This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
This slide show accompanies the learner guide NCV 2 Early Childhood Development Hands-On Training by Melanie Vermaak, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
This slide show accompanies the learner guide NCV 2 Early Childhood Development Hands-On Training by Melanie Vermaak, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Developing confident learners is often stated as a goal for schools and educators, yet students continually enter our classrooms with low confidence and on a “losing streak” in school. This session will help participants to learn more about shifting to a strength-based approach in our classrooms and to look at the power of assessment in developing student confidence. Participants will have the opportunity to:
- discuss ideas and strategies to increase engagement through creating space for student strengths and interests in the classroom
- reflect upon aspects of assessment practice and how these can build or tear down confidence
- discuss ways to tap into the strengths of students beyond our classroom walls
This session is designed for educators who want to reflect on their current practice so that they can create change that benefits students within their classes; participants will walk away with reflections as well as strategies and ideas that can be immediately implemented in their classrooms.
Developing confident learners is often stated as a goal for schools and educators, yet students continually enter our classrooms with low confidence and on a “losing streak” in school. This session will help participants to learn more about shifting to a strength-based approach in our classrooms and to look at the power of assessment in developing student confidence. Participants will have the opportunity to:
- discuss ideas and strategies to increase engagement through creating space for student strengths and interests in the classroom
- reflect upon aspects of assessment practice and how these can build or tear down confidence
- discuss ways to tap into the strengths of students beyond our classroom walls
This session is designed for educators who want to reflect on their current practice so that they can create change that benefits students within their classes; participants will walk away with reflections as well as strategies and ideas that can be immediately implemented in their classrooms.
Gullybaba Solved IGNOU Assignments are very popular for its relevancy so not only IGNOU students but students of other university and colleges are also use these assignments because they found it relevant and better from any other.
Wide ranging presentation for interactive discussion about what wellbeing means - specifically in Wales. Also what are the policy drivers for increasing wellbeing in Wales.
The leading International Preschool Franchise in India, offering a Premier Finnish
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KinderBee schools was founded in partnership with the Finland University. We want to make first class early childhood education available to as many children as possible world-wide. How do we do it? We designed a scalable easy to implement School Concepts that offers the curriculum, portfolio, teacher training, and model-concept for the learning environment as well as carefully selected learning materials. Our mission is to bring up children who are not only capable of adapting to the changing world, but changing the world themselves.
68 DOMESTIC VIOLENCE
EXCHANGE SEPTEMBER/OCTOBER 2010
In 1980, Karen Stephens became director
of Illinois State University Child Care Center
and instructor in child development for ISU
Family and Consumer Sciences. She is
author of the electronic parent newsletter,
“Parenting Exchange” located at
www.ChildCareExchange.com.
Fostering resilience in children
exposed to domestic violence
Practical strategies EC staff can put into action
by Karen Stephens
Whether staff realizes it or not, early
childhood programs are not just fun and
engaging places for children to play and
learn. For some children, our programs
are bonafide daytime havens from
turmoil. I’m speaking specifically about
those children who find themselves in
the cross-fire of violence between the
people they love most in the world —
their own family members. The vio-
lence might be verbal intimidation and
humiliation, or a combination of verbal
and physical attack. Either way, it’s terri-
fying for the children witnessing assault
behind closed doors. Whether violent
episodes in the home are a one-time
occurrence — or a long time, repeated
pattern of family dysfunction — the
fallout of violence leaves a mark on
children’s emotional spirit and overall
development, including typical brain
development.
Children enmeshed in violence don’t
experience a relaxed, predictable, or
trusting home life. In fact, children
exposed to home violence often experi-
ence symptoms of post-traumatic stress
disorder (PTSD) just as adults do after
enduring violence. Domestic violence
robs children of their childhood. And
while early childhood staff can’t erase
the effects of violence on children’s
individual make-up, they can become
a positive mediating factor. By nurtur-
ing children’s ability to rebound from
challenges, early childhood profession-
als can help children become resilient,
despite their early experiences with
trauma.
To become an effective ‘resilience factor’
for children, we must be aware of the
effects of violence on children. Early
childhood staff — especially classroom
teachers and caregivers — need to be
alert to symptoms that suggest children
may feel under siege in their own home.
With that knowledge, we can make
specific adjustments in our classrooms
and programs to increase children’s re-
silience. If we do so with intentional and
consistent effort, we can help trauma-
tized children feel more trusting, safe,
secure, and hopeful about life, despite
their personal experience with family
violence. We can be an intervention to
show children an alternative view of
human interaction that is characterized
by dignified interactions and respectful
conflict resolution. It’s another side of
life they desperately need to believe in.
Children’s behavioral clues
indicating trauma due to
domestic violence
Following are some symptoms early
childhood staff might observe. A cluster
of behaviors should be considered a ‘re.
Separation, Grief and Loss of Children in Foster Carekimberlykeith
Kimberly Keith, MEd, LPC
Academic Partnerships for Public Child Welfare
Department of Behavioral & Social Sciences
Southern Arkansas University
Magnolia, Arkansas
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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.
A Strategic Approach: GenAI in EducationPeter 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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
4. How do we help children deal with their emotional feelings?
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14. Talking – school age Once trust has been established, school age children can be encouraged to talk about things that make them happy, sad, angry, upset, excited, fearful, ashamed and so on
Responding to emotional outbursts At times, children experience intense emotions. It is not surprising, therefore, that emotional outbursts that are disruptive and upsetting for all concerned are likely to occur from time to time. You may find all the children have extreme mood swings. Being angry and disruptive one minute, withdrawn the next and then upset and crying soon after It is important to respond to such outbursts with sensitivity and empathy while at the same time ensuring the physical and emotional safety of other children in the group. What do we do in this instance? Try removing the child from the group and find a quiet place where he/she can regain composure. If the child is beyond reason, quickly remove other children from the vicinity for safety and allow the child time to calm down.
An important part of helping children cope with life events that cause them serious emotional distress is to provide them with with opportunities to express their emotions in ways that will not cause further distress. Encourage children to draw how they are feeling Help child to write a story about how they are feeling Act out emotions through music and movement Allow acting out of anger and other emotions during dramatic play as long as it does not endanger or impinge on the rights and safety of other children
Many researchers believe that helping children talk about their emotions helps children distance themselves from the feelings they are experiencing This gives them some space to think about how they re feeling, and why they are feeling that way and what will happen because they are feeling like this (Kuebli, 1994). The way we talk about feelings with children will influence how they organise their own emotions and responses to those emotions. Before we can help children to talk about how they are feeling, however, we need to help them identify and label a broad range of feelings.
Play matching faces with faceless figures engaged in social interaction Play card games where children are asked to pair opposite feelings Play charades where children are asked to act out feelings for other children to guess
Find faces and figures that represent specific feelings to use in collage and paste activities
Be sensitive
After children can label a broad range of feelings they can be encouraged to talk about their own feelings This may be difficult for children who have already learned that expressing their feelings is likely to result in in violence and abuse. It will take a lot of TRUST before children will be ready to talk about how they are feeling
Once trust has been established, school age children can be encouraged to talk about things that make them happy, sad, angry, upset, excited, fearful,, ashamed and so on
Handout P185 – discussion re Maria You can see that Maria handled her interaction with Luke very sensitively. She provided a model for talking about feelings and encouraged him to talk about his own feelings but responded sensitively the moment she sensed he felt uncomfortable. She also made sure that she provided him with physical comfort the moment he showed signs of distress. What might have happened if she had put pressure ion him to talk? Remember – trust is the key to helping children overcome their difficulties Do not jeopardise the trust you have by being insensitive to their way of communicating.
Listen to the words children are using to express themselves Use these same words in your interactions with them Be sensitive to non-verbal cues Listen for children using storytelling as a form of communicating their feelings. Use storytelling in responses to children
Use active listening – what are some of the pointers to active listening? Help children apply problem-solving processes to their situation – how might we do that?
Observe children’s behaviour, play and social interactions regularly for signs they may be experiencing distress With children who are known to have stress in their lives and may even be living in traumatic situaltions, it becomes even more important to ibserve and carefully monitor their emotional wellbeing. Changes in children’s behaviour could indicate further abuse or trauma or that the child’s ability to cope is waning. This is generally a signal that a referral to a specialist support service is necessary
How do we cope with change? Have you ever been in a situation where you think you know what is happening then suddenly you find that people around you have changed arrangements and you find yourself doing something completely different? Ie How would you feel if you wanted to go to a particular shopping centre to buy an item because you knew a certain shop there had just what you wanted. A friend offers tro drive you there and on the way you realise you are heading in a different direction. When you question the friend she says she has decided to go to a different shopping centre for a change. – How would you feel? Children like most adults need time top adjust to change and they need time to process how it will effect them . Read top of page 187. Then ( HANDOUT Jane and Gerry) THEN follow book from P187
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