The document discusses concerns around starting formal education too early for children in the UK. It notes that only 12% of countries worldwide start schooling at age 4-5 like the UK, while most start at age 6 and some at age 7. Research suggests play-based learning is more developmentally appropriate for young children. However, UK schools are increasingly focused on early academic achievement and standardized testing, which can undermine children's wellbeing and creativity. Delaying the start of formal schooling until age 6, as recommended by research, could better serve children's learning needs.
Play is a universal and essential part of healthy child development that supports physical, social, emotional, cognitive, and creative growth. However, play is declining for children in the US and many other countries due to increased focus on academics in early education, heavy use of electronic media, and overscheduling of organized activities. Research shows that lack of play can negatively impact children's health, learning, behavior, and ability to develop problem-solving and creative thinking skills important for lifelong success.
Winnie is a typical kindergartener observed over two months. She comes from a middle-class family with two parents and two sisters. Physically, Winnie is small but healthy. Socially, she gets along well with classmates and teachers. She prefers playing with other girls. Cognitively, Winnie is developing typical kindergarten skills like letters, numbers, and drawings. Her behavior and development align with theorists like Erikson, Piaget and Vygotsky. Overall, Winnie appears to be a well-adjusted kindergartener meeting typical milestones.
The teachers at Canyon Creek Elementary saw low science test scores and decided to change how they taught the subject. They developed a "Guided Science" program where they teach one experiment per week following the scientific process and using the same vocabulary and procedures as the state science test. This engaged the students more in science and improved their science scores dramatically after just one year. Based on this success, the school expanded the Guided Science program to all grades with help from a grant.
The document discusses the growth and development of a group of students from kindergarten through 5th grade, as observed by their after-school program care provider over 5 years. It describes how the students grew intellectually and developed responsibility through activities like homework help, reading together, building relationships, and a point system. It notes how the students have matured and priorities have changed as they near the end of their time in the program, preparing to enter middle school.
Are you considering homeschooling your children? What are the pros and cons of homeschooling? Know the good and the bad so you can make an informed decision.
1 facts are the knowledge base by glenn domanAnil Kumar
1. The document discusses Glenn Doman's method of teaching babies and young children called "The 1 fact is the knowledge base" method. It details how thousands of parents have successfully used this method to teach their children to read, gain encyclopedic knowledge, and learn skills like math and music from a very young age.
2. The method involves presenting children with "Bits of Intelligence" or facts from birth to age 6 to take advantage of their rapid brain development and ability to learn during this period. Examples of children who have used this method show advanced reading, math, music, art, and language abilities by age 5.
3. Intelligence is described as a birthright that all children inherently possess due
This document provides information for parents about procedures for Mrs. Lee's kindergarten class. It outlines arrival and dismissal times, pick-up procedures, lunch/snack procedures, communication methods between parents and teachers, and supplies needed for students. Parents are asked to follow specific guidelines for dropping off/picking up students, sending in notes for any changes to normal routines, and communicating with the teacher via phone, email or notes in the student's folder.
The document is a calendar from 2014 that provides parents with activities to help prepare young children for kindergarten. It includes daily tips and reminders about developing skills like language, health, social skills and more. The calendar also lists recommended books to read with children that reinforce different skills. The goal is to help children be well-rounded and ready for kindergarten through engaging activities with caregivers.
Play is a universal and essential part of healthy child development that supports physical, social, emotional, cognitive, and creative growth. However, play is declining for children in the US and many other countries due to increased focus on academics in early education, heavy use of electronic media, and overscheduling of organized activities. Research shows that lack of play can negatively impact children's health, learning, behavior, and ability to develop problem-solving and creative thinking skills important for lifelong success.
Winnie is a typical kindergartener observed over two months. She comes from a middle-class family with two parents and two sisters. Physically, Winnie is small but healthy. Socially, she gets along well with classmates and teachers. She prefers playing with other girls. Cognitively, Winnie is developing typical kindergarten skills like letters, numbers, and drawings. Her behavior and development align with theorists like Erikson, Piaget and Vygotsky. Overall, Winnie appears to be a well-adjusted kindergartener meeting typical milestones.
The teachers at Canyon Creek Elementary saw low science test scores and decided to change how they taught the subject. They developed a "Guided Science" program where they teach one experiment per week following the scientific process and using the same vocabulary and procedures as the state science test. This engaged the students more in science and improved their science scores dramatically after just one year. Based on this success, the school expanded the Guided Science program to all grades with help from a grant.
The document discusses the growth and development of a group of students from kindergarten through 5th grade, as observed by their after-school program care provider over 5 years. It describes how the students grew intellectually and developed responsibility through activities like homework help, reading together, building relationships, and a point system. It notes how the students have matured and priorities have changed as they near the end of their time in the program, preparing to enter middle school.
Are you considering homeschooling your children? What are the pros and cons of homeschooling? Know the good and the bad so you can make an informed decision.
1 facts are the knowledge base by glenn domanAnil Kumar
1. The document discusses Glenn Doman's method of teaching babies and young children called "The 1 fact is the knowledge base" method. It details how thousands of parents have successfully used this method to teach their children to read, gain encyclopedic knowledge, and learn skills like math and music from a very young age.
2. The method involves presenting children with "Bits of Intelligence" or facts from birth to age 6 to take advantage of their rapid brain development and ability to learn during this period. Examples of children who have used this method show advanced reading, math, music, art, and language abilities by age 5.
3. Intelligence is described as a birthright that all children inherently possess due
This document provides information for parents about procedures for Mrs. Lee's kindergarten class. It outlines arrival and dismissal times, pick-up procedures, lunch/snack procedures, communication methods between parents and teachers, and supplies needed for students. Parents are asked to follow specific guidelines for dropping off/picking up students, sending in notes for any changes to normal routines, and communicating with the teacher via phone, email or notes in the student's folder.
The document is a calendar from 2014 that provides parents with activities to help prepare young children for kindergarten. It includes daily tips and reminders about developing skills like language, health, social skills and more. The calendar also lists recommended books to read with children that reinforce different skills. The goal is to help children be well-rounded and ready for kindergarten through engaging activities with caregivers.
Parents sometimes delay sending their children to kindergarten for a year if they have late birthdays, hoping it will give them an academic and social advantage over younger classmates. This practice of "redshirting" may help children who are not mature enough for the classroom demands. However, others argue it can pose challenges, like increased risk of bullying for being older than peers or not fitting in socially. Experts say parents should evaluate each child's readiness rather than act from their own fears alone.
The document summarizes key differences between Chinese and Western parenting styles. It notes that Chinese parents believe that children can achieve academic excellence through rigorous practice and discipline. They demand high grades and see anything less than an A as a failure. Western parents are more concerned with their children's self-esteem and try not to make them feel bad about their performance. Chinese parents also believe that children owe their parents for the sacrifices they have made and must obey them to repay this debt.
This letter from Kindergarten teacher Erica Sinicropi welcomes families to the new school year. It provides important classroom policies and procedures including drop-off/pick-up times, required school supplies, snack guidelines, and volunteer opportunities. The teacher emphasizes establishing a happy and safe learning environment where students and families can be involved and communicate regularly about each child's progress.
The teacher, Erica Sinicropi, welcomes families to the new school year in kindergarten. She provides important information about classroom procedures, expectations, and upcoming activities. Parents are encouraged to be involved by volunteering in the classroom and communicating regularly with the teacher. A supply list is included for items needed for classroom activities.
The document discusses how nature and nurture have influenced the author's development from childhood to present. As a child, the author's parents provided a stimulating environment that helped develop verbal intelligence and logical skills. The author's cognition changed across stages from childhood to adolescence as expected. At school, a supportive learning environment enhanced development while bullying hindered it. Language development intertwined with social and cognitive growth through interactions. Parents, siblings, peers, and society all contributed to the author's development through both genetic and environmental influences.
Mrs. Brown welcomes families to kindergarten and provides information about herself, her classroom policies and expectations. She outlines procedures for communication, arrival/dismissal, parties, birthdays, homework and more. Her goal is to work closely with families to ensure a successful year.
This document provides a staff directory for CYC (Center for Young Children) as of February 2013. It lists the names, roles, backgrounds, and interests of 16 staff members working in rooms 121, 131, 133, 134, 136, 141, 143, and 144. The staff have a variety of educational backgrounds related to early childhood education and experience working with children. Their personal interests include activities like salsa dancing, photography, running, and spending time with family.
Learning at Home What it's like to homeschool in BeijingVanessa Jencks
This document summarizes homeschooling experiences among expatriate families in Beijing, China. It discusses reasons parents choose homeschooling over international schools, including cost, curriculum deficiencies, and a desire for flexibility. It describes common homeschooling structures, such as following a routine schedule and using online curricula. It also discusses opportunities for socialization through homeschooling co-ops and extracurricular activities. While connectivity issues and developing social skills pose challenges, most parents feel homeschooling allows them valuable time and experiences with their children.
Home Environment as A Predictor of Academic Performance of Pupils with Learni...ijtsrd
The study sought to examine home environment as a predictor of academic performance for children with learning disabilities in the Buea Municipality, South West Region of Cameroon. The main was to find out the effect of home environment on the academic performance of children with learning disabilities. The study design was a survey. The study population was made up of the pupils of the three selected primary schools in the Buea municipality in the South West Region of Cameroon. The purposive sampling technique was also used to select the sample for the study. And the sample was 50 pupils with learning disabilities. Data was obtained through the use of a written exercise for the learners with learning disabilities. Data were analysed using an Epi Data and findings were presented in frequencies, and proportions. Multiple Responses Analyses was also used for the grounding of concepts that emerged from the open-ended questions. The Chi-Square test of equality of proportions was used to compare proportions for significant difference. The relationship between conceptual components was assessed using Spearman Rho correlation test. Findings from the study indicated that there was a significant relationship between home environment and academic performance of children with learning disabilities. This means that for persons with learning disabilities to perform academically well in school the home factor must be taken into consideration such as parents' socio-economic factors, parental involvement, parents' level of education and home location. Esonwo Emeaka Francisca | Payne Rosaline Mezoh "Home Environment as A Predictor of Academic Performance of Pupils with Learning Disabilities in Buea, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd19067.pdf Direct URL: http://www.ijtsrd.com/humanities-and-the-arts/education/19067/home-environment-as-a-predictor-of-academic-performance-of-pupils-with-learning-disabilities-in-buea-south-west-region-of-cameroon/esonwo-emeaka-francisca
This document provides a staff directory for CYC (Center for Young Children) as of February 2013. It includes biographies for 15 staff members that work in various rooms. The biographies provide each staff member's name, role, education background, experience working with children, personal interests, family details, and goals.
This document provides information for parents about the kindergarten curriculum and schedule at a school. It summarizes the daily schedule, classes like reading and math workshops, assessments, and school procedures. Parents are given details about attendance, check-ins/outs, communication folders, lunches, birthdays, and the opportunity to volunteer. The goal is to prepare parents and students for what to expect in kindergarten.
This document provides information for parents about kindergarten orientation at the Traditional Learning Centre at Dr. J. K. Mulloy School. It outlines details about staggered entry, daily schedules, reporting, fees, transportation, the curriculum, supplies needed, uniforms, volunteering opportunities, and tips for preparing children over the summer. Parents are encouraged to sign up for the school blog to stay updated on important information throughout the year.
The document provides information for parents about kindergarten at A. Lorne Cassidy School. It outlines what will happen in September including intake interviews, a staggered entry schedule, and the kindergarten program expectations. It also discusses French immersion options, daily schedules, drop-off/pick-up procedures, communication methods, and ways to prepare children for their first day.
This document provides information on developmentally appropriate practices for teaching children from infancy through middle school ages. It discusses Jean Piaget's cognitive development theory and how children learn differently than adults. The document outlines characteristics, expectations, and application ideas for engaging infants/toddlers, preschoolers, and elementary/middle school aged children. It emphasizes the importance of spiritual formation during childhood years and providing environments and lessons tailored to children's developmental levels.
A Critical Analysis of the Principles of Nurture and its Impact on LearningBetty Wakia (白丽)
The nurture groups are small structured teaching or learning groups of 6 to 12 students that supported by two adults staffed to provide social, emotional and behavioral difficulties (SEBD) in a mainstream early years settings, primary or secondary schools. The nurture groups are known as a safe place for the unique developmental need of each child’s are met and continuously provides assessment through the Boxall Profile to modified curriculum in an environment based on the six principles. The purpose of this essay is to critically analysis the principles of nurture and its impact on learning in the classroom.
The document provides information from a parent orientation for a pre-kindergarten program at Sunset Acres Elementary. It outlines the agenda which includes arrival and dismissal procedures, required supplies, acceptable uniforms and snacks, celebrations, field trips, medical forms, attendance policies, classroom visits, discipline policies, and communication with teachers. Parents are encouraged to volunteer in the classroom and attend conferences if needed. The document provides detailed information to parents about the pre-k program and policies.
Interview with Sandy Cook of Learning Abled Kidsclientcreatives
Client Creatives is pleased to announce the Grand Prize winner in their Entrepreneurial Parent Sweepstakes. This is an interview with the winner who founded a resource and support website for parents who are home schooling children with learning disabilities.
The document discusses the importance of understanding family needs and cultural differences in early childhood programs. It recommends listening to families, learning about their emotional functioning and cultural backgrounds, and empowering and involving parents through a variety of activities and direct participation in their child's education. Meeting with families should focus on building trusting relationships through respectful communication and shared learning between teachers, families and researchers.
This document provides an overview of Our Lady of Ransom School. It discusses the school's mission to educate children in the Catholic faith and provide an excellent primary education. It describes the school's location, facilities, curriculum, and religious education program. It also provides details about class sizes, staff, and subjects taught like English, maths, science, French, and music.
Este documento describe cómo Facebook puede usarse como una herramienta educativa útil si es implementada correctamente por profesores universitarios. Explica que Facebook permite compartir material e información educativa, responder preguntas de estudiantes, y encontrar a otros compañeros y grupos relacionados con temas educativos. Sin embargo, también reconoce que Facebook tiene inconvenientes y depende de las actitudes de los profesores. El documento concluye que Facebook funciona mejor como una herramienta educativa complementaria en lugar de ser la base principal de la enseñanza.
The document provides details on the planned photography and layout for the cover page, contents page, and a double page spread for a magazine. For the cover page, the main image will feature a DJ with props and either a black or white background. Additional elements will include a quote, event listings, interviews, and cover lines. For the contents page, the image will show people at a party to portray a music lifestyle. Bold subtitles will make the contents clear. The double page spread will feature a main image of two DJs playing a festival set, with additional smaller images and an article matching the context.
Parents sometimes delay sending their children to kindergarten for a year if they have late birthdays, hoping it will give them an academic and social advantage over younger classmates. This practice of "redshirting" may help children who are not mature enough for the classroom demands. However, others argue it can pose challenges, like increased risk of bullying for being older than peers or not fitting in socially. Experts say parents should evaluate each child's readiness rather than act from their own fears alone.
The document summarizes key differences between Chinese and Western parenting styles. It notes that Chinese parents believe that children can achieve academic excellence through rigorous practice and discipline. They demand high grades and see anything less than an A as a failure. Western parents are more concerned with their children's self-esteem and try not to make them feel bad about their performance. Chinese parents also believe that children owe their parents for the sacrifices they have made and must obey them to repay this debt.
This letter from Kindergarten teacher Erica Sinicropi welcomes families to the new school year. It provides important classroom policies and procedures including drop-off/pick-up times, required school supplies, snack guidelines, and volunteer opportunities. The teacher emphasizes establishing a happy and safe learning environment where students and families can be involved and communicate regularly about each child's progress.
The teacher, Erica Sinicropi, welcomes families to the new school year in kindergarten. She provides important information about classroom procedures, expectations, and upcoming activities. Parents are encouraged to be involved by volunteering in the classroom and communicating regularly with the teacher. A supply list is included for items needed for classroom activities.
The document discusses how nature and nurture have influenced the author's development from childhood to present. As a child, the author's parents provided a stimulating environment that helped develop verbal intelligence and logical skills. The author's cognition changed across stages from childhood to adolescence as expected. At school, a supportive learning environment enhanced development while bullying hindered it. Language development intertwined with social and cognitive growth through interactions. Parents, siblings, peers, and society all contributed to the author's development through both genetic and environmental influences.
Mrs. Brown welcomes families to kindergarten and provides information about herself, her classroom policies and expectations. She outlines procedures for communication, arrival/dismissal, parties, birthdays, homework and more. Her goal is to work closely with families to ensure a successful year.
This document provides a staff directory for CYC (Center for Young Children) as of February 2013. It lists the names, roles, backgrounds, and interests of 16 staff members working in rooms 121, 131, 133, 134, 136, 141, 143, and 144. The staff have a variety of educational backgrounds related to early childhood education and experience working with children. Their personal interests include activities like salsa dancing, photography, running, and spending time with family.
Learning at Home What it's like to homeschool in BeijingVanessa Jencks
This document summarizes homeschooling experiences among expatriate families in Beijing, China. It discusses reasons parents choose homeschooling over international schools, including cost, curriculum deficiencies, and a desire for flexibility. It describes common homeschooling structures, such as following a routine schedule and using online curricula. It also discusses opportunities for socialization through homeschooling co-ops and extracurricular activities. While connectivity issues and developing social skills pose challenges, most parents feel homeschooling allows them valuable time and experiences with their children.
Home Environment as A Predictor of Academic Performance of Pupils with Learni...ijtsrd
The study sought to examine home environment as a predictor of academic performance for children with learning disabilities in the Buea Municipality, South West Region of Cameroon. The main was to find out the effect of home environment on the academic performance of children with learning disabilities. The study design was a survey. The study population was made up of the pupils of the three selected primary schools in the Buea municipality in the South West Region of Cameroon. The purposive sampling technique was also used to select the sample for the study. And the sample was 50 pupils with learning disabilities. Data was obtained through the use of a written exercise for the learners with learning disabilities. Data were analysed using an Epi Data and findings were presented in frequencies, and proportions. Multiple Responses Analyses was also used for the grounding of concepts that emerged from the open-ended questions. The Chi-Square test of equality of proportions was used to compare proportions for significant difference. The relationship between conceptual components was assessed using Spearman Rho correlation test. Findings from the study indicated that there was a significant relationship between home environment and academic performance of children with learning disabilities. This means that for persons with learning disabilities to perform academically well in school the home factor must be taken into consideration such as parents' socio-economic factors, parental involvement, parents' level of education and home location. Esonwo Emeaka Francisca | Payne Rosaline Mezoh "Home Environment as A Predictor of Academic Performance of Pupils with Learning Disabilities in Buea, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd19067.pdf Direct URL: http://www.ijtsrd.com/humanities-and-the-arts/education/19067/home-environment-as-a-predictor-of-academic-performance-of-pupils-with-learning-disabilities-in-buea-south-west-region-of-cameroon/esonwo-emeaka-francisca
This document provides a staff directory for CYC (Center for Young Children) as of February 2013. It includes biographies for 15 staff members that work in various rooms. The biographies provide each staff member's name, role, education background, experience working with children, personal interests, family details, and goals.
This document provides information for parents about the kindergarten curriculum and schedule at a school. It summarizes the daily schedule, classes like reading and math workshops, assessments, and school procedures. Parents are given details about attendance, check-ins/outs, communication folders, lunches, birthdays, and the opportunity to volunteer. The goal is to prepare parents and students for what to expect in kindergarten.
This document provides information for parents about kindergarten orientation at the Traditional Learning Centre at Dr. J. K. Mulloy School. It outlines details about staggered entry, daily schedules, reporting, fees, transportation, the curriculum, supplies needed, uniforms, volunteering opportunities, and tips for preparing children over the summer. Parents are encouraged to sign up for the school blog to stay updated on important information throughout the year.
The document provides information for parents about kindergarten at A. Lorne Cassidy School. It outlines what will happen in September including intake interviews, a staggered entry schedule, and the kindergarten program expectations. It also discusses French immersion options, daily schedules, drop-off/pick-up procedures, communication methods, and ways to prepare children for their first day.
This document provides information on developmentally appropriate practices for teaching children from infancy through middle school ages. It discusses Jean Piaget's cognitive development theory and how children learn differently than adults. The document outlines characteristics, expectations, and application ideas for engaging infants/toddlers, preschoolers, and elementary/middle school aged children. It emphasizes the importance of spiritual formation during childhood years and providing environments and lessons tailored to children's developmental levels.
A Critical Analysis of the Principles of Nurture and its Impact on LearningBetty Wakia (白丽)
The nurture groups are small structured teaching or learning groups of 6 to 12 students that supported by two adults staffed to provide social, emotional and behavioral difficulties (SEBD) in a mainstream early years settings, primary or secondary schools. The nurture groups are known as a safe place for the unique developmental need of each child’s are met and continuously provides assessment through the Boxall Profile to modified curriculum in an environment based on the six principles. The purpose of this essay is to critically analysis the principles of nurture and its impact on learning in the classroom.
The document provides information from a parent orientation for a pre-kindergarten program at Sunset Acres Elementary. It outlines the agenda which includes arrival and dismissal procedures, required supplies, acceptable uniforms and snacks, celebrations, field trips, medical forms, attendance policies, classroom visits, discipline policies, and communication with teachers. Parents are encouraged to volunteer in the classroom and attend conferences if needed. The document provides detailed information to parents about the pre-k program and policies.
Interview with Sandy Cook of Learning Abled Kidsclientcreatives
Client Creatives is pleased to announce the Grand Prize winner in their Entrepreneurial Parent Sweepstakes. This is an interview with the winner who founded a resource and support website for parents who are home schooling children with learning disabilities.
The document discusses the importance of understanding family needs and cultural differences in early childhood programs. It recommends listening to families, learning about their emotional functioning and cultural backgrounds, and empowering and involving parents through a variety of activities and direct participation in their child's education. Meeting with families should focus on building trusting relationships through respectful communication and shared learning between teachers, families and researchers.
This document provides an overview of Our Lady of Ransom School. It discusses the school's mission to educate children in the Catholic faith and provide an excellent primary education. It describes the school's location, facilities, curriculum, and religious education program. It also provides details about class sizes, staff, and subjects taught like English, maths, science, French, and music.
Este documento describe cómo Facebook puede usarse como una herramienta educativa útil si es implementada correctamente por profesores universitarios. Explica que Facebook permite compartir material e información educativa, responder preguntas de estudiantes, y encontrar a otros compañeros y grupos relacionados con temas educativos. Sin embargo, también reconoce que Facebook tiene inconvenientes y depende de las actitudes de los profesores. El documento concluye que Facebook funciona mejor como una herramienta educativa complementaria en lugar de ser la base principal de la enseñanza.
The document provides details on the planned photography and layout for the cover page, contents page, and a double page spread for a magazine. For the cover page, the main image will feature a DJ with props and either a black or white background. Additional elements will include a quote, event listings, interviews, and cover lines. For the contents page, the image will show people at a party to portray a music lifestyle. Bold subtitles will make the contents clear. The double page spread will feature a main image of two DJs playing a festival set, with additional smaller images and an article matching the context.
1. The presentation introduces a new fashion brand called Style Zone and provides details about the company's organizational structure, products, production process, marketing strategies, and financial plans.
2. Key aspects of the business include men's and women's clothing lines focused on traditional Bangladeshi styles, a progressive bundle production system, and a marketing strategy targeting middle-class consumers through various advertising channels.
3. Financial plans discuss costs associated with premises, utilities, employee salaries, production, and promotions, with an emphasis on controlling expenses through efficient production methods and competitive pricing.
This document discusses blood glucose monitoring for students with diabetes. It provides benefits of frequent blood glucose monitoring such as improved safety, control, and independence. Modern blood glucose meters are smaller, more reliable, and can track insulin and food intake. Continuous glucose monitors can automatically track glucose levels but still require finger pricks for calibration. The document recommends monitoring blood glucose when symptoms of high or low levels are present, before tests, with illness or stress, and when treatment plans change.
This document contains measurement specifications for a men's slim fit t-shirt style. It includes over 30 body measurements for sizes XS through 3XL in 3 sentence increments. The t-shirt will be made of 100% cotton jersey fabric with elastic tapes at the shoulders. Care instructions specify washing inside out and with similar colors, then pulling into shape after washing.
The document discusses the importance of reading children's books to early childhood development, noting that reading exposes children to new vocabulary and concepts and helps develop language skills, while also entertaining children and strengthening relationships between children and caregivers when books are read aloud. The U.S. Department of Education recognizes the significance of early childhood literacy and ensures literature is available in schools. Reading children's books from an early age provides lifelong benefits of a more knowledgeable perspective and entertainment.
This document summarizes the benefits of reading children's books to children. It discusses how (1) reading exposes children to new ideas and lessons which helps develop them intellectually and gives them confidence, (2) reading improves literacy and language development, vocabulary, and math skills, and (3) reading provides entertainment and bonding opportunities between children and caregivers. It also explores how different genres and types of books appeal to children of different ages and genders.
Parents and caregivers role towards childSulochanaShah
Parents are the child's first role model. Children behave, react and imitate same as their parents. Parents play important role in encouraging and motivating their kids to learn. Good parental support helps child to be positive, healthy and good life long learner.The proper role of the parent is to provide encouragement, support, and access to activities that enable the child to master key developmental tasks. A parent is their child's first teacher and should remain their best teacher throughout life. Parental involvement not only enhances academic performance, but it also has a positive influence on student attitude and behavior. A parent's interest and encouragement in a child's education can affect the child's attitude toward school, classroom conduct, self-esteem, absenteeism, and motivation.
So, the role of parents and caregivers are very important for every child. Some of the renowned theorist have also have given their views and ideas through research.
Let's implement their ideas in our daily life.
This document discusses Piaget's three stages of child development as they relate to observing a child's social behaviors during recess or lunch at school. The observer would pose as a school staff member and measure how the child's social behaviors like sharing, taking turns, and communication change over time when interacting with peers. The goal is to assess the child's social development and competency through observing them in a social setting like recess.
1) Children are becoming increasingly aware of their developing reading abilities and skills as they are exposed to literacy in school and at home.
2) Early exposure to reading through activities like being read to and learning letters has positive effects on children's reading achievement and mental growth as long as it does not go beyond their interest and ability.
3) Research has found that children who learn to read before first grade have an early advantage that continues into later grades, compared to equally able peers who did not learn early reading.
Presentation includes historical trivia and information about presenter's role as Kindergarten teacher and information about 5 and 6 year olds' cognitive processing.
There are three main types of day care: center-based care, family day care, and informal care arrangements. Center-based care typically serves more than 12 children and can be part of a larger institution. Family day care provides care in a caregiver's home, often for infants and toddlers. Informal care involves parents caring for each other's children as needed. Studies have shown that day care can positively impact child development, though higher quality care seems to lead to better social outcomes. The effects of day care depend on factors like a child's home environment and the amount/quality of care and interactions they receive.
Role Of Play In Overly Academic Kindergarten Naeyc 2010gesellinstitute
The document discusses the importance of play for young children's development and learning in 3 key points:
1) Recent research shows that children have lost 8 hours per week of free play time in the last two decades due to an increased focus on academics in kindergarten. This has negative impacts on children's social, emotional, and academic development.
2) Developmentally appropriate practice with playful learning leads to better social skills, emotional regulation, motivation for school, and academic outcomes like improved reading and math compared to more traditional academic direct instruction models.
3) Play is essential for building the skills needed for the 21st century like collaboration, communication, creative problem solving, and confidence according to studies. Balancing
Play is essential for child development but has decreased as children spend more time indoors using electronics. Research shows play improves social-emotional and academic skills but varies based on factors like gender and environment. Peer play outdoors best develops skills while solitary play can indicate problems. Though play benefits learning, schools increasingly replace it with academics. Society must support the importance of child-led play over commercial interests that limit it.
1. hen my son was three and
a half years old, he joined a
lovely little nursery near our
home. Soon expecting my
second child, I was eager for
him to have an established
rhythm and begin his school
journey in earnest. There were many wonderful
activities, set in a small classroom and an
outdoor space. However, after just a couple of
months, the light in my son’s bright sparkly brown
eyes seemed to dim. Watching him ‘perform’
in a Christmas play, dressed up and singing
festive songs with his peers, I was horrified to
see how awkward, uncomfortable and frightened
he looked. In that moment, it dawned on me.
The daily activities carefully organised by the
adults and the pressure to perform at such an
early age made the nursery simply not the right
environment for his journey of self-
discovery and exploration.
My son was due to start Reception
at a local primary school the
following September, and I knew
that if he stayed in this environment
expectations of him would only
increase. My intuition told me he
needed more space to play. Not
just physical space, but space
to explore the wonders of his
imagination. Space to uncover
what his own unique relationship
was to his peers and teachers.
A few years later I stumbled
upon extensive research that
evidenced child-led play as a
crucial foundation for future >
SCHOOL STARTING AGE
Priya Mahtani asks, what is the effect on our
children when we expect them to start formal
education at such a young age?
School Starting Age
Only 12% of countries worldwide require
children to start school at 4 or 5. (These
are the four UK nations and former
members of the British Empire such as
Australia and New Zealand.) In almost
two-thirds of countries around the world
the school starting age is 6, and in 22%
of countries children don’t start formal
education till they’re 7.
Despite (or more probably because of)
their remarkably early start, UK pupils
don’t have a particularly good educational
record. In the 2015 OECD survey of
educational achievement, they came 20th
out of all the countries in the survey.* On
the other hand, the three Western nations
that scored highest in this survey were
Finland, Estonia and Switzerland, all of
which have a starting age of 7 and provide
a play-based kindergarten stage for their
3- to 6-year-olds.
English children between 3 and 5 years old
who are cared for outside the family are
required by law to follow the Early Years
Foundation Stage, which expects them to
be able to do basic reading, writing and
reckoning tasks by the age of 5. Looming
ahead of them is a demanding phonics test
in Year 1, when they are 6, with tests in
core subjects (SATs) the following year.
Because of the pressure of these tests,
many nurseries now make a start on
simple phonic activities, teaching children
to write their names and so on, at the age
of 3. I’ve even heard of a ‘phonics table’
being set up for 2-year-olds. This process
of ‘schoolification’ will soon be exacerbated
by the introduction of ‘baseline testing’ for
4-year-olds.
A mounting body of research suggests
that this early pressure for academic
achievement is linked to the UK’s
shamefully low level of childhood wellbeing
compared to other Western nations. If you
are opposed to early schoolification, please
visit www.toomuchtoosoon.org and
register your support.
Sue Palmer is a writer and educator. Her
book Upstart: The Case for Raising the
School Starting Age will be published by
Floris Books in early 2016.
TOO MUCH TOO SOON?
Liens Hedley at Michael Hall
Julia Hamilton
* tinyurl.com/global-school-rankings
JUNO 13
2. > learning. My gut feelings were now substantiated by
scientific proof.
The importance of play in the early years cannot be
overestimated. Experimental psychology studies suggest
that more effective learning and increased motivation
arise from playful approaches. Play is good for language
use, for early phonics and literacy, and for intellectual
and emotional self-regulation. David Whitebread, a
developmental cognitive psychologist at the University
of Cambridge, says: “Play shapes children’s brains. It
strengthens their competencies as they spontaneously
experiment with learning and emotions without worrying.
It is fundamental to human creativity.”
Yet how are we really watering these creative seeds in
our young children? In England, compulsory school age is the
term following a child’s 5th birthday, but most children start school
in the September following their 4th birthday, because this is the
norm and parents often feel pressurised by schools’ admissions
criteria to get that vital place in the school of their choice.
Consider the challenges for the summer-born children, almost a
whole year younger than some of their classmates.
The internationally recognised Programme
for International Student Assessment (PISA, 2009)1
found that
children from countries that start formal education at the age of
7 display the most advanced literacy skills, with countries that
start formal schooling at the age of 6 far outperforming British
children. One of the things driving educational policy in England
is a common misconception that earlier is better, as successive
School Starting Age
I recently heard a tale of a state school
primary teacher who was moving abroad
with her family. This teacher said that when
they return in a couple of years with their
children at school age, she will not want
them to enter the state sector, because
she doesn’t like what she sees going on
in schools. She thought she might enrol
them at a Montessori school. When asked,
“What about Steiner?” she had replied,
“Oh no, I wouldn’t go that far.”
So how far from normal is a Steiner school
in the early years? A Steiner kindergarten
educates children in mixed-age groups
from 3 to 6 years old. Siblings will be in
the same group, and indeed the group is
a kind of family, with the elder ones having
special responsibilities for contributing to
kindergarten life. The structured morning
includes free play, ‘ring time’ with songs,
poems and movements; crafts and
cooking; painting, drawing and modelling;
sharing a meal together; story time and
puppet shows. There are regular seasonal
festivals, with special decorations,
foods, songs and clothes. In my son’s
kindergarten, the toys in the room are
made of natural materials and include
blocks and bricks, a rocking horse, pine
cones, bells, ropes, a wooden castle,
baskets and play cloths for making dens.
Although there is an attractively filled
bookshelf, this is only one element of a
busy room. Great care is taken that the
room is aesthetically beautiful.
In Rudolf Steiner’s view, the prime
direction of life under the age of 7 is
physical development and integration.
Most of a child’s energy is needed for this
growth. 5-year-olds are at the pinnacle
of their capacity to dream up storylines
and to invent fluent games according to
a counter-factual world as if they were as
real as their own heartbeat. Kindergartens
are designed to be a living invitation to
play. In this critical window of time, during
which children lay foundations for lifelong
creative thinking, they need such a
magical opportunity. Without force, they
will quite naturally lose this genius and
become much more ‘realistic’ as their
bodies reach a certain point of maturation.
In Class 1, the children are 6 or 7 years
old. Now they have better gross and fine
motor skills and their cognitive thinking
capacity shifts a gear. They are better able
to access a simple abstract concept and
talk about it, concentrate on material that
is not necessarily their favourite thing, and
govern their social relationships with more
balance and perspective. Of course, they
will still need to learn playfully, without
undue pressure to perform, but this is a
different debate!
Steiner parents are abnormal statistically,
simply by being few in number (in the UK,
but not in Europe) – but what is normal for
normal children? Shouldn’t education go
with the grain, not fight it? What is the cost
of interfering with Nature?
Early years in steiner schools
JulieRuseatMichaelHall
Abi Allanson, Steiner school teacher
14 JUNO
3. governments take an increasingly consumerist view. Pam
Jarvis, a developmental psychologist and senior lecturer
at Leeds Trinity University, says: “We are viewing children
as human capital; schools [are] becoming a factory system
where we produce the best product.”
Your child should not be compared to a packet of soap powder.
As parents of siblings know well enough, every child really is
different. So how do we work with our young learners in an
organic fashion? How do we empower teachers to inspire and
draw out from our children rather than focus on an increasingly
“performance-oriented, transmission model of learning”?
In 2009, professor of education Robin Alexander produced
The Cambridge Primary Review,2
the result of an independent
enquiry into the condition and future of primary education in
England. Its key findings included suggesting that England
conform to international practice and delay the start of formal
schooling until children turn 6. It had a “strong and widespread
conviction” that children were ill served by starting formal
learning at age 4 and that formal learning before age 6 “dents
children’s confidence and risks long-term damage to their
learning”. This was the most authoritative and comprehensive
research-based report since the 1960s, yet it has been largely
ignored.
Jarvis says: “Education is not about an adult having a plan
in their own head and taking it out like a memory stick to
communicate – it is about the child having their own plan and
ideas and the adult listening to them.” So if some children are
working outside playing on big blocks and others are indoors
measuring amounts for cooking, both are building foundations
for numeracy. Yet as teachers are relentlessly pressurised to
tick boxes in a never-ending charade of assessment – cue
baseline testing of 4-year-olds, to be introduced to schools in
September 2016 – we can expect an increase in teacher-led
activities to fulfil government assessment criteria.
If you are feeling anxious about this as a parent, what are your
options? You may consider speaking directly with your child’s
school to explore delaying the term in which your child starts.
Many parents choose to home educate their
children, avoiding altogether a prescriptive
model of education or one that starts too
early. Steiner schools offer another real
alternative, where children remain in play-
based kindergartens until the age of 6, starting
formal education at rising 7 years. Other
families choose Montessori schools, which have
a strong emphasis on self-directed learning from
an early age.
In an extensive study tracking the reading
ages of hundreds of children in New Zealand,
Sebastian Suggate revealed that those who
started to read later had actually caught up by >
The Summer Born Campaign wants to ensure that the parents
of all children born between 1 April and 31 August are able
to exercise their legal right to enrol their children in school at
compulsory school age, i.e. the term following their 5th birthday,
without penalty. Under the 2012 and 2014 School Admissions
Codes, it has proved too easy for admission authorities to deny
summer-born children access to reception class at age 5 or to
make them miss any other year of their education later on.
School admissions have become a postcode lottery, with many
families describing experiences that clearly do not support the
best interests of their children, while others have had positive
responses and faced no objections at all. The application
process for school entry admissions is different for parents of
summer-born children who do not wish their child to start school
early, as they need to contact the admission authority of all the
preferred schools they plan to include on their application form,
and can then only list school preferences where consideration for
reception class entry at compulsory school age has been agreed.
The 2014 Code stipulates that head teachers’ views must be
taken into account when a request is made, and that every
admission authority must make the process clear in its admission
arrangements. The Department for Education advises parents to
apply for an age 4 school place while they make their age 5 entry
request, but this is still the parents’ decision and many prefer not
to because of pressure to then use the earlier place.
For more information, many parents find our Facebook group
helpful. There they can ask advice from parents in their area, as
experiences can differ so much across the UK and even within
local areas.
Pauline Hull
summerbornchildren.org
Summer-born children
JulieRuseatMichaelHall
School Starting Age
JUNO 15
4. School Starting Age
the age of 10 and had “slightly better reading comprehension”
before the end of primary education as well as being better
motivated to continue for their own enjoyment.3
Deepening self-esteem and creating resilience are
important goals to help children navigate a future as yet
unknown. Asking them to perform and compete when they
are developmentally not ready is courting disaster. Even a
bright child can be made to feel less able by the pressure of
inappropriate testing.
In a culture of increased hyper-competitiveness and high
anxiety amongst adults, we are being brainwashed by
leaders who say that we must rush in order to progress.
This is based neither on evidence nor on what teachers or
psychologists say. Creativity pundit Ken Robinson argues
that schools are killing creativity. Children enter school
with virtually 98% genius levels of divergent thinking at age
3–5, but this capacity is virtually halved after just five years of
formal schooling, and significantly more after a further five years.4
As parents and educators, our task must be to find ways in which
children’s “immense capacities of innovation, of creative thinking, of
alternative ways of seeing” can be made our highest priority. Would that be
aided by a later school start, or can we work together to ensure that children
who start school early are presented with learning environments that support
their whole being, fostering creativity and their innate love of learning?
Nearly a decade later, my son is still at the Steiner school he joined at just 4
years old. In the first three weeks of starting at his new kindergarten, he was
pretty much outside every day in the magical garden, digging water trenches
in the large sandpit or climbing trees, absorbed in his play, the sparkle in his
eyes returning. I knew that I had made the right choice.
•
My son is one of those children who gets off equipment at a
playground if another child comes near. He hates hand dryers
in toilets, and echoey rooms, and he doesn’t like people he
doesn’t know speaking to him. At the end of 2013 I was getting
increasingly worried that he wouldn’t be ready for school. I also
had huge concerns about not being allowed to spend several days
settling him into the classroom, how he’d cope with a large group of
children, and the discipline policies most schools tend to use.
I organised a meeting at my house with a group of friends I had
met at local Attachment Parenting meetings – I instinctively knew
that they had the same concerns as I did. The outcome of this
meeting was to set up The Beehive, an alternative to school
where children can continue to learn naturally and explore the
world. The Beehive will be opening as this issue of JUNO goes
to press, based in a local Scout Hut in Bradford on Avon until we
find a more long-term location.
The children will meet three days a week and the teacher will
plan activities for them based on their interests. Multiple subjects
will be incorporated into each play activity and the children will
be encouraged to learn from each other and develop analytical
skills and creative thinking. It has been a lot of work, organisation
and commitment from us as parents, but I hope that it will suit
the needs of my son at this stage in a way that formal schooling
would not be able to. www.beehivechildren.org
There is an ongoing discussion between parents,
educators and government officials regarding the way we
teach our children and what they learn in schools. This has led
to many alternative schools emerging in the UK which tend to focus
more on free play and child-led learning than mainstream schools.
However, such options are not ideal for or available to everyone, so
don’t be put off by criticisms of mainstream schooling. Yes, they do tend
to focus too heavily on adult-led structured learning, but there is a lot
you can do with your child to balance those strict learning schedules
with opportunities for free play, outdoor play and child-led learning.
Take small steps towards these achievable actions – they’re great
excuses to take part in creative projects, travel to new places and
spend more time outdoors – and they will benefit
the whole family.
Extracted from The Ultimate Guide to Green
Parenting by Zion Lights, New
Internationalist.
If your child is starting school
and you feel anxious
Claire thomas helped set up the beehive, an alternative to school
Priya Mahtani is a writer, a consultant and a mother of two children, both of whom attend a local Steiner school. She has a passion for
supporting individuals and organisations to deepen authentic connections and build community.
References
1. www.oecd.org/pisa
2. cprtrust.org.uk
3. tinyurl.com/nz-reading-age
4. tinyurl.com/ken-r-creativity
16 JUNO