1. The document describes several popular games and plays that Polish children enjoy that help with integration and getting to know peers.
2. The games include "Hedgehog" where one child is in the middle and chooses another to join, "Who is Under the Blanket?" where one child hides under a blanket, and "Who Are You Rolling Your Ball To?" where children roll a ball to each other.
3. Other games involve introducing yourself to a puppet, inviting others to join an empty spot in a circle, and a song game where children go around a circle inviting each other in. The games help children get to know each other in a fun atmosphere.
The Psychology of Recess When walking into a first g.docxgertrudebellgrove
The Psychology of Recess
When walking into a first grade classroom at the esteemed Charles Hay World School, I
expected the room to be bustling with exploration, conversation, and excitement. But on this day
I entered a classroom with students sitting on a carpet, quiet and focused on the teacher in front
of them. The students only briefly looked at me, before they were redirected to the task that their
teacher, Jennifer Smith, was explaining. For almost twenty minutes the students stayed seated on
the carpet. Most seemed to be paying attention to the book that was being read to them, but upon
further examination there was a lot more going on in this "controlled classroom" than what may
be gathered upon first impression. In the small mass of students, many wriggled and bounced
around their designated sitting spot. A little girl stands and wanders around, flailing her limbs
and jumping around before she is reprimanded by Ms. Smith and told to sit back down. As I look
around the brightly decorated room, I notice all of the signs that are hung up. Many are
expectations and rules for the classroom that remind the students of their role in the classroom
here at Charles Hay. I inspect them further and find that many of them say "Be quiet when
asked", "Work during worktime", "Stay focused on your tasks". Although I didn't think I would
see the disparities so quickly, it is almost too easy to notice that something vital is missing from
Ms. Smith's classroom: play.
For Ms. Smith's class and other schools around the country, play has become a rarity in
the average school day. In the place of playtime, the push for academic success has taken over,
leaving a gaping deficit in a student's need for exploration and curiosity. Ever since the passing
of the No Child Left Behind Act in 2001, the U.S. public school system has had its sights set on
being the best at academics which caused 20% of schools in America to cut recess time down by
fifty minutes per week (Center on Education Policy 2008). With the push to perform at much
higher standards, increasingly younger students are being expected to do more in school without
the time for breaks or playtime in between. Because academics are taking precedence, play has
been devalued in early childhood education practices and in teacher training as well. When
speaking to the Assistant Director of the Fisher Early Learning Center, Hema Visweswaraiah, I
asked if play was still valued in the early educational field. She almost immediately replied: "No,
I don't think that's going on...I think that it's because it's not as quite understood when we use the
word like 'play', people immediately go to the idea of 'work' and say well it's the opposite...so it
can't be valuable." This mindset that play cannot be meaningful for students compared to
academic success is incredibly detrimental, especially when play is so closely linked to a child's
development ...
PAGE 6Eisner and Greene Artful CoffeeRunning Head Eisne.docxalfred4lewis58146
PAGE
6
Eisner and Greene: Artful Coffee
Running Head: Eisner and Greene: Artful Coffee
‘Coffee’ with Elliot Eisner and Maxine GreenMichelle PfeifferBemidji State University
September 2012
Foundations of American Education
‘Coffee’ with Elliot Eisner and Maxine Green
What if we looked at education the way an artist might approach creating a painting? Elliot Eisner argues that we should do just that: using artistic thought processes means envisioning multiple possibilities, using good judgment, and looking at a challenge from multiple perspectives (Eisner, 2002). Elliot Eisner views teaching itself as an art form. He argues that artistic thought processes should be taught in school and can be used in exploring any subject matter. Another individual with unique perspectives on teaching and learning is Maxine Greene: "I was brought up in Brooklyn, New York, almost always with a desire to cross the bridge and live in the real world... beyond and free from what was thought of as the ordinary" (maxinegreene.org). Maxine Greene’s outlook and her ideas about what is possible struck me from the day I ‘met’ her on YouTube. I love her concept of ‘beyond and free from the ordinary’. Education has the potential to emerge from ‘the ordinary’. Both Elliot Eisner and Maxine Greene have broadened the educational pathway in front of me: through them, I can see that there is a colorful bridge, just over the horizon…waiting. Where will it take us?
Elliot Eisner
Elliot Eisner (1933-) has been an active participant in arts education, curriculum reform, qualitative research, educational evaluation and education reform for nearly sixty years. His history includes being trained as an artist, teaching art at the high school and college levels, and working as an instructor in both art education and education (Smith, 2005). He currently serves as Emeritus Professor at Stanford University’s School of Education. Eisner is best known for his work approaching education through the arts. Elliot Eisner began his career with a deep-rooted concern that most schools were offering too narrow an educational experience. He argues that teaching artistic ways of thinking can broaden and enrich all areas of education. Eisner has spearheaded extensive curriculum and education reform around this concept:
…while we say that the function of schooling is to prepare students for life, the problems of life tend not to have the fixed, single correct answers that characterize the problems students encounter in the academic areas of schooling. The problems of life are much more like the problems encountered in the arts. They are problems that seldom have a single correct solution: they are problems that are often subtle, occasionally ambiguous…
-Elliot Eisner
(Eisner, 1998, p. 84).
These are unique ideas about education. Eisner suggests that we should approach the art of teaching and learning the same way would approach any other art form. Eisner believes “through the arts students .
Friedrich Wilhelm August Froebel and His Idea of Kindergarten Education A His...ijtsrd
Philosophy is the essence of the world animals, objects, and all thoughts are composed of a single, indivisible formula. The goal of education is to realize the unity of joyous self activity and self development. The present education system could give proper direction to the youth. It may provide all round development to the youth rather, they grow themselves self reliant. At the present time, the examiners have had tremendous success in different examinations and have earned names and fame simultaneously. Most of them failed to establish self development in kindergarten, and life faces challenges against it even though they obtained the highest marks in primary education or higher education at universities and colleges. It is urgent for everyone to rise from this critical situation. Froebel initiated kindergarten education, a pre school education approach through which the features of education for children would be predicted. Kindergarten education is an indispensable part for children. Structural and social balance are badly affected. It is the widest range of medical therapy for children in the world, but in India, its results are severely hampered. The idea of kindergarten education may have been changed in the so called Indian education system, but it has to lead to a revolutionary change in social background. To think, focus, and understand froebel kindergarten education, so many books have been evaluated and written depending on the principles. There are so many silent characterized Froebel’s in kindergarten education. The present education system has been discussed and compared with Froebels kindergarten education. Finally, it can be said that Froebel truly identifies human society and helps to develop personality in the environment, and the paper is trying to explore it in a qualitative way. Shibsankar Jana "Friedrich Wilhelm August Froebel and His Idea of Kindergarten Education: A Historical Appraisal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd61171.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/61171/friedrich-wilhelm-august-froebel-and-his-idea-of-kindergarten-education-a-historical-appraisal/shibsankar-jana
The Psychology of Recess When walking into a first g.docxgertrudebellgrove
The Psychology of Recess
When walking into a first grade classroom at the esteemed Charles Hay World School, I
expected the room to be bustling with exploration, conversation, and excitement. But on this day
I entered a classroom with students sitting on a carpet, quiet and focused on the teacher in front
of them. The students only briefly looked at me, before they were redirected to the task that their
teacher, Jennifer Smith, was explaining. For almost twenty minutes the students stayed seated on
the carpet. Most seemed to be paying attention to the book that was being read to them, but upon
further examination there was a lot more going on in this "controlled classroom" than what may
be gathered upon first impression. In the small mass of students, many wriggled and bounced
around their designated sitting spot. A little girl stands and wanders around, flailing her limbs
and jumping around before she is reprimanded by Ms. Smith and told to sit back down. As I look
around the brightly decorated room, I notice all of the signs that are hung up. Many are
expectations and rules for the classroom that remind the students of their role in the classroom
here at Charles Hay. I inspect them further and find that many of them say "Be quiet when
asked", "Work during worktime", "Stay focused on your tasks". Although I didn't think I would
see the disparities so quickly, it is almost too easy to notice that something vital is missing from
Ms. Smith's classroom: play.
For Ms. Smith's class and other schools around the country, play has become a rarity in
the average school day. In the place of playtime, the push for academic success has taken over,
leaving a gaping deficit in a student's need for exploration and curiosity. Ever since the passing
of the No Child Left Behind Act in 2001, the U.S. public school system has had its sights set on
being the best at academics which caused 20% of schools in America to cut recess time down by
fifty minutes per week (Center on Education Policy 2008). With the push to perform at much
higher standards, increasingly younger students are being expected to do more in school without
the time for breaks or playtime in between. Because academics are taking precedence, play has
been devalued in early childhood education practices and in teacher training as well. When
speaking to the Assistant Director of the Fisher Early Learning Center, Hema Visweswaraiah, I
asked if play was still valued in the early educational field. She almost immediately replied: "No,
I don't think that's going on...I think that it's because it's not as quite understood when we use the
word like 'play', people immediately go to the idea of 'work' and say well it's the opposite...so it
can't be valuable." This mindset that play cannot be meaningful for students compared to
academic success is incredibly detrimental, especially when play is so closely linked to a child's
development ...
PAGE 6Eisner and Greene Artful CoffeeRunning Head Eisne.docxalfred4lewis58146
PAGE
6
Eisner and Greene: Artful Coffee
Running Head: Eisner and Greene: Artful Coffee
‘Coffee’ with Elliot Eisner and Maxine GreenMichelle PfeifferBemidji State University
September 2012
Foundations of American Education
‘Coffee’ with Elliot Eisner and Maxine Green
What if we looked at education the way an artist might approach creating a painting? Elliot Eisner argues that we should do just that: using artistic thought processes means envisioning multiple possibilities, using good judgment, and looking at a challenge from multiple perspectives (Eisner, 2002). Elliot Eisner views teaching itself as an art form. He argues that artistic thought processes should be taught in school and can be used in exploring any subject matter. Another individual with unique perspectives on teaching and learning is Maxine Greene: "I was brought up in Brooklyn, New York, almost always with a desire to cross the bridge and live in the real world... beyond and free from what was thought of as the ordinary" (maxinegreene.org). Maxine Greene’s outlook and her ideas about what is possible struck me from the day I ‘met’ her on YouTube. I love her concept of ‘beyond and free from the ordinary’. Education has the potential to emerge from ‘the ordinary’. Both Elliot Eisner and Maxine Greene have broadened the educational pathway in front of me: through them, I can see that there is a colorful bridge, just over the horizon…waiting. Where will it take us?
Elliot Eisner
Elliot Eisner (1933-) has been an active participant in arts education, curriculum reform, qualitative research, educational evaluation and education reform for nearly sixty years. His history includes being trained as an artist, teaching art at the high school and college levels, and working as an instructor in both art education and education (Smith, 2005). He currently serves as Emeritus Professor at Stanford University’s School of Education. Eisner is best known for his work approaching education through the arts. Elliot Eisner began his career with a deep-rooted concern that most schools were offering too narrow an educational experience. He argues that teaching artistic ways of thinking can broaden and enrich all areas of education. Eisner has spearheaded extensive curriculum and education reform around this concept:
…while we say that the function of schooling is to prepare students for life, the problems of life tend not to have the fixed, single correct answers that characterize the problems students encounter in the academic areas of schooling. The problems of life are much more like the problems encountered in the arts. They are problems that seldom have a single correct solution: they are problems that are often subtle, occasionally ambiguous…
-Elliot Eisner
(Eisner, 1998, p. 84).
These are unique ideas about education. Eisner suggests that we should approach the art of teaching and learning the same way would approach any other art form. Eisner believes “through the arts students .
Friedrich Wilhelm August Froebel and His Idea of Kindergarten Education A His...ijtsrd
Philosophy is the essence of the world animals, objects, and all thoughts are composed of a single, indivisible formula. The goal of education is to realize the unity of joyous self activity and self development. The present education system could give proper direction to the youth. It may provide all round development to the youth rather, they grow themselves self reliant. At the present time, the examiners have had tremendous success in different examinations and have earned names and fame simultaneously. Most of them failed to establish self development in kindergarten, and life faces challenges against it even though they obtained the highest marks in primary education or higher education at universities and colleges. It is urgent for everyone to rise from this critical situation. Froebel initiated kindergarten education, a pre school education approach through which the features of education for children would be predicted. Kindergarten education is an indispensable part for children. Structural and social balance are badly affected. It is the widest range of medical therapy for children in the world, but in India, its results are severely hampered. The idea of kindergarten education may have been changed in the so called Indian education system, but it has to lead to a revolutionary change in social background. To think, focus, and understand froebel kindergarten education, so many books have been evaluated and written depending on the principles. There are so many silent characterized Froebel’s in kindergarten education. The present education system has been discussed and compared with Froebels kindergarten education. Finally, it can be said that Froebel truly identifies human society and helps to develop personality in the environment, and the paper is trying to explore it in a qualitative way. Shibsankar Jana "Friedrich Wilhelm August Froebel and His Idea of Kindergarten Education: A Historical Appraisal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd61171.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/61171/friedrich-wilhelm-august-froebel-and-his-idea-of-kindergarten-education-a-historical-appraisal/shibsankar-jana
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
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Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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2. IntroductionIntroduction
There are many popular games and plays prefered by children. Many of them paly important role
during the process of integration and getting to know their peers.
They introduce a nice atmosphere in the group; integration of children, and for the teacher it is a
very interesting observation of individual units and relations between children.
1.1. JJEŻEŻ
HHEDGEHOGEDGEHOG
Poem:
Na dywanie siedzi jeż, co on robi to my też.
Kogo jeż zawoła ten wejdzie do koła.
Czy dziewczynkę czy chłopaka czy grzecznego przedszkolaka?
Descriptoin:
Children are sitting in a circle, in the middle of the circle there is one child who is a hedgehog. All
children speak the first line of the poem. At this moment, the child who is a hedgehog performs
3. some kind of movement, eg jumps, rompers, squats, all other participants repeat after him/her the
same movement. Children say a continuation of the poem. A child who is a hedgehog chooses one
who will be a hedgehog after him/her.
2.2. KKTOTO JESTJEST PODPOD CHUSTĄCHUSTĄ??
WWHOHO ISIS UNDERUNDER THETHE BLANKETBLANKET??
Descriptoin:
Children are dancing to the music. Whne the music stops they roll on the flor,, hiding their heads
down. /the teacher covers with a blanket one of them. When she says Now, they all stand up and try
to guess who is hidden under the blanket. After giving the right nime of the covered kid they repeat
the play.
4. 3.3. DDOO KOGOKOGO TOCZYSZTOCZYSZ PIŁKĘPIŁKĘ??
WWHOHO AREARE YOUYOU ROLLINGROLLING YOURYOUR BALLBALL TOTO??
Descriptoin
Children are sitting on the flour in a circle. One is rolling the ball to another one. They are rolling
the ball to the child the name they said.
5. 4.4. SSAYAY YOURYOUR NAMENAME TOTO THETHE PUPPETPUPPET
PPOWIEDZOWIEDZ SWOJESWOJE IMIĘIMIĘ
Descriptoin
Children are sitting in a circle. The teacher gives them a puppet. Their task is to introduce
themselves to the puppet and pass it around.
6. 5.5. MMIEJSCEIEJSCE POPO MOJEJMOJEJ PRAWEJPRAWEJ STRONIESTRONIE JESTJEST PUSTEPUSTE......
TTHEHE PLACEPLACE NEXTNEXT TOTO MYMY RIGHTRIGHT SIDESIDE ISIS EMPTYEMPTY….….
Descriptoin
Children are sitting in a circle on chairs. There is one additional chair in the circle that is empty.
The child who is sitting next to the empty chair and it is on his/her right side, is trying to invite here
another child. He/she is saying the sentence starting with the phraze: „The place next to my right
side is empty soI’m inviting here a person who….” and here he/she gives the descripton of the
person egg.: „likes cats”, or „wears a blue t-shirt”, or „has a sibbling”,etc. After that the child
who is thinking he fits the description shoul take the empty place. This way the other chair is empty
now, and the other child has the empty place next to his/her right side.
6.6. MMAŁOAŁO NASNAS DODO PIECZENIAPIECZENIA CHLEBACHLEBA
WWEE AREARE NOTNOT ENOUGHENOUGH TOTO BAKEBAKE BREADBREAD
Song:
Mało nas, mało nas do pieczenia chleba,
tylko nam, tylko nam Ciebie* tu potrzeba.
*(We can replace the word „ciebie”with the rihgt name of the child that will be chosen)
Descriptoin:
Children go around the circle. One of the child is in the middle of the circle. At the words of:
„tylko nam Ciebie* tu potrzeba”
another child is invited. And so on until all the children will already be inside.