Seeds and nuts online 4 july 17
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SEDS is a framework developed by Kate Horst to help adults intentionally interact with children in ways that promote academic and socio-emotional development. The SEDS model focuses on demonstrating sensitivity, encouragement, education, development of skills through hands-on learning, and self-image support. Inspired by research on the importance of early experiences, SEDS has been implemented in early childhood programs in Minnesota and California and has been shown to positively impact children's school readiness.
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SEEDS is a map to help adults intentionally demonstrate behaviors throughout their daily interactions with children that enrich academic
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Sensitivity – Look, listen, and ask questions to become aware of each child'needs, thoughts, abilities and feelings
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PLAY AND CHILD DEVELOPMENT
Play is an important part of child development and education. Several factors influence children's play, including environmental factors like family socioeconomic status, biological factors like gender and health, interpersonal relationships, and early childhood experiences. Play allows children to develop skills in areas like creativity, problem-solving, and social skills. It prepares them for school by helping them learn concepts like shapes, colors, and numbers in a fun way. The idea of using play-based learning has grown and replaced more traditional teaching methods by making learning more engaging and relieving boredom for students.
Play-Based vs Academic preschools
Compare and contrast academic and play based preschools
1. Title Page
2. Introduction
3. None
4. Play based preschools can also be called child centered preschools because of their emphasis on allowing the child to choose freely. Classrooms are not limited to the sections listed and children can choose to blend sections, like using costumes from dramatic play to influence their building with blocks.
5. Guided play gives the freedom of choice but still teachers toward a specific goal. With guided play, the teacher may ask the children to count the number of toys they have or ask them where a certain animal might live.
6. Academic based preschools are also called teacher directed. In an academic-based school, the teacher might give the students specific tasks for working towards a learning goal.
7. Quote from a group of researchers from University of California Berkeley
8. Quote from a group with NAEYC the National Association for the Education of Young Children
9. Conclusion
10. Works Cited
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Seeds and nuts online 28 jun 17
SEEDS is a map to help adults intentionally demonstrate behaviors throughout their daily interactions with children that enrich academic
Seeds and nuts online 29 jun 17
SEEDS is a map to help adults intentionally demonstrate behaviors throughout their daily interactions with children that enrich academic
Seeds and nuts online37 july 17
Sensitivity – Look, listen, and ask questions to become aware of each child'needs, thoughts, abilities and feelings
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SEEDS is a map to help adults intentionally demonstrate behaviors throughout their daily interactions with children that enrich academic growth and promote social/emotional well-being. SEEDS interactions feature
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The document outlines an early learning framework with a vision of supporting children's well-being, learning, and development from ages 0-5. It discusses key principles like the important role of families, the value of play, and respecting children's cultural identities. The framework also describes areas of early learning, including well-being, exploration and creativity, language and literacy, and social responsibility.
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Play is an important part of child development and education. Several factors influence children's play, including environmental factors like family socioeconomic status, biological factors like gender and health, interpersonal relationships, and early childhood experiences. Play allows children to develop skills in areas like creativity, problem-solving, and social skills. It prepares them for school by helping them learn concepts like shapes, colors, and numbers in a fun way. The idea of using play-based learning has grown and replaced more traditional teaching methods by making learning more engaging and relieving boredom for students.
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Compare and contrast academic and play based preschools
1. Title Page
2. Introduction
3. None
4. Play based preschools can also be called child centered preschools because of their emphasis on allowing the child to choose freely. Classrooms are not limited to the sections listed and children can choose to blend sections, like using costumes from dramatic play to influence their building with blocks.
5. Guided play gives the freedom of choice but still teachers toward a specific goal. With guided play, the teacher may ask the children to count the number of toys they have or ask them where a certain animal might live.
6. Academic based preschools are also called teacher directed. In an academic-based school, the teacher might give the students specific tasks for working towards a learning goal.
7. Quote from a group of researchers from University of California Berkeley
8. Quote from a group with NAEYC the National Association for the Education of Young Children
9. Conclusion
10. Works Cited
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The preschoolers in Ms. Mimi’s classroom are very busy throughout the day, work-
ing on emerging pretend-play skills, turn taking, conflict management, phonologi-
cal awareness, math knowledge, and other academic, behavioral, and social skills.
Ms. Mimi knows that young children’s readiness for school comes with increased
expectations for academic skills, but she worries that her preschoolers are not get-
ting enough experience with social skill building. When her supervisor comes for a
visit, Ms. Mimi shares her concern that she may not be meeting her preschoolers’
social needs. She says, “Some days I find myself worrying so much about teach-
ing literacy, numeracy, and all the other academic skills that I wonder if the children
have enough opportunities to learn how to get along with each other.”
Ms. Mimi’s concern is an impor-
tant one. Young children’s “readiness
for school” has taken center stage for
educators and policy makers, while
their social development, a power-
ful predictor of school adjustment,
emotional development—discuss the
significant role of social emotional
development in children’s readiness
for success in school. These studies
identify a number of social emotional
skills and abilities that help new kin-
dergartners be successful:
• confidence,
• the ability to develop good relation-
ships with peers,
• concentrating on and persisting with
challenging tasks,
• attending and listening to
instructions,
• being able to solve social problems,
and
• effectively communicate emotions.
The absence of positive social inter-
actions in childhood is linked to nega-
tive consequences later in life, such
as withdrawal, loneliness, depression,
and feelings of anxiety. In addition,
low acceptance by peers in the early
years is a predictor of grade retention,
school dropout, and mental health
and behavior problems (Ladd 1999).
The pyramid for teaching
social skills
Educators can do many things to
promote and support positive social
interactions and prevent challenging
Helping Children
Play and Learn Together
Michaelene M. Ostrosky and Hedda Meadan
success in school, and later success
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Delois Sheppared has over 10 years of experience working with children in various educational settings. She has a comprehensive understanding of educational regulations and financial operations. Sheppared has expertise in areas such as ethics, assessment development, regulatory compliance, diversity and inclusion, differentiated instruction, and technology integration. She has worked as a nanny for various private families and clients since 2003, where she develops relationships with children and families, plans engaging educational activities, ensures safety, coordinates social activities, and provides tutoring. Sheppared holds a Master's degree in Higher Education from Kaplan University and a Bachelor's degree in Liberal Arts from Northeastern University.
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This document discusses inclusive intergenerational family learning and its benefits. Family learning promotes learning within families and leads to better outcomes for both children and adults. It allows generations to learn together using the skills and experiences of different ages. Studies show parental involvement benefits children's education and literacy, even into adulthood. Family learning can help reverse the intergenerational transfer of disadvantages like poor literacy. It builds confidence and interest in continued learning. Children benefit from higher quality parental support on homework and understanding the education system. Parents gain improved self-confidence and empowerment. The document outlines objectives, activities, and plans for future meetings regarding family learning projects.
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The document discusses promoting community and family strengthening programs in Hawaii to help children develop into healthy, productive individuals. It aims to raise awareness about child abuse and support healthy family relationships through educational programs for parents. The website provided offers information on related local programs and services.
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Gordon Matthews is an ambitious and motivated educator seeking a position. He has 19 years of experience in education, teaching subjects like English, math, and life skills to grades 2-10. He also has 9 years of experience as a pastor. His strengths include time management, problem solving, communication, and teamwork. References praise his leadership, integrity, and commitment. Gordon holds honors and postgraduate degrees in theology and education. He is available immediately for a teaching role.
GETTING PARENTS INVOLVED IN SCHOOLS
Getting parents involved in their children's schools has significant benefits for children including improved grades, test scores, attendance, homework completion, behavior, and self-esteem. Effective parent involvement requires true partnerships between schools and families, especially around academics. Research shows that greater parent involvement leads to higher student achievement. Several organizations promote parent involvement through programs like home visits, workshops, and resources to build parents' skills and confidence in supporting their children's education.
My interview with le anne horn
LeAnne Horn's philosophy of education focuses on supporting the whole child, including their motor, social/emotional, cognitive, language, vocational, self-help, behavioral, home life, and family support needs. She believes all children have equal rights to develop their talents and abilities. Some challenges facing education today include issues with funding, technology, single-parent homes, and attitudes toward education from various stakeholders. Horn hopes education moves toward more research-based approaches to improve attendance, lower dropout rates, and increase student achievement. She also believes stronger relationships between school and home would benefit students. Her life experiences in both general and special education have shaped her philosophy of setting high, reasonable expectations for each child and building meaningful relationships.
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The document discusses several teaching standards related to understanding learner development, collaborating with others, ensuring inclusive learning environments, and meeting the needs of English language learners. It breaks down the standards and suggests ways teachers can collaborate with families and communities, address diverse cultures and backgrounds, and support English language acquisition. Feedback is requested on ensuring high standards for all students.
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The document discusses the importance of developing social and emotional competence in young people so they can serve as global citizens with empathy and compassion. It addresses what skills are required for social competence, such as interpersonal skills, a clear moral code, and empathy. It also discusses why social skills relate to academic skills, how social competence depends on various environmental factors, and the role of emotions and social interactions in learning.
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The document discusses the importance of parental engagement in education. It states that when schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more. It also lists 10 common barriers to parental engagement, such as unpleasant memories of school, language barriers, and not understanding school jargon. Finally, it provides strategies for creating family-friendly schools and welcoming new families, such as establishing a stakeholder group to guide family involvement, creating a welcoming environment, and providing orientation sessions and mentors for new families.
Parents as partners
1. Parental involvement in a child's education leads to higher grades, test scores, graduation rates, attendance, motivation, self-esteem, and lower rates of drug/alcohol use and violence.
2. There are three major factors that influence parental involvement: parents' beliefs about their role, their confidence in positively influencing their child's education, and their perception that the school wants them involved.
3. Understanding the cultural, family, education, language, work, and personal backgrounds of parents is important for encouraging involvement.
Cognitivedevandplayproject
Play is essential for children's cognitive development and learning in first grade. Through play, children practice skills, develop problem-solving abilities, and improve focus. Studies show play that incorporates literacy can boost engagement with educational materials and literacy acts. Pretend play specifically helps develop skills like joint-planning, negotiation, and goal-setting. Important types of play for first graders include manipulating blocks to learn math, playing store to use and exchange money, and acting out stories to aid comprehension.
Lisa power point
Parents can support their child's education at home by becoming involved in the school's learning program and communicating regularly with teachers. When parents share information about their child with the school, it allows them to become partners in their child's education. Parental involvement enhances academic performance and benefits both children and parents. Parents gain a better understanding of the curriculum and can encourage their child's self-esteem, motivation, and development by establishing a daily routine that includes encouraging reading, writing, and discussions at home. However, barriers like work demands, negative experiences, cultural differences, and after-school activities can make it difficult for some parents to be involved.
Parents are first teachers arise robism
The document discusses the benefits of parent and family involvement in education. It states that research shows parent involvement significantly improves student outcomes, such as higher achievement, better attendance, and higher graduation rates. Benefits are seen for students, parents, teachers, and communities. Effective involvement includes creating a supportive home learning environment and communication between families and schools. However, schools must work to overcome barriers like cultural differences, time constraints, and lack of understanding around the parent role to fully engage families as partners in education.
Ms Michelle Camillieri's presentation
The document discusses ways to promote early literacy development through parental involvement. It outlines four main ways parents can help: 1) creating opportunities for learning, 2) providing recognition of achievements, 3) interacting around literacy activities, and 4) providing a model of literacy. Meetings with parents should focus on how to help with opportunities, recognition of early achievements, interaction, and modeling written language. The meetings also cover environmental print, sharing books, and creative writing.
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Benefits of Holistic Learning in Early Childhood - Glendale Early Childhood E...
Benefits of Holistic Learning in Early Childhood - Glendale Early Childhood E...
Chapter 18 - Make PTA/PTO/PTSO Meanngful for Both Parent and Teacher by Willi...
Chapter 18 - Make PTA/PTO/PTSO Meanngful for Both Parent and Teacher by Willi...
Common Barriers to Effective Partnerships with Parents
Common Barriers to Effective Partnerships with Parents
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This document provides an overview of the California Infant/Toddler Learning and Development Foundations. The foundations describe typical development in infants and toddlers from birth to 3 years old across 4 domains: social-emotional, language, cognitive, and perceptual/motor. The document outlines the competencies within each domain at around 8 months, 18 months, and 36 months. It emphasizes that infant/toddler learning is integrated across domains and influenced by nurturing relationships and environments that accommodate all children.
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1, 2, 3
Michaelene M. Ostrosky, PhD, is profes-
sor of special education at the University
of Illinois at Urbana-Champaign. She is
a faculty collaborator with the Center on
the Social and Emotional Foundations for
Early Learning and has been involved in
research on promoting social emotional
competence and preventing challenging
behavior. [email protected]
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professor of special education at Illinois
State University. Her areas of research
include social and communication behav-
ior of young children with disabilities.
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ing on emerging pretend-play skills, turn taking, conflict management, phonologi-
cal awareness, math knowledge, and other academic, behavioral, and social skills.
Ms. Mimi knows that young children’s readiness for school comes with increased
expectations for academic skills, but she worries that her preschoolers are not get-
ting enough experience with social skill building. When her supervisor comes for a
visit, Ms. Mimi shares her concern that she may not be meeting her preschoolers’
social needs. She says, “Some days I find myself worrying so much about teach-
ing literacy, numeracy, and all the other academic skills that I wonder if the children
have enough opportunities to learn how to get along with each other.”
Ms. Mimi’s concern is an impor-
tant one. Young children’s “readiness
for school” has taken center stage for
educators and policy makers, while
their social development, a power-
ful predictor of school adjustment,
emotional development—discuss the
significant role of social emotional
development in children’s readiness
for success in school. These studies
identify a number of social emotional
skills and abilities that help new kin-
dergartners be successful:
• confidence,
• the ability to develop good relation-
ships with peers,
• concentrating on and persisting with
challenging tasks,
• attending and listening to
instructions,
• being able to solve social problems,
and
• effectively communicate emotions.
The absence of positive social inter-
actions in childhood is linked to nega-
tive consequences later in life, such
as withdrawal, loneliness, depression,
and feelings of anxiety. In addition,
low acceptance by peers in the early
years is a predictor of grade retention,
school dropout, and mental health
and behavior problems (Ladd 1999).
The pyramid for teaching
social skills
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promote and support positive social
interactions and prevent challenging
Helping Children
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success in school, and later success
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FINAL TRF Position Paper
The document summarizes the work of The Relationship Foundation (TRF), an organization that provides relationship education programs in schools. It discusses TRF's origins, mission, and methodology, which focuses on teaching social and emotional skills like communication, empathy, and self-awareness. It outlines the outcomes of TRF's programs, including improved classroom culture, respect among students, student-teacher relationships, and engagement/academic performance. It positions TRF's work as part of a growing movement around social-emotional learning and notes the organization's role in developing a comprehensive relationship education curriculum for 21st century classrooms.
K Bercheni Resume
Kourtney Bercheni has over 10 years of experience working with children and adults with disabilities. She has a variety of educational backgrounds including an Associate's in Early Childhood Education, Bachelor's in Human Studies, and a Certificate in Human Resources Management. Her experience includes positions as a caretaker, coach, program coordinator, caseworker, and childcare teacher where she developed individualized plans, assisted with daily living skills, and organized activities. She is skilled in Microsoft programs, disability training, and crisis intervention.
Inclusion
The document discusses key concepts related to inclusion and diversity in early childhood education. It defines inclusion and discusses its goals of meeting all children's needs, challenging them to reach their potential, and creating a positive learning environment. It also covers developmental and culturally appropriate practices, the importance of family-centered services, transition planning, and multidisciplinary support for children with special needs or from diverse backgrounds. Best practices for inclusion focus on functional goals, regular assessment, and supporting all children in inclusive classrooms.
Dap
The document discusses developmentally appropriate practice in early childhood education as defined by the National Association for the Education of Young Children (NAEYC). It outlines several challenges facing early childhood education including a shortage of quality care, more children living in poverty or with special needs, and difficulties developing a qualified teaching force. It also discusses the standards/accountability movement and how to close achievement gaps between different groups of children by creating better connections between early education and elementary grades. The document provides eight principles of child development and learning that should inform developmentally appropriate practices based on early childhood research.
Parents, Teachers, Schools, Communities
This document discusses the importance of partnerships between parents, teachers, schools, and communities. It provides examples of different types of parental involvement at the school level, including requiring staff to document family contact, having a dedicated parent involvement budget and staff member, and including parents on school committees. The document also discusses challenges to parental involvement, such as transportation and scheduling issues. Overall, the document advocates for comprehensive school, family, and community partnerships to support student success.
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...
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Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.DAP Chapter Presentation: ECED 341
This document discusses developmentally appropriate social/emotional environments for preschool and primary-aged children. It addresses key issues like identity development, friendships, morality, stress, and self-esteem. The implications section outlines strategies teachers can use to support children's social/emotional growth. These include directly teaching social skills, creating a caring classroom community, using cooperative learning and discussions to build empathy, and fostering self-esteem through developmentally appropriate lessons and individualized support. The overall message is that teachers play an important role in cultivating environments where children can build relationships and develop social and emotional competencies.
Capstone powerpoint
This document discusses developmentally appropriate practice (DAP) in early childhood education. It defines DAP as programs that contribute to children's development based on goals for children's present and future lives. When creating learning environments, DAP considers what is known about child development, individual children, and their social and cultural contexts. The document also discusses creating environments that support learning across domains for children of varying ages from infancy through the primary grades.
Efyl schools
This document discusses teaching English to young learners in schools. It addresses the function of children's schools, changing social contexts from preschool to secondary levels, and key aspects of early childhood education. The main points are:
1) Schools have swung between focusing on basic skills versus comprehensive education addressing both cognitive and social development. Currently there is a push for a more balanced approach.
2) As children progress from preschool to secondary levels, their social environment expands from the classroom to the whole school.
3) Developmentally appropriate practices focus on the needs, interests, and learning styles of children, emphasizing the learning process over content. In contrast, inappropriate practices ignore hands-on learning in favor of abstract
What Makes Me? Core capacities for living and learning. Presentation at WISE ...
What Makes Me? Core capacities for living and learning. Presentation at WISE ...UNICEF Office of Research - Innocenti
Evidence suggests that developing specific core capacities from childhood can support performance in school, work, and life.
These nine “core capacities” are cornerstones of life skills. We often overlook these capacities as innate basic skills, so they are underutilized in efforts to promote child well-being and development.
But by nurturing, expanding, and modelling these capacities, children can better understand and interact with the world around them, and realise their unique potential.
Visit our research report launched 9 December 2021: unicef-irc.org/what-makes-meMeeting the needs of diverse learners at nana’s
This document discusses strategies for meeting the needs of diverse learners in early childhood education programs. It emphasizes the importance of diversity in building relationships, education, communities, and society. It provides tips for programs, such as embracing differences, asking for help, and using race/cultural awareness to better understand students. Specific strategies are outlined for supporting English language learners, students with disabilities, literacy development, parent involvement, and community support.
The Science of Early Learning
Summary by Deans for Impact of existing research related to how young children (from birth to age eight) develop skills across three domains: agency, literacy, and numeracy.
Relationship-Based Model and the Importance of the Infant and Toddler Years
The document discusses a book about infant and toddler development and responsive program planning. The book's goals are to promote well-being, competence, good developmental outcomes, and quality of life for infants, toddlers, and their families. It emphasizes that constructive, caring relationships are fundamental to development and that responsive care is essential for children's sense of security, self-worth, and motivation to learn. The document summarizes several chapters from the book about the importance of relationships, brain development, core concepts of development, changing demographics, and early education programs.
Dap326
The document outlines 12 principles of developmentally appropriate practice (DAP) in early childhood education. The principles state that child development occurs across physical, social, emotional and cognitive domains; skills build on prior abilities in sequences; rates vary individually; development results from biology and experience; early experiences have long-term effects; complexity increases over time; secure relationships and peer interactions are important; culture and context influence development; children are active learners in various ways; play promotes learning and self-regulation; challenges that build on but exceed skills support growth; and motivation and dispositions shape learning.
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Handout 4.3 Leadership StrategiesModule 4 The Center on t
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Seeds and nuts online 4 july 17
- 2. SEEDS is a map to help adults intentionally demonstrate behaviors throughout their daily interactions with children that enrich academic growth and promote social/emotional well-being. SEEDS interactions feature Sensitivity – Look, listen, and ask questions to become aware of each child'needs, thoughts, abilities and feelings Encouragement – Use intentional affirmations and positive non-verbal communication to create a shared positive learning environment Education – Embed the “Big 5” literacy skills in daily routines (vocabulary, conversation, phonological awareness, book and print rules, and letter knowledge) Development of Skills Through Doing – Help children explore their world through hands-on learning Self-Image Support– Balance the SEEDS quality interactions to support a child’s feeling of being respected and capable
- 3. Inspired by Betty Hart and Todd Risley’s book Meaningful Differences in the Everyday Experience of Young American Children (1995), Kate Horst developed a framework for ensuring children would have the opportunity and experiences necessary to be school ready. Now a nationally recognized curriculum, SEEDS was piloted from 2003 to 2005 for the Minnesota Early Literacy Training Project. In its evaluation of the SEEDS model, the University of Minnesota’s Center for Early Education and Development (CEED) found that SEEDS made a difference for children, teachers, and coaches. SEEDS Success Since 2005 » SEEDS has become a statewide training and coaching program for 6 of Minnesota’s “Early Reading First” programs » The SEEDS professional development model has been a key factor in the Minnesota Reading Corps (MRC) preschool Response to Intervention (RTI) success » SEEDS has partnered with the Minnesota Child Care Resource and Referral Network to provided both online and in-person training » SEEDS programming has helped the Santa Cruz County (Calif.) First Steps program and Santa Clara County First Five program meet the needs of Second Language Learners
- 4. Educational Philosophy SEEDS founder and president Kate Horst is passionate about closing the “opportunity gap” for all children and has dedicated her professional life to the idea that school readiness is more than just memorizing letters and learning their sounds. It’s about the relationships that develop between curious children and caring adults. When those relationships are nurtured and supported during the earliest years of a child’s life, the seeds of learning are sown and school readiness ensured Kate's Background:As a first grade teacher and early childhood family education teacher for children (from birth to 5) and their parents, Kate has spent countless hours observing adult/child interactions. She also directed an Adolescent Parent High School Program where she realized that young parents who understood the 5 basic concepts of Sensitivity, Encouragement,Education, Development through Doing, and the power of positive Self Image could be successful in their relationships with their children
- 5. Read more : seeds and nuts online Log on to : drsnutsandseeds.com