are here. Hi Megan, loved your compilation. Each time a pet is delivered the reader can open the flap to discover what type of animal is hiding beneath. Rules of Summer Shaun Tan Never break the rules.See our gumnut babies here - great Australia Day craft activity. Shifting between realism and fantasy, an ordinary beach activity turns into something magical on the very next page. You can read more about Leonie and her books here. The exquisite detail of the illustrations will captivate children as they search for hidden objects and alphabetized things.
This one - the first in the Cranky Bear series - has a wonderful rhythm and is a joy to read. The Family Hour in Australia Tai Snaith Local artist Tai Snaith reinterprets the daily lives of 15 Australian native animals in her signature style with vibrant watercolour illustrations, a quirky sense of. This one is the story of a person who writes to the zoo asking for a pet.
Possum in the House sees this particular possum leading the family in a frantic chase across the house to the kitchen, bathroom and study after being discovered hiding in the pantry. Based on an Aboriginal Dreamtime story, Tiddalick was so thirsty that he drank up all the rivers and billabongs in the land. Megan McKean Join a bunch of cheeky galahs in the latest look-and-find adventure in australiwn Hello. To fill a young mind with a lasting sense of wonder and teach a child the joy of reading makes a picture book among the most valuable gift you can give.
What Do You Wish For. Save to Wishlist. He sets off on a mission to find the answer to the question, Philip Bunting. Laura Bunting, Where does Thursday lf before Friday comes.
Blinky Bill © Angus & Robertson.
the best of life book 1973
About The Bub Hub Crew
Arnie the Doughnut read by Chris O'Dowd
Finding stock availability Yarra Riverkeeper Andrew Kelly joins award-winning picture book duo Aunty Joy Murphy and Lisa Kennedy to tell the Indigenous and geographical story of Melbourne's beautiful Yarra River, from its source to its mouth; from its But to her family, she was known as 'Mamie'. The bestselling creators of Alphabetical Sydney and Numerical Street are back with their new picture book, Summer Time - a stunning tribute to an Australian summer. A simple, universal story of a day in the life of Little Bird as she sings the world alive, flies with Cloud, travels with Wind, nestles with Moon and dreams of flying among the stars. From the bestselling and award-winning creator of A is for Australia and A is for Australian Animals comes a new narrative nonfiction picture book, which explores Australia after dark. Join a bunch of cheeky galahs in the latest look-and-find adventure in the Hello!
Sleep Tight, all the books are taken away. She has a busy week when humans move in on her territory disrupting her usual routine of sleeping, scratching and eating grass. The Great Expedition by Peter Carnavas: A gang of young explorers are charged with a dangerous mission - to travel across wild country to deliver a valuable parcel. Thankfully for the wombat he is outwitted by a host of Australian native animals. Then one day, Platypup Renee Treml.
The award-winning picture book by Mem Fox brings to life two possums and the best bush magic in Australia. Possum Magic was first published in , grabbing the hearts of many as Grandma Poss tries to keep Hush protected from the dangers of the Aussie bush. However, after being made invisible, Hush starts wanting to see herself again. Journeying across the country in order to make Hush visible again using magical food, they encounter many animals along the way. Although we all know wombats seem to sleep all day, every day, with the occasional eating and scratching, this wombat even fits in time to train her humans into getting her what she wants, when she wants it, at her digging business.


Teacher talk: Using YouTube in the classroom
YouTube can be a valuable tool in the classroom, if used appropriately. Kids today are accustomed to spending countless hours on the Internet gaming with friends, keeping up with social networking sites, and watching the latest viral videos. Over the last five years, children of all ages have become quite familiar with YouTube, which hosts an endless supply of streaming content on nearly any topic one could imagine.
How to Use YouTube
Teachers or parents looking to supplement their young students' appetite for learning can find a wealth of educational videos on YouTube. Simply by entering any topic they are currently teaching, educators can find numerous videos covering the subject. They then have the option of either clicking on the video to immediately play in class or embedding the video on their classroom web site for students to view individually. Another option may be to email the link home for students to watch as homework. I highly recommend completing a search ahead of time and viewing each video prior to showing them to a class full of kids. Thankfully, the site features a teacher channel with age appropriate videos, as well as tutorials on how to integrate them into lessons.
Why Use YouTube in the Classroom?
I have seen education change so much over the past 10 years, and I credit a lot of the change to tools such as YouTube. Since my students are regular users of technology and accustomed to a different level of entertainment than I was as a young student, I find it valuable to spark their interest any chance I can get. Just last week, I was beginning a unit on renewable and non-renewable energy sources in my class. Rather than standing in front of the room lecturing them on the differences of these energy sources, I conducted a search of the topic on YouTube. I was delighted to find not only classic Bill Nye science videos but hundreds of other sources as well. My students found the graphics and animations of the video not only entertaining, but highly informational. I still required my class to take notes, and we followed the video with both a discussion and an activity. There are so many short video clips available at my finger tips to help aid me in my lessons, so why not utilize a fun source that is extremely user friendly, entertaining, and has educational content that supplements my teaching?
About the Author:
Christi Wilson is a credentialed teacher of highly-gifted students in Northern Nevada. She has 11 years of classroom teaching experience, a bachelor's degree in elementary education, a master's degree in education leadership, and has even taught K-12 education online. A mother of three busy boys, she knows how important it is to keep students engaged in the classroom and interested in a lifetime of learning.


Hobbies Playing Music New and Improved Musical Instruments of the Romantic Period Share PINTEREST Email Print Q_Saba / Getty Images Playing Music Music Education Basics Music History Music Lessons Music Theory Playing Guitar Playing Piano Home Recording By Espie Estrella Espie Estrella is a lyricist, songwriter, and member of the Nashville Songwriters Association International. our editorial process Espie Estrella Updated February 24, 2019 During the Romantic Period, musical instruments were greatly improved due to recent advancements in technology and the artistic demands of the new movement. Instruments that were improved, or even invented, during the Romantic Period included the flute, oboe, saxophone, and tuba. Romantic Period Romanticism was a sweeping movement in the 1800s and early 1900s that influenced the arts, literature, intellectual debate and music. The movement emphasized emotional expression, sublimity, the glory of nature, individualism, exploration, and modernity. In terms of music, notable composers of the Romantic Period include Beethoven, Schubert, Berlioz, Wagner, Dvorak, Sibelius, and Shumann. The Romantic Period and society at the time, in general, was greatly affected by the Industrial Revolution. Specifically, the functionality of instruments' mechanical valves and keys was immensely improved. Flute Between 1832 to 1847, Theobald Boehm worked on redesigning the flute in order to improve the instrument's range, volume, and intonation. Boehm changed the position of keyholes, increased the size of the finger holes and designed keys to be normally open rather than closed. He also designed flutes with a cylindrical bore to produce a clearer tone and lower register. Most modern flutes today are designed using the Boehm system of a keyword. Oboe Inspired by Boehm's designs, Charles Triébert made similar modifications to the oboe. These advancements to the instrument earned Triébert a prize at the 1855 Paris Exposition. Saxophone In 1846, the saxophone was patented by the Belgian instrument maker and musician, Adolphe Sax. Sax was inspired to invent the saxophone because he wanted to create an instrument that combined the elements of instruments from the woodwind and brass family. Sax's patent expired in 1866; as a result, many instrument makers were now able to manufacture their own versions of the saxophones and improve its original design. A major modification was the slight extension of the bell and the addition of a key to expand the range down to B flat. Tuba Johann Gottfried Moritz and his son, Carl Wilhelm Moritz, invented the bass tuba in 1835. Since its invention, the tuba has essentially taken the place of the ophicleide, a keyed brass instrument, in the orchestra. The tuba is the bass of bands and orchestras.


The World. North America. Canada. Ontario. Canada’s Economic, Political and Territorial Evolution: from its beginnings to the present day. Plus […]
100+ resources that comply with the adult education mathematics program prescribed by the Ministry of Education of Québec. For information […]
Stratégies psychoéducatives : allows grade school teachers to develop skills and engage children who have learning disabilities and challenges with […]
Kindergarten, Grade 1, Grade 2 and Grade 3 The information contained in this section is designed for educators at the […]
The VERITECH Collection was developed and designed for the primary school curriculum; it caters to children between 5 and 12. […]
A simplified version of the veritech system designed for young children, ages 3 to 5.


I had heard of the topic of Digital Citizenship in general, and I’m on board about the importance of it, but I hadn’t thought about ways to incorporate it into my music and choir classes. I suppose it’s not that different from each new technology that is invented, we just need to teach people how to use them. I was thinking about an analogy of digital citizenship from history, and found with this video from 1951 teaching people how to use the telephone:
The following are some awesome guides for bringing Digital Musicianship to your music classroom: https://nafme.org/digital-citizenship-in-the-21st-century/
This guide for teaching digital citizenship in the music classroom points out that “The consumption of music in large volumes is reshaping the entire music industry. It’s one of the largest areas of digital use”. This makes the music classroom the perfect place to teach music literacy. The author of this article is a band teacher in Wisconsin and is also the technology chair for the Wisconsin Music Educators Association.
This is a list of ten “Essential Fluencies” for technology in the music classroom. The fluencies range from ‘Creativity Fluency’, where students can write music online with programs like Noteflight.com, to ‘Information Fluency’ like music theory websites which use gaming to teach music theory, to ‘Media Fluency’ which encompasses things like having students critique performances on YouTube.
This article lists five Chromebook apps for music education in the elementary music classroom. One example is incredibox.com which is a program that teaches beatboxing through animated GIFs. Another great resource is soundtrap.com website where you can have your students not only create music and rhythms, but share, collaborate and give feedback on their music with kids at any other school.
At my middle school, we have chromebooks for each student, and we do some research projects regarding the songs we are singing, so that seems like a good place to add some digital citizenship in to the framework. I could facilitate a discussion on how to do good research, how to avoid false information, what websites to trust and how to assess if information is trustworthy. This would satisfy ISTE standards 3a-3d.
Another way to help choir/music students practice creating and maintaining a healthy online presence would be to have a class project where we create a website for our class as if we were a giant band. The students could build the site, post ‘band photos’ of the group, correspond with ‘fans’ (classmates), write posts with shows and band news updates, and upload recordings of our music. I think the technical skills the students would learn would be very worthwhile but the digital citizenship component would be invaluable, and the whole project could be very empowering for future musicians in the class. This would satisfy ISTE standards 2a- 2d, as well as 6b.
This infographic above was made by me, using VISME.com


Music Education in an Evolutionary Perspective
This book breaks new ground in drawing on evolutionary psychology in support of advocacy for music education, and the presentation of innovative musical pedagogy. The book adopts the perspective that musical experience is the birthright of all human beings through the decisive role it played in the evolution of our species, the traces of which we carry in our genes. The author draws on scientific developments in acoustics, neuroscience, linguistics, archaeology and anthropology to examine theories that have emerged powerfully during the last twenty years and which argue for the significance of the practice of music as foundational to human culture. This position is examined in parallel with research into how children learn musically, and the role that creative decision making plays in this. A series of strategies is presented that explores collective creativity which draws on vocalisation, the use of gesture, and instinctive responses to harmony to develop musical imagination.
Chapter 11: Introducing inversions
| 203 →
We have achieved the basis for employing the Primary Triads through a satisfactory voice-leading format that can embody and lead a variety of both existing music and newly generated ideas. We will consider the introduction of a variety of additional chords in due course. But there is more to be discovered about the Primary Triads first; and the best exploitation of what we have already learnt, in terms of both compositional resources and systematic aural development, is to deal with the variation by inversion of this set of chords with which we are already familiar.
The voice-leading considerations of inversion build on what we already know. While inversions provide new connections and expand the harmonic vocabulary, in terms of their effect on the musical understanding of each individual participant they involve some highly valuable experience. Recall how strongly the point was made that all students needed to perform each of the notes of the original Tonic triad; and, in turn and over time, trace all the routes available through progressions involving the Primary Triads. The vital issue here is to prevent any individual getting stuck with a fixed role that prevents them flexibly hearing and feeling their way around the full array of sounds that are now in play. What this amounts to is the development of location, the confident and conscious acquisition of the sense and role of any note that one is performing in a...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.


“The arts - be it music, theater, dance, graphic or visual - bolsters the social, academic and emotional development in a child in a way nothing else can. It’s vital, not just as a subject matter, but for the overall development of a child to realize their full potential. There is no greater gift we can give to our students."
- Sonia Tolbert, COO of Festival Napa Valley
6 Important Things to Know About Arts Education in California
- California is falling behind. The state is rated 42nd in the nation for public K-12 education.
For the past 40 years, arts education in California’s schools has disappeared at an alarming rate. Only 11% of public schools meet state goals for arts instruction. The Recession caused more dramatic cuts to visual and performing arts education programs.
- Extensive research demonstrates Arts Education vitally engages students in learning, contributes to higher test scores and reduces both truancy and dropout rates.
- Arts Education is an essential component of a strong academic foundation and is mandated in our State Education Code for student in grades 1-12, in the disciplines of dance, music, theater and visual arts. The code leaves implementation of arts education to the discretion of each school district, however.
- Arts Education prepares students for the expectations of the 21st century workforce including the ability to innovate, communicate and collaborate. 1 in 6 jobs in Southern California is in creative industries, including entertainment and communication arts, digital design, product and industrial design. The arts give students flexibility for whatever path they choose, in the workforce or a community or 4-year college.
- As schools are pressured to standardized testing and increase time on reading and math, a 22% reduction in the amount of time spent on arts and music instruction has occurred.
- A Harris Poll shows 93% of Americans consider the arts to be vital to providing a well-rounded education for children and a critical link to learning and success. Over 1/2 rated the importance of arts education a “10” on a scale of 1/10. Still, privately funded high quality arts programs have been maintained in wealthier school districts. A child’s access to arts education should not be predicated by where they happen to live.
Your commitment to supporting arts education in our schools will make a difference. We ask your support in helping to ensure that arts education becomes part of a more balanced and creative curriculum that every child receives as part of a quality education!
Provided by the California Alliance for Arts Education www.artsed411.org 2/11
Learn More About Arts Education:
This section we were hoping to list titles of .pdf documents that are linked to and can be downloaded if the reader so chooses. I’ve put the same titled .pdfs in the folder for you to use. Do you think there is an explanation needed?
- An Unfinished Canvas: Arts Education in California; Taking Stock of Policies and Practices
- Arts Education ‘Think Abouts’
- Arts Education Dropout Statistics
- Music Education Improves...


The school library runs activities on Tuesday after school and Friday afternoon when Role-Playing Games take place.
Warhammer and Magic the Gathering continue to have a small following.
Games are developed by pupils or myself in our own time at home and require a considerable amount of creative input. D&D certainly meets aspects of the ‘4 Capacities’ in CfE with pupils:
Successful Learners – literacy (reading the manuals), communication (using role-playing) and numeracy skills (maths with up to 20-sided dice, additions, subtractions, negative numbers when calculating attacks and defenses and health points); Think creatively and independently (making up stories on the spur of the moment)
Responsible Citizens – Learning to respect each other (taking turns, etc)
Confident Individuals – Relating to others; assessing risk and take informed decisions (albeit in a role-play / imaginary context, but these decisions can affect how the character in the game acts)
Effective Contributors – Communicating in different ways (they have to be able to communicate with each other); Work in partnership and teams; Taking the initiative; Critical thinking; Solving problems.


In the article “Doing Nothing is Something”, Anna Quindlen tells that today’s American children are overscheduled as the adults are. Parents do not give their children time for “boredom”. They constantly try to schedule summer vacation in any possible way. So thus, they deprive children of any chance to simply bore at least one week. Contrariwise, Quindlen states that “doing nothing” is not a wasted time because it is the time when people actually used to think. Thus, Quindlen argues that parents bring up children with standard thinking as they deprive them of ability to think that is “doing nothing”.
1 Introduction and Thesis Statement
If there is one issue that unties all policy makers everywhere on the globe, from Jerusalem to Teheran, it would probably be their universal underestimation of music education. As discussed below, by putting music and other arts at the bottom of the educational hierarchy (Robinson, 2006) the American policymaker is about to risk one of the cornerstones of his future in order to save a nickel today. But why is it so?
This paper neither discusses the cultural value of music, nor advocates the importance of preparing the next generation of American Idols. It does not take a stand in such matters. Instead, it presents evidences and ideas from three fields of interest, namely the principal responsibility for the students’ cognitive well-being, developing work moral and promoting innovation, and shows how closely related are these issues to music education in schools. Moreover, looking at the evidence, it is unclear how other components of the education system can compensate for the loss of one its major backbones.
Children are the most fascinating and exciting human beings. They are always sincere, they always say what they mean and it is simply always relaxing and calming to be around them. When sitting on the bench in a city park looking at children play one may see that all children like all grown-ups behave differently. Even at the age of three or four some children are already leaders, while others have somebody’s will imposed on them. Such state of things depends partly on the personality of a child, though mainly on the stage of development he/she is in. Thus, in order to understand children and their behavior it is necessary to hold theoretical knowledge on this matter. The following paper is going to talk about the levels and stages of child’s development based on the theories of the Swiss scientist and philosopher Jean Piaget. At the end of the paper the reader will be presented with brief information on the significance of Jean Piaget’s work as well as criticism.


Case studies are rich sources of data, capturing both the process of inquiry with regard to a school’s particular focus for improvement, as well as the learning and observations obtained throughout the journey.
2017/2018 Case Studies
Focus: For learners to use the Four Questions to self-reflect on their learning and move forward with their learning journey.
Focus: To create a plan for an outdoor learning space and garden — with a community library (book-share), to integrate Aboriginal teachings into daily activities to develop awareness, respect, and understanding for the people and culture, to host a school-wide Aboriginal Day in June to celebrate Aboriginal culture, and to promote and develop a feeling of cultural pride and confidence in our Aboriginal students.
Focus: What will the impact of conferencing with students around reading/writing be on student outcomes and the teachers’ skills/knowledge of observing & noticing behaviours?
Focus: To learn more about Social Emotional curriculum to help our Aboriginal students be in a place of “readiness to learn”; in addition, we decided to accompany this learning of our own with learning about SEL through an Aboriginal paradigm. Our hope in doing so was that through approaching our students with these understandings, they might have more of a sense of belonging within our school community. We also decided to do this in the hopes of sharing our new knowledge with our colleagues and peers with the additional hope that they too, might be able to approach our students with their new understandings.
Focus: How can we increase our students’ numeracy skills and basic mathematical understandings, while providing opportunities for interventions and extensions and cross-grade interaction?
Focus: Will the completion of a guided inquiry project early in the school year enable students to apply the Spiral of Inquiry and some of the First Peoples’ Principles of Learning to complete a personal inquiry at the end of the year? The personal inquiry question will be — How does your spark connect to the world around you and make it a better place?’”
Focus: On building student’s ability to independently read and interpret non-fiction texts in order to support their learning in inquiry style Science and Social Studies units.


Today’s Education in the media blog looks at arts education in schools.
Today, Thursday 2 August, the Press Association released analysis on the number of entries to creative arts GCSEs.
The number of pupils taking arts subjects at GCSE has remained largely stable since 2010, but it’s important to note that statistics on arts GCSEs do not tell the whole story. Many students decide not to study arts subjects as academic subjects but nevertheless continue to enjoy taking part in the arts, in school and out, by singing in choirs, playing in orchestras and bands, and acting in school plays.
Pupils may also take part in a range of out-of-school activities funded by DfE, such as the music education hubs, Sorrell Foundation's National Art and Design Saturday Clubs or National Youth Music Organisations – this is part of the £500m investment up to 2020 by the department to provide music and art programmes to improve access to the arts for children.
We’ve expanded choice for pupils in the curriculum, with the Ebacc allowing pupils to study a wide range of subjects – from a language to the sciences – in a broad and balanced curriculum which is providing them with options for the future.
A Department for Education spokesperson said:
High quality arts subjects are an important part of every child’s education and the proportion of pupils taking arts subjects at GCSE has remained largely stable since 2010.
Music remains a compulsory subject from age 5 to 14 and we are investing nearly £500 million up to 2020 in a range of music and arts education programmes designed to improve arts provision for all children. This includes 120 music education hubs set up across the country to give every child the opportunity to play an instrument.


At the National Association for Music Education (NAfME), our mission has always been “to promote the understanding and making of music by all,” regardless of circumstance.
When the Every Student Succeeds Act (ESSA) passed in 2015, we became one step closer to achieving that goal. For nearly 15 years, due to the policies of No Child Left Behind, students, educators, parents, and music advocates frequently faced narrowed curricula that reduced student engagement in music and arts.
Today, the No Child Left Behind era is long gone. Music is featured as a standalone listing in ESSA’s “well-rounded education” provision, bringing numerous opportunities, including the Title IV-A block grant, which supports access to a sequential and standards-based music education.
Authorized at $1.6 billion, Title IV-A, otherwise known as the Student Support and Academic Enrichment (SSAE) grant, has great potential to provide robust funding to a variety of school districts in supporting student access to a well-rounded education. Although well-rounded is only one of three allottable uses—others being safe and healthy programs and educational technology—these funds can be used in a multitude of ways to support in-school music programs.
One district may want to utilize their Title IV-A funds to support capital costs, such as buying new instruments or sheet music, while others may want to supplement costs for facility improvements in their performing arts spaces. The possibilities can be endless, but how can you best determine what is most needed for your school and school district’s music programs?
In 2015, NAfME’s Council of Music Program Leaders developed a tool titled the Opportunity-to-Learn (OTL) Standards, which identifies and outlines resources that need to be in place for students to have an opportunity to achieve music literacy. The OTL Standards are aligned with the 2014 National Core Arts Standards and address four areas:
- Curriculum and scheduling: The curriculum must reflect a vision for helping students achieve the desired learning goals. The key to this vision is the scheduling of sufficient time so that students can carry out the four artistic processes (creating, performing, responding, and connecting) necessary for deep learning emphasized by the 2014 Music Standards.
- Staffing: The standards will not be achieved by students unless the system for delivering instruction is based on certified educators with the requisite qualifications, augmented in a structured and appropriate way by community resources.
- Materials and equipment: Music education cannot exist without making music, and making music in most traditions requires instruments, accessories, texts, and increasingly, access to and use of various technologies.
- Facilities: Making and learning music requires the dedication of appropriate space for day-to-day instruction. Correct design and maintenance of this space is essential to the success of the program and of the students.
Each area is given indicators to provide distinction between basic and quality needs for music programs. The OTL Standards also offer specific guidance for all grades and all music education content areas, including general music education, music technology, music composition, and ensembles such as band, orchestra, and choir.
An Invaluable Tool
Naturally, we believe the Opportunity-to-Learn Standards can be an invaluable tool for school administrators as you participate in your district’s needs assessment or local application for Title IV-A.
They can act as a simple checklist to determine your music programs’ specific needs. You may even want to pitch the OTL Standards to your school district’s fine arts coordinator or arts/music curriculum specialist, who can collaborate with other music education staff about what is or is not available throughout the district. Ultimately, the OTL Standards can be a great exercise in cultivating a positive relationship with your music educators, providing you with information that allows you to see music education through their lens.
In FY 2018, Congress appropriated $1.1 billion for the Title IV-A block grant—an amount that we were most pleased about, especially after the previous year’s inadequate funding level of $400 million. At this funding level, numerous school districts will have the true flexibility that they deserve to invest in a well-rounded curriculum, including the ability to provide access to music education.
As we continue the 2018–19 school year, we hope you and your district will utilize the Opportunity-to-Learn Standards to evaluate your school’s music programs and determine their needs. Each and every student deserves a well-rounded education, and Title IV-A may be the key to providing your students the access to a sequential and standards-based music education.
Ronny Lau is the assistant director of public policy for the National Association for Music Education.


Pre Primary Class 3 years to 6 years of age
The pre-primary class introduces children to the next level of learning while still focusing on fun. Children start to learn basic academic skills through both individual and classroom-wide lessons.
The pre-primary curriculum includes, but is not limited to the following:
- Practical life skills: Shoe tying, preparing snacks, buttoning, zipping, and motor skill development.
- Language: Pre-writing and pre-reading activities for the younger children, tracing and coloring, and writing for the older children.
- Math: Learning the numbers 1-10, number concepts such as tens, hundreds and thousands, addition, multiplication, and subtraction.
- Sensorial: Matching colors, recognizing and naming different shades, and geometric shapes (circle versus sphere).
The activities are designed and chosen so that the children feel comfortable and will be able to master the activity. The activities that are chosen fall into four main categories: care of self, control of movement, care of the environment, and grace and courtesy.
Manners are a must! Friends are introduced to the idea of grace and courtesy as they learn to take turns and treat others with respect. They are given the space to moderate their own behavior when possible, for example, solving conflict at a “peace table” rather than tattling. This is another area where a mixed-age setting shines, as older students can encourage their younger peers to display grace and courtesy.
The overall idea of these activities is not only to help children gain self-confidence in their working abilities, but to expose the children to fundamental activities that will build their concentration span and help them become self-sufficient little learners.
In the Language area children are exposed to various types of phonetic awareness activities to build a strong literary foundation. Montessori Language activities are designed to improve a child’s vocabulary, listening skills for common sounds, and differentiating between objects and pictures.
Language activities include learning the shapes and sounds of letters, Pre-writing and pre-reading activities for the younger children, tracing and coloring, all leading up to children who can read and write; some as young as 3!
The Math area of the Montessori classroom encompasses the use of concrete materials for the recognition of numbers and the recognition of quantity as well. Through these activities, children learn exactly how much a symbolic number stands for (i.e. the number 5 means counting the correct number of objects to make the number 5).
Mathematics activities are divided into six categories that include: counting and the decimal system, memory work, concrete abstraction, arithmetic tables and geometry. Children are introduced to more complex mathematical procedures and concepts as they are individually ready. Often times a child will complete a mathematical activity a few times until he feels ready to attempt a concept that is more difficult.
Each sensorial activity focuses on one important quality such as color, weight, shape, size, texture, sound or smell. Sensorial activities develop the senses of perception and discrimination for exploring and noticing small differences in patterns as well as fine motor function development in the hands.
The sensorial area builds the child’s concentration for a wider awakening of the senses and perception for distinguishing different qualities and patterns.
They are the leaders of our Pre-Primary classrooms for the first part of their day, then spend their afternoon in an accelerated Enrichment class. Many children who have attended Children’s House find themselves bored in a new Kindergarten at many elementary schools where students are given group lessons rather than being allowed to progress at their own pace. Montessori says, if children are ready to count to one-thousand, why stop at one-hundred? If they are ready to read a whole book, why stop at a worksheet? Focused small group lessons and lots of time with Montessori teachers allows our students to excel at their own pace, setting their own goals for achievement.
Enrichment gives them one more year of independent child-led learning, instilling even more confidence and readiness to enter traditional Kindergarten or first grade.


time:2010-03-31source:The Australian Times Author:Bian Ruizhi
Chinese art theory circles call it the "85 New Wave Art Movement". The background of this movement is that young artists who graduated from higher art colleges started from fighting for freedom of creation, rebelling against and challenging realist art education in colleges. For example, a modernist art movement has evolved across the country. Its scale is large. It has had a profound impact on the development of Chinese contemporary art. In a horizontal comparison, no other country in the world can compare with it. The practical significance of this movement is to cultivate a group of influential contemporary artists for China and the world.
"Contemporary Art" (Contemporary Art) has become the mainstream visual culture in Chinese and international art exhibitions. The "85 New Wave Art Movement" not only impacted and broke the long-standing "unified" creation pattern of "realistic art" dominating the world, and laid the diversified art path for the development of Chinese art for more than 20 years. More importantly, this movement has emerged numerous Contemporary artist. More than 20 years of contemporary art experiments by Chinese artists at home and abroad have rewritten the Western-centric theory of world modern art. The fresh cases of Chinese artists at home and abroad have become an important chapter in international contemporary art.
Dating back from 85 to 86, the "Tuhe Cultural Group" ignited in Henan, the hinterland of China, hoped to take part in the world's postmodern cultural process and observe the modernist art movement from the commanding heights of theory. The Henan "Tuhe Culture Group" gathers humanities, social sciences, natural sciences, musicians, modern dances, and artists as one "Humanities documents", and promotes modern art with a new combination concept. The elements of its "humanities documents" are no longer defined in the original sense. The central idea of the plan is based on the philosophical concept that "behavior" is an extension of thought and doctrine, and reimagines the coding of each element. The liberation of art from the traditional indoor display method in the social space, and crossing the huge "art" and "non-art" has become the new idea of the "document method". It is also a talent integration project. In the new conceptual framework, easel painting and any traditional artistic definitions appear pale and weak in the comprehensive interpretation of modernity. The new artistic context focuses on the metaphysical, abstract, and irrational rational interpretations of human beings. It may also have the philosophical metaphor of "sinking meditation" of eastern peoples to reflect the fateful thinking of people and the environment, the land, and gravity. . The annual commercial landscape of the "Sugar Industry, Tobacco and Alcohol Conference" in Zhengzhou, Henan Province has become an environmental symbol and metaphorical object cited by the consumer society, which reflects the art's ability to criticize civilization and ailments arising from the relationship between economy and society. Another hope of the plan is to promote the wonderful counterpoint of the deductive concept of each element.
Seeking differences is a "tool", seeking common ground as a "dao", seeking common ground is harder than seeking difference. As an alternative group of the '85 Art Movement, the "Tuhe Culture Group" has conducted unremitting discussions on the metaphysical level. Its extremely challenging and groundbreaking experiments are also rare in current international art. The artists of the "Tuhe Culture Group" cooperated tacitly, aiming to create new ways of artistic materialization in thought and behavior.
"Review the old and learn the new", sort out the "85 New Wave Art Movement", and establish a new value chain. "Australia Chinese Artists Alliance" as a group combination symbol, how to participate in the construction of international contemporary art culture with a big mentality, build avant-garde consciousness, build a strong house, and truly emerge Documentary contemporary art contribution. The alliance is also faced with cutting into the current culture, getting out of the shackles of traditional culture, and leading contemporary art from a higher perspective. As an academic artist, he should understand it clearly. Art history clearly states that "art is never repetitive", "the creativity of art is unlimited", and the possibilities of art are endless.
Pay attention to our public number
Fulfill your dreams!Sign up for $30
%d Liked by the blogger:


FRESNO, California (KSEE) – March is Arts Education Month and many schools are using this month to raise awareness about the benefits of an arts curriculum. Research shows the arts can have a huge impact on a child’s education and the earlier you engage students the better.
“We know that 90% of the human brain is developed in the first five years that makes what happens at the lighthouse in terms of learning and development so critical,” said Fresno County Superintendent of Schools administrator Michele Copher.
The Lighthouse for Children’s Child Development Center is one of the top early education schools in Fresno County. It teaches kids from Infant to Pre-K. Research shows that art opens up a different side of a child’s brain specifically around creativity and problem-solving.
“Art is in every aspect of the classroom because it’s teaching them social and emotional skills as they are working at the table with each other being cooperative with each other,” said teacher Eva Rosa Zinzun.
Teachers say art provides a fun way for children to learn- and the benefits carry throughout their education.
“When you look at data and you say why do kids stay in school, why are kids engaged not only with their teacher but their peers, why are kids able to problem solve and think critically it’s a priority because the arts engages that side of a child’s brain,” said Fresno County Superintendent of Schools Jim Yovino.
The office works hard to make sure the 32 school districts in the county have the funding to provide an arts-rich educational program. The benefits of art education is so well documented that it is now a federal and state mandate for schools.
- ‘No one to help me’: Special education families struggle with coronavirus school closures – USA TODAY
- Jefferson City Board of Education hold first virtual meeting – Jefferson City News Tribune
- Smethport Area School District introduces education plan, notes firm end of year date – Bradford Era
- Navigating Education at Home – Spectrum News
- Special education inconsistent in California school districts during closures – EdSource
- EDUCATION FOR WHAT? | The Crusader Newspaper Group – The Chicago Cusader
- Hernando schools await governor’s decision on technical education building – Tampa Bay Times
- Police plan education, measured enforcement of statewide stay-at-home order – Press Herald
- Secretary DeVos Announces New Federal Deadline Flexibility for Career and Technical Education Leaders, Allowing Them to Focus on Serving Students During the COVID-19 Outbreak – U.S. Department of Education


Iran is an important country because it has some of the largest oil reserves in the world and it sits in a strategic position between Northeastern Asia, Western Asia and North Africa. Iran borders the Caspian Sea, the Persian Gulf and the Arabic Sea.
Iran is a large country, with intimidating mountain ranges, barren deserts and dense forests. Cheetahs and other large cats once roamed here, although many are now rare or even extinct. Iran – previously Persia – includes some of the oldest civilizations on Earth. The city, Susa, was built over 5,000 years ago.
Over the centuries, the country has been invaded and conquered by many groups, including Persians, Greeks, Great Britain and Russia. In 1921, a Persian army officer took control and ousted foreign control. He became the first “shah” and changed the country’s name to Iran. Since 1979, religious leaders known as mullahs have ruled Iran.
- 74. 8 million people live in Iran.
- The country has 636,296 square miles of land.
- Most people in Iran are Shia Muslim.
- The official language is Farsi.
- The life expectancy in Iran is 71 years.
- Strategic: important in achieving a goal or plan
- Intimidating: to awe or frighten
- Barren: lifeless
- Ousted: removed from power
Visit National Geographic Kids to learn more about Iran.
Question: What is Iran’s culture like?
Answer: Iranians are deeply religious people. The country also has a long tradition of art, literature, music and scholarship. An Iranian first developed algebraic theories.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Iran facts for kids ." Easy Science for Kids, Oct 2020. Web. 30 Oct 2020. < https://easyscienceforkids.com/iran/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Iran facts for kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/iran/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- 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
Sponsored Links :