What is Kinder Garten method
Intorduction of Kinder Garten
Principles of Kinder Garten
Importacen of KIndeer Garten
Advantage and Disadvantage of Kinder Garten
What is Kinder Garten method
Intorduction of Kinder Garten
Principles of Kinder Garten
Importacen of KIndeer Garten
Advantage and Disadvantage of Kinder Garten
Colorado School Gardening Guide Chapter 2: Benefits of a School Garden
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For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Elementary School Garden Programs Enhance Science Education for All Learners
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
School gardens movement has been around for a while. The slide shares the research is done and curriculum connected to edible education. Take a look and let me know what you think.
Play-Based Learning: Benefits and How It WorksYCIS Beijing
Sponsored by Yew Chung International School of Beijing: http://www.ycis-bj.com/
Learning through play - how does it really work? Specific areas of a child's skills, knowledge and life that are improved by play-based learning programmes taught in school.
Colorado School Gardening Guide Chapter 2: Benefits of a School Garden
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Elementary School Garden Programs Enhance Science Education for All Learners
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
School gardens movement has been around for a while. The slide shares the research is done and curriculum connected to edible education. Take a look and let me know what you think.
Play-Based Learning: Benefits and How It WorksYCIS Beijing
Sponsored by Yew Chung International School of Beijing: http://www.ycis-bj.com/
Learning through play - how does it really work? Specific areas of a child's skills, knowledge and life that are improved by play-based learning programmes taught in school.
This project focused on Nature-Deficit Disorder in children. The author conducted a gardening project for children to connect with nature. The activities of the project included dirt preparation, potting, and planting.
We have a responsibility to carry out the promise of Early Head Start which includes preparing all children for later success in school and in life. It all starts here in the infant and toddler program. Come learn about real-life strategies you can put into action to enhance school readiness for infants and toddlers in your care and how to educate families about their role in the process.
Lesson Plan
Grade Level:
4-6Subject:SciencePrepared By:
Shannon JonesActivity Name: From Dirt to MudLearning Domain: Social emotional, cognitive, and physical and perceptual developmentOverview & Purpose
Children will learn.to stimulate creativity and imagination as it facilitates open-ended play, communication, collaboration and physical activity.
Children will connect and interact with the natural world around them.Education Standards Addressed
The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences.
In Kindergarten, students observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms.Objectives:
(Specify skills/information that will be learned.)
nurture the child’s natural sense of adventure and curiosity
• help the child develop his own understanding of the natural world
• encourage the child to be a persistent problem solver
• introduce the child to basic elements of scientific reasoning (seeking evidence; testing predictions)
Materials Needed:
Different kinds of dirt and water
• Digging and stirring tools (trowels, sticks, spoons)
• Buckets or bowls for mixing mud
• A sunny surface for drying mud
• Containers to serve as molds for dried mud (optional)
·
Content:
(Specific skill/ concept being taught in lesson)
Predicting and Observing the process of dirt to mud and back from a hard mud brick to dirt.
Vocabulary:
Discuss and define the words:
Mixture, physical change, exploration, property, texture, bumpy, smooth, Other Resources:
Mud by Mary Lyn Ray
Mud Family by Betsy James
Mud Pie Annie (I Can Read!) by Sue Buchanan
Mud Puddle (Munsch for Kids) by Robert Munsch
Mud, Sand, and Water by Dorothy M. Hill
The Best Mud Pie (Rookie Ready to Learn) by Lin Quinn
Diary of a Worm by Doreen Cronin
Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery:
Examine & Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc.
Start by having kids add water to each kind of dirt. Kids can also create their own mud-mixtures by combining different kinds of dirt.
.
Show kids how to make mud pies and leave them out to dry. After the mud is dry (which may take a day or two), return and let kids investigate the ...
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Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
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The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati ...
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Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
88
C
h
a
p
t
er
6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati.
The Value and Strategy of Natural Education Curriculum DevelopmentESD UNU-IAS
The Value and Strategy of Natural Education Curriculum Development
Case Study Session
Prof. Dr. Zhiyong Wei, RCE Hohhot
12th Asia-Pacific Regional RCE Meeting
4-6 June, 2019, Hangzhou, China
What is Three Year Old Kindy
This is a educational programmed for pre-kindergarten children aged 3 and 5 years. The programmed helps to develop independence and creativity by offering interesting and fun activities that are developmentally appropriate in a semi structured form. The programmed follows a routine similar to a kindergarten and the children are left in the care of a Qualified Child Care Professional and Assistant for the duration of the session
North Garland Montessori School (NGMS) was established in 1997 under the direction of Mr. Manooch Varasteh. NGMS pioneered Montessori education in Garland. Our school is the first and oldest non-sectarian Montessori School in Garland. We believe and practice the educational philosophy of Dr. Maria Montessori (1870-1952) to help children everywhere reach their maximum learning potential, while becoming well balanced individuals. Our overall objective of the School’s activities is to promote “Excellence in Education” using the Montessori Method, implemented by our teachers and our children in close cooperation with parents.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. A new look into Science Science is an integrated / interdisciplinary study of living and non-living things.
4. As a component of the Cosmic Curriculum, Science provides rich and varied of possibilities for the child to explore, discover and learn the wonders of God’s Creation. He is then led to express himself freely, spontaneously and creatively in activities that call for investigation, creation and invention in order to explain the many why’s and how’s of life.
5. Days of Creation Branches of Science Activities / Materials Salient Learnings Light Firmament Land and Plants Sun, Moon and Stars
6. Days of Creation Branches of Science Activities / Materials Salient Learnings Birds and Fishes Animals and Peoples God Rested
7. Why Cosmic Education is at the heart of the Montessori Curriculum The Story of Creation is the underlying theme of Montessori Education and it uses the Curriculum of Love because it is value-based. The Child continues his journey in the unfolding of life through Cosmic Education where he finds himself interacting interdependently with all of God’s Creation. The Prepared Environment with its Didactic Sensorial materials helps facilitate this learning-growing process both individually and cooperatively.
8. Interdependence among all forms of life is visible in the symbiotic interaction among humans, animals and plants. Man’s role in the promotion and preservation of this culture of collaboration is to take good care of the environment to maintain ecological balance. The CHILD is ushered into this milieu via learning episodes as he experiences, explores, discovers, learns and grows within the context of a prepared environment The TEACHER facilitates, observes and guides the children while they work with sensorial materials.
9.
10. practices, customs, etc… 6. Do more experiments in Science: according to the Days of Creation 7. Solicit suggestions on articulation of Values in the classroom and how the carry-over may be done 8. Include seasonal activities: a. parades, processions, prayer services b. formal dining, table manners, after care c. decorating the room, altar, table, classroom d. cleaning windows, corridors, yard, things e. dances, rhymes, action songs, playlets
11. 9. Review scope and sequence of Grade School Science, Social Studies, and Values Education to find venue for integration in terms of content enrichment. 10. Reinforce observance of Ground Rules especially in regard to mutual respect among children. 11. Reiterate the need to convince all members of the Montessori family of the spirit of “ownership” leading to genuine care for the school and for each other. 11. Network with other classes, families, communities and schools to improve social skills. 12. Do periodic evaluation of program, activities and performance of faculty, staff, parents, and children.
12. Remember… 1. The child is not an adult; provide him with tasks that are appropriate to his maturity, ability, needs, health, interests, and limitations. 2. Normalization is a long process of adjustment involving time, effort, patience, determination, faith, creativity and resourcefulness. 3. The use of reinforcers and positive stroking works better than material reward; punishment is a NO, NO! 4. With the implementation of disciplinary measures come sanctions that are a result of common decision.
13. 5. When confronted with a major disciplinary issue, don’t hesitate to call for help: superior / colleague. 6. When parents become unreasonably demanding, calmly listen, don’t interrupt then ask what he can do to help improve the situation. 7. When faced with pressures, have presence of mind 8. When needed materials are nowhere to be found, do plan B or C, etc. keeping basic concept in mind. 9. When children are distracted, create a greater and more productive distraction: action songs, marching, surprises…etc… be innovative 10. When tempted to quit, recall God’s Cosmic Plan…
