Child Development Lab_Graham
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Anthony Graham worked as an assistant teacher from January 2012 to May 2012. His supervisor observed that he was able to implement developmentally appropriate activities, use positive guidance strategies, and manage the daily routine and team teaching environment. She saw that he had an innate ability to develop strong relationships with children, facilitate meaningful learning experiences, and manage the classroom atmosphere. His supervisor also noted that Anthony has a strong work ethic and tremendous cooperative skills.
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PDHPE is an essential part of primary school that develops important skills like communication, decision making, interaction, movement, and problem solving. It also helps students learn safety and health, increases confidence and self-esteem, and sets a positive attitude for life by participating in sports and making healthy eating a priority. PDHPE is valuable for a student's overall development and should be highly valued in primary school.
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PDHPE is important in schools for several reasons:
1) It supports students' development as whole people by addressing their personal, health, and physical needs.
2) It teaches students about healthy lifestyles and makes choices, which is especially important for those who don't receive health education at home.
3) It encourages physical activity and teaches important life skills like communication, decision making, problem solving that students can apply both in and out of school.
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This document provides a rationale for why physical development, health, and physical education (PDHPE) is as important as other key learning areas in schools. It notes that about a quarter of Australian children are overweight or obese, and many are not meeting the recommended 60 minutes of daily physical activity. PDHPE in schools encourages self-understanding and respect for others, promotes physical activity and healthy lifestyles, and teaches decision-making and health skills. Teaching PDHPE creates awareness of healthy living and can ultimately improve quality of life. The document outlines what teachers and parents can do to support PDHPE, such as teachers providing engaging lessons and parents emphasizing the importance of physical activity and leading by example.
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Pdhpe is essential in school
PDHPE is an essential part of primary school that develops important skills like communication, decision making, interaction, movement, and problem solving. It also helps students learn safety and health, increases confidence and self-esteem, and sets a positive attitude for life by participating in sports and making healthy eating a priority. PDHPE is valuable for a student's overall development and should be highly valued in primary school.
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PDHPE is important in schools for several reasons:
1) It supports students' development as whole people by addressing their personal, health, and physical needs.
2) It teaches students about healthy lifestyles and makes choices, which is especially important for those who don't receive health education at home.
3) It encourages physical activity and teaches important life skills like communication, decision making, problem solving that students can apply both in and out of school.
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The document discusses the importance of teaching PDHPE (Personal Development, Health and Physical Education) in primary schools. PDHPE teaches students the skills and knowledge needed to lead healthy, active lives and play a responsible role in society. It enables students to develop skills in movement, decision-making, relationships and community well-being. The overall goal is to promote lifelong healthy habits and involvement in physical activity.
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Philosophy of parent education
Parent education is important in early childhood classrooms where play is an essential part of learning. If parents do not understand this, they may become uninvolved or withdraw their child from the program. Involving and educating parents about their child's learning process makes the child more likely to succeed in school, as they will model behaviors learned at home. Teachers can also reinforce lessons by suggesting parents incorporate classroom techniques at home.
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Early childhood educators have several important roles and responsibilities, including guiding children in a developmentally appropriate way, prioritizing children's safety, encouraging exploration and problem-solving, and nurturing all aspects of children's growth. Educators must also manage stress through self-care techniques like healthy eating, exercise, and taking breaks. Building strong communication with parents is also key, as it allows educators to better understand each child and support their needs.
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PDHPE (Personal Development, Health and Physical Education) is an important subject that encourages children to be physically active, make decisions, and interact with others. It provides skills for both sport and everyday life, covering topics like personal identity, relationships, and health. The subject aims to develop the whole child by nurturing their physical, social, and emotional growth. It also helps meet daily physical activity guidelines and can have benefits for learning, behavior, and reducing obesity risks.
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PDHPE (Personal Development, Health & Physical Education) aims to support students' holistic development beyond just numeracy and literacy. It focuses on developing skills like movement, problem-solving, communication, interaction, and decision-making. The subject promotes students' overall well-being by encouraging an active lifestyle, safe living, growth, relationships, and personal health choices.
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PDHPE (Personal Development, Health & Physical Education) aims to support students' holistic development beyond just numeracy and literacy. It focuses on developing skills like movement, problem-solving, communication, interaction, and decision-making. The subject promotes students' overall well-being by encouraging an active lifestyle, safe living, growth, interpersonal skills, and personal health choices.
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This document discusses using observation as an assessment tool for a preschool student named C. C is 3 years old and excelling in cognitive and physical development but struggling with social-emotional skills. The teacher selected observation, specifically an observational checklist, to assess C's social-emotional development in areas like self-regulation, empathy, peer interactions, and cooperation. The teacher believes observation will provide valuable insights into C's behaviors and allow interventions to be put in place to support his development.
Pdhpe is essential in school
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Rationale
The document discusses the importance of PDHPE (Personal Development, Health and Physical Education) in primary education. It notes that many children today lead sedentary lifestyles and do not meet the recommended 60 minutes of daily physical activity. PDHPE helps children develop important skills like self-confidence, interpersonal relationships, decision making, and forming healthy habits. When parents encourage positive health behaviors at home, it reinforces what children learn in PDHPE and allows them to reach their full potential.
Wiki pdhpe powerpoint
Personal Development, Health and Physical Education (PDHPE) is a key learning area in NSW primary schools that focuses on developing students' whole health, including mental, physical, social, and spiritual wellbeing. It aims to provide students with the skills and understanding needed to make positive lifestyle choices. PDHPE covers topics like self-understanding, physical activity, safety, relationships, and health decisions through strands like movement skill and fitness, healthy choices, and relationships. It also encourages healthy habits outside of school through family activities and involvement in sports.
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Pdhpe rationale
PDHPE (Personal Development, Health and Physical Education) is an important subject in primary school for several reasons. Research shows that 1 in 4 Australian children are overweight or obese, and children spend more time engaged in screen activities than physical activity. PDHPE aims to develop students' knowledge, skills, and attitudes around health and physical education from early stage 1 to stage 3, covering topics like interpersonal relationships, nutrition, physical activity, and personal safety. These skills will help students become supportive community members and positively influence others to achieve good health. Parents can support what students learn in PDHPE by embracing its varied subjects and encouraging healthy behaviors at home.
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Philosophy For Teaching Young Learners
The document discusses philosophy for teaching young learners. The objective is to develop critical thinking in children by forming healthy attachments, developing a positive self-image, supporting the whole child, and providing an enriched curriculum. The teacher will encourage family involvement to foster continual development both in and out of the classroom. Classrooms should resemble a child's home environment to support a positive learning environment where children can take the lead, ask questions, and establish routines. The teacher aims to instill five goals in students: social, cognitive, physical, emotional, and motor skill development through various classroom activities.
Capacity building
Capacity building involves bringing struggling students up to speed so that all students can learn and succeed. This can be achieved by rebuilding trust between faculty and administration, fostering kinship among teachers through idea sharing and support, and creating a learning environment where mistakes are accepted. The faculty can become more of a professional community by observing each other non-judgmentally, sharing strategies, communicating openly, and establishing an environment where mistakes are seen as opportunities to learn. Trust and consistency are also needed to build strong relationships between schools and parents.
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The document discusses three programs that can help students:
1) The Positive Action Program aims to reduce substance abuse and increase test scores. It focuses on self-management and runs from 1st to 12th grade.
2) School gardening programs teach students responsibility and improve science scores and attitudes. Gardening makes learning more fun.
3) After school homework programs provide environments for students to do homework and get help. Students who use these programs have a 73% higher test score increase than those who don't.
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This document discusses positive discipline techniques for teachers. It emphasizes developing rapport with students, understanding developmental norms, playing games students enjoy to build relationships, teaching mutual respect, understanding the purpose and triggers of problem behaviors, being proactive by modifying the environment, replacing undesired behaviors with acceptable behaviors, having clear expectations and consistent consequences, effective communication, catching students being good with praise, and role playing problem scenarios.
Philosophy of parent education
Parent education is important in early childhood classrooms where play is an essential part of learning. If parents do not understand this, they may become uninvolved or withdraw their child from the program. Involving and educating parents about their child's learning process makes the child more likely to succeed in school, as they will model behaviors learned at home. Teachers can also reinforce lessons by suggesting parents incorporate classroom techniques at home.
Pdhpe
PDHPE (Personal Development, Health and Physical Education) teaches children 5 important skills: communication, decision making, interacting, moving, and problem solving. It encourages children to understand themselves and others, be physically active through at least 30 minutes of exercise per day, and make informed decisions. PDHPE also focuses on healthy eating, communication, and problem solving skills when dealing with other people.
News letter professionalism -final
Early childhood educators have several important roles and responsibilities, including guiding children in a developmentally appropriate way, prioritizing children's safety, encouraging exploration and problem-solving, and nurturing all aspects of children's growth. Educators must also manage stress through self-care techniques like healthy eating, exercise, and taking breaks. Building strong communication with parents is also key, as it allows educators to better understand each child and support their needs.
Tips for Effective Co-Parent Communication
Dr. Grace Graham, a clinical psychologist with over 20 years of experience, provides tips for effective co-parent communication. She recommends that co-parents establish open communication through agreed mediums like email, text, or shared calendars to coordinate schedules and share updates about children's well-being. Consistency is important, with all caregivers enforcing similar rules of behavior. When communicating, co-parents should maintain a business-like focus on the children's needs, rather than personal issues between partners.
Presentation 2
PDHPE (Personal Development, Health and Physical Education) is an important subject that encourages children to be physically active, make decisions, and interact with others. It provides skills for both sport and everyday life, covering topics like personal identity, relationships, and health. The subject aims to develop the whole child by nurturing their physical, social, and emotional growth. It also helps meet daily physical activity guidelines and can have benefits for learning, behavior, and reducing obesity risks.
Advocating for PDHPE
PDHPE (Personal Development, Health & Physical Education) aims to support students' holistic development beyond just numeracy and literacy. It focuses on developing skills like movement, problem-solving, communication, interaction, and decision-making. The subject promotes students' overall well-being by encouraging an active lifestyle, safe living, growth, relationships, and personal health choices.
Promoting PDHPE
PDHPE (Personal Development, Health & Physical Education) aims to support students' holistic development beyond just numeracy and literacy. It focuses on developing skills like movement, problem-solving, communication, interaction, and decision-making. The subject promotes students' overall well-being by encouraging an active lifestyle, safe living, growth, interpersonal skills, and personal health choices.
Why pdhpe is important in schools
The document discusses the importance of teaching physical education (PDHPE) in schools. It outlines how PDHPE educates children about healthy eating, exercise, developing social and emotional skills through sharing ideas and building relationships with peers. PDHPE promotes an active lifestyle, stress relief, and overall wellbeing for children that can carry on into adulthood. The document concludes that PDHPE is a crucial subject area as it encourages learning, engagement, and a balanced approach to children's health and development.
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This document discusses using observation as an assessment tool for a preschool student named C. C is 3 years old and excelling in cognitive and physical development but struggling with social-emotional skills. The teacher selected observation, specifically an observational checklist, to assess C's social-emotional development in areas like self-regulation, empathy, peer interactions, and cooperation. The teacher believes observation will provide valuable insights into C's behaviors and allow interventions to be put in place to support his development.
Pdhpe is essential in school
PDHPE (Personal Development, Health and Physical Education) develops essential skills like communication, decision making, interaction, movement, and problem solving. It promotes a positive attitude towards being active, which benefits one's entire school experience. Participating in sports considers safety and health, while PDHPE also boosts confidence, self-esteem, teamwork, and happiness. Students learn healthy eating habits. Overall, PDHPE is an integral part of school life.
Rationale
The document discusses the importance of PDHPE (Personal Development, Health and Physical Education) in primary education. It notes that many children today lead sedentary lifestyles and do not meet the recommended 60 minutes of daily physical activity. PDHPE helps children develop important skills like self-confidence, interpersonal relationships, decision making, and forming healthy habits. When parents encourage positive health behaviors at home, it reinforces what children learn in PDHPE and allows them to reach their full potential.
Wiki pdhpe powerpoint
Personal Development, Health and Physical Education (PDHPE) is a key learning area in NSW primary schools that focuses on developing students' whole health, including mental, physical, social, and spiritual wellbeing. It aims to provide students with the skills and understanding needed to make positive lifestyle choices. PDHPE covers topics like self-understanding, physical activity, safety, relationships, and health decisions through strands like movement skill and fitness, healthy choices, and relationships. It also encourages healthy habits outside of school through family activities and involvement in sports.
Guidance
Guidance is an important subject for early childhood educators to understand. It teaches strategies for setting limits, providing choices, and helping children develop independence and responsibility. As educators, we must create nurturing environments that help children grow into strong, healthy individuals. When conflicts arise, it is essential to understand children's development and apply age-appropriate guidance techniques. The most important lesson is establishing a positive setting to encourage good behavior and prevent issues through indirect guidance, appropriate expectations, effective space and time management, and engaging curriculum. This knowledge will help the author be successful as both an educator and a parent.
Pdhpe rationale
PDHPE (Personal Development, Health and Physical Education) is an important subject in primary school for several reasons. Research shows that 1 in 4 Australian children are overweight or obese, and children spend more time engaged in screen activities than physical activity. PDHPE aims to develop students' knowledge, skills, and attitudes around health and physical education from early stage 1 to stage 3, covering topics like interpersonal relationships, nutrition, physical activity, and personal safety. These skills will help students become supportive community members and positively influence others to achieve good health. Parents can support what students learn in PDHPE by embracing its varied subjects and encouraging healthy behaviors at home.
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Philosophy
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Philosophy For Teaching Young Learners
The document discusses philosophy for teaching young learners. The objective is to develop critical thinking in children by forming healthy attachments, developing a positive self-image, supporting the whole child, and providing an enriched curriculum. The teacher will encourage family involvement to foster continual development both in and out of the classroom. Classrooms should resemble a child's home environment to support a positive learning environment where children can take the lead, ask questions, and establish routines. The teacher aims to instill five goals in students: social, cognitive, physical, emotional, and motor skill development through various classroom activities.
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Part 111-year-old son has been suspended from school numerous ti.docx
Part 1
11-year-old son has been suspended from school numerous times for fighting. He just can't seem to get along with other children.
Dear Journal,
I have been told that my 11-year-old son got suspended from his school for not getting along with other students. I’m concern about his well being, and I want him to build his confidence before he breaks down and lose control. What we work on before got him suspended did not work. I will like to have him go to another school and remove himself from the previous environment to a new environment. To let him know it is okay to start over again, have a fresh start, and make new friends and a new beginning. Let him know that we are not running away from the bullies and me as the parents I’m doing everything in my power to make this work. I love him, and I’m willing to do everything for him to start a new chapter in his life.
I will like to help him in so many ways but do not know where to start. So, I and my wife have looked up a few websites where they can help us together to guide him in the right directions. My first choice is to remove him from the old school and transfer him to a new school (Facebook). Secondly, keep him occupied such learning a new skill or trade like mixed martial arts, swimming or anything he likes to learn and such as a chess club or boy scouts. Third, have him counsel by a psychologist to see if there any mental problems I should be concern about, if so what can we as the parents can do to help him excel in his life. Fourth, have more bonding relationship with him such as road trips, vacation, and watch movies with his new friends or watch a Broadway play together. Finally, continue the religious belief to love his God, and most of all love yourself first.
I hope and pray everything will work out fine with us a family. I willing to do anything for him to succeed, most of all encourage him, motivated him and build self-confidence and self-discipline to my little champ.
Part 2
Suspension of Son from School
Scenario: 11-year-old son has been suspended from school numerous times for fighting. He just can't seem to get along with other children.
Suspension of Son from School
A suspension from school implies that a youngster is briefly prohibited from going to school for a timeframe, enduring somewhere in the range of one day to a week or more, as a discipline for poor/awful conduct and improper behavior. Some of the time a suspension is issued for the infraction; different circumstances, it is rendered after proceeded with troublesome or resistant behavior when different strategies for train have fizzled (Iselin, 2010).
The student’s performance is a reflection of the parents. High expectations conducts are vital in helping youngsters to feel safe and learn well, and the guardians and parents have a key impact on this.
The legislature encourages schools to concentrate on advancing optimistic conduct, building self-restraint and empowering regard for others. Be that.
Community connections
First Hope provides a Christian education for students with disabilities from kindergarten through 12th grade. It has small class sizes of 10 students with a 1:2 student to teacher ratio. Students spend part of their week in regular education classrooms supported by inclusion aides. The vision is to create a learning environment that helps special needs children develop in a Christ-centered program. The school serves students with conditions like autism, Down syndrome, and other developmental disabilities. It aims to fully integrate students based on their individual abilities.
resume
The applicant has over 10 years of experience working with students with special needs. She has a passion for experiential and kinesthetic learning and has seen success implementing these techniques. Currently, she is developing a science-based curriculum to support diverse learners through inquiry-based learning across all subjects. She aims to provide the best possible education to students and continuously learns and improves.
Original Contribution - Angelica Burns - American College of Education - IC50...
This document discusses the importance and benefits of collaboration in various contexts. It defines collaboration as involving commitment from teachers, administrators, systems and communities. Collaboration is important between citizens to plan for the future, within school districts in different areas, between colleagues to share ideas, between staff and students to support students, and between students to teach social skills. It is also critical between parents/guardians and schools to ensure students' needs are met. The document emphasizes that collaboration builds trust which is necessary for people to work together successfully.
Neena's coverletter and resume
The document is a cover letter and resume from Neena Chatterjee applying for a position as a Registered Early Childhood Educator. Neena has over 2 years of experience working in childcare and has a diploma in Early Childhood Education. She believes she would be a valuable addition to the team based on her qualifications and passion for children's learning, growth, and wellbeing. Her resume outlines her education, skills, and experience working in various childcare roles with infants, toddlers, and preschool-aged children.
Playschool in Bangalore.pptx
Playschools are an important steppingstone in a child’s education and development. It is important towards child over all development, creating a nurturing and engaging learning environment that supports the kid’s natural curiosity and desire to learn. It plays an important role in the lives of working parents by providing a safe and nurturing environment for their children while they are at work. Here are some of the following factors:
Early Childhood Education Digital Presentation.pptx
Mikaela Lawson is an early childhood educator who draws on historical theories and theorists to inform her teaching approach. She discusses key influences like Piaget, Vygotsky, Dewey, and Pikler and how their theories of cognitive development, social learning, interest-based curriculum, and self-initiated activities shape her classroom. Her main roles are caring for students' emotional, physical, and mental needs, providing educational opportunities, and building relationships with families. She strives to meet these responsibilities through engagement, preparation, and ensuring her classroom environment supports children's social, emotional, and cognitive growth. Her unique perspective comes from personally struggling with anxiety as a student and wanting to ensure all children feel heard,
Reflective Journal Entries
The document discusses the professional's view of children and how that affects their role. It states that how a professional views children's ability to learn directly impacts how they view themselves. It emphasizes that children are unique, able to learn at their own pace, and professionals should provide a nurturing environment to support children's growth and development. The professional's role is to guide children's interests and foster their intellectual and social skills in a positive, inclusive way catering to children's needs. A professional is defined by how they see children, which is reflected in their teaching approach.
Empowered teacher_Vol I
Empowered Teacher - A School Magazine for Principals, School Leaders, Decision Makers, Teachers, Parents and students as well.
Empowered teacher full magazine
This document provides information about empowering teachers and education. It includes articles on various topics such as the benefits of preschool, appreciating students, dealing with bullying, and transforming negative feedback into positive feedback. The magazine aims to reach teaching, student, and parent communities within schools and discuss matters of interest regarding school management, teaching, and parenting. It welcomes contributions from education experts and psychologists. The goal is to empower teachers, students, and parents through sharing knowledge and experiences.
THIS IS DUE 1218Respond to Peer 1 then to Peer 2 on separ.docx
THIS IS DUE 12/18
Respond to Peer 1 then to Peer 2 on separate pages
RESPOND TO ALL OF 1-6
Respond as if you were
an outside reviewer
.
·
What suggestions would you make for improvement?
Explain whether you think this plan was as comprehensive as it should be and support your reasoning.
What would you like to see added to this process?
Is there anything you would recommend deleting or rewording?
What would you take away from this presentation to share with another program?
Finally, “score” this assessment on a scale of 1 to 4, and give a short response to how you arrived at this score.
Beginning = 1
Developing = 2
Proficient = 3
Distinguished = 4
PEER 1
Age group
Infant & Toddlers
Philosophy
Meeting the needs of the whole child as an individual cognitively, physically, social & emotionally, and spiritually. We encourage families to partake in this process because we believe that team work is necessary and that parents are their child’s first teacher.
Vision
Our vision is to help the children we care for to become all they can be through a structured, loving, understanding, and safe, environment.
Mission
Our mission is to engage the students and their families in the learning process. We want to make learning fun and challenging for our children through the arts, and creative play. Each child is thought of as an individual so, we strive to meet their needs through lessons that are geared toward each child without making them feel different or separated from the other children in our care.
The assessment characteristic I will be using to focus on defining quality as a continuum is an ongoing assessment. The Early childhood Assessment is a tool I will be using as an ongoing assessment tool to collect information concerning each child for teachers, and the families of the children in my center. The information I gather will be used daily by myself, teachers, and parents to assess and assist children in the growth and develop process of each child, create a curriculum, set goals, and create an environment that is conducive for them cognitively, physically, socially and emotionally, and language wise. This assessment involves the teachers first observing the children and then documenting their findings. This assessment process will help us to run a more efficient and quality program for children and their families. By using this ongoing assessment tool we will be required to
· keep a record of each child’s growth and development
· specify the children that require extra support
· create an individualized plan for each child
· take note of their strengths and weaknesses
· ensure communication is strong between teachers, parents and other necessary staff members on a regular basis through home visits, parent conferences, and parent involvement activities in the center.
In an effort to ensure continuous improvement in my center will also welcome feedback from our parents.
PEER 2
Our pres ...
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THIS IS DUE 1218Respond to Peer 1 then to Peer 2 on separ.docx
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Anthony Graham Internship Recommendation
Anthony Graham completed an internship at Akiva Hebrew Day School as part of his Education Leadership and Administration program at the University of Michigan. As his internship, he researched implementing a new teacher mentoring program and was diligent in his independent research process. He prepared well for meetings and outlined the pros and cons of different programs. Because of Anthony's demonstrated leadership skills, the school hopes to implement the mentoring program for the 2015-16 school year with his guidance. Anthony also took the opportunity to learn about working in an administrative role by shadowing various school leaders and exploring the challenges they face. His supervisor believes that with continued experience and mentors, Anthony will make an excellent school administrator.
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R. Michael Fisher, former Director of the Center for Spiritual Inquiry and Integral Education at Gaia House Interfaith Center, writes a letter of recommendation for Anthony Graham. Fisher supervised Graham as an intern at Gaia House in 2010. Graham was the most mature and dedicated intern, always on time, courteous to clients, and accommodating the center's needs into his busy schedule. He hosted a course on living with uncertainty and participated fully. Fisher was impressed by Graham's open-mindedness and level-headedness in integrating different spiritual perspectives, seeing him as the kind of new leader needed in today's world. Fisher highly recommends Graham based on his integrity.
Sylvan Letter of Reference
Anthony Graham worked as a Math and Reading Teacher at Sylvan Learning West Bloomfield for 7 months in 2013/2014. During this time, he demonstrated great care, enthusiasm, and skill when working with students and provided thorough explanations. As a colleague, Anthony was professional, responsive, prepared for lessons, and courteous to other teachers and his supervisor. Outside of work, Anthony launched a complimentary ACT practice for his students and is responsible and follows through on his commitments.
AmeriCorps Letter of Reference
Anthony Graham is a dedicated student who maintains a good GPA while participating in various volunteer and service programs. He was selected for Land of Lincoln AmeriCorps where he tutors underprivileged children and helps them overcome academic and social struggles. In addition to his community service, Anthony is also involved in his university's Army ROTC program. He is recommended for an award recognizing distinguished seniors due to his academic excellence, leadership skills, and commitment to service.
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The vision statement outlines the school leader's focus on collaboration, academic achievement, relationships and family voice, and excellence. These values are represented by the acronym CARE. The leader believes collaboration among staff, students, parents, and community is essential to building a strong learning environment. Academic achievement is a shared responsibility involving students, families, teachers, and administration to develop the whole child. Relationships and family voice are important, with an emphasis on open communication, parent engagement, and embracing diversity. The school should strive for excellence in instruction, environment, employees, and culture to promote learning.
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- 1. To Whom It May Concern: I am writing this information of recommendation on behalf of Anthony Graham. As an assistant teacher at the Child Development Laboratories, Anthony was able to implement developmentally appropriate activities, use positive guidance strategies, manage the daily routine and work in a "team teaching" environment. Through observing him in the classroom, I have seen Anthony's innate ability to develop strong relationships with the children, facilitate meaningful learning experiences, and manage the classroomatmosphere. Anthony is an individual who has a strong work ethic and tremendous cooperative skills. It was my pleasure to supervise and work with Anthony. He was an asset to the Preschooland Pre-K classrooms from January 2012 to May 2012. If you have any questions regarding Anthony, please contactme at kgrace@siu.edu or (618) 453-4234. Sincerely, Kathy Grace Master PreschoolInstructor Child Development Laboratories Southern Illinois University, Carbondale