This document outlines typical sensory and motor milestones for 5-year-olds. It describes behaviors such as maintaining eye contact, playing in groups, exploring environments, and enjoying age-appropriate toys. Fine motor skills include copying shapes, drawing people, and dressing independently. Red flags are noted as concerns from teachers about school readiness, inability to independently complete routines, or not meeting mobility benchmarks.
This document discusses strategies for effective teaching and managing student behavior. It suggests that teachers should have high expectations for students and focus on developing students' confidence, resilience, and pride in their work. It also recommends that teachers understand what causes problematic student behaviors, address issues proactively, and change their own expectations of students. The document provides examples of positive and encouraging statements for teachers to use with students. It emphasizes building positive relationships with students, especially those who are more challenging, through getting to know them and engaging them in lessons.
The document provides test taking tips for end-of-grade (EOG) tests in North Carolina. It emphasizes that all test forms are equal in difficulty regardless of color. It advises students to read questions before passages, show work in math, pace themselves, get a good night's sleep, and not compare themselves to other test takers. The most important tips are to be confident and try their hardest.
These long tests help identify students' strengths and weaknesses, allow teachers to evaluate their teaching, and ensure students have necessary skills after graduation. It is important for students to try their hardest and do their best, as scores are used to grade schools and determine student progress. The document provides tips for taking reading and math tests, such as showing work, reading passages fully before answering questions, and using available time to check over answers. Proper preparation and maintaining confidence are emphasized.
Ms. Smith provides 52 rules for her students to follow that promote respect, responsibility, organization and good citizenship. The rules cover a wide range of behaviors including showing respect to others, participating appropriately in class, completing homework, being honest, and following safety procedures when on field trips or using public transportation. Students are expected to uphold these rules both in and out of school.
This document summarizes toys that are appropriate for different age groups of children from 0-11 years old. It proposes a color matching box toy for 3-year-old children that would help develop their color sense, naming abilities, and matching capabilities. The document discusses toys that attract young children through color, sound and movement. As children age, toys should provide opportunities for problem solving, logical thinking, pretend play, and mastery of skills appropriate to their developmental level.
The document provides tips and guidance for the IELTS speaking exam. It discusses the structure and timing of the three parts of the exam. For part 1, it lists common topics that may be discussed, such as family, work, education, and hobbies. For part 2, it instructs examinees to describe a past experience in detail. For part 3, it notes the questions will require opinions, comparisons, and analyses. Throughout, it offers advice such as being confident, expanding answers, practicing vocabulary, and staying on topic.
This document outlines typical sensory and motor milestones for 5-year-olds. It describes behaviors such as maintaining eye contact, playing in groups, exploring environments, and enjoying age-appropriate toys. Fine motor skills include copying shapes, drawing people, and dressing independently. Red flags are noted as concerns from teachers about school readiness, inability to independently complete routines, or not meeting mobility benchmarks.
This document discusses strategies for effective teaching and managing student behavior. It suggests that teachers should have high expectations for students and focus on developing students' confidence, resilience, and pride in their work. It also recommends that teachers understand what causes problematic student behaviors, address issues proactively, and change their own expectations of students. The document provides examples of positive and encouraging statements for teachers to use with students. It emphasizes building positive relationships with students, especially those who are more challenging, through getting to know them and engaging them in lessons.
The document provides test taking tips for end-of-grade (EOG) tests in North Carolina. It emphasizes that all test forms are equal in difficulty regardless of color. It advises students to read questions before passages, show work in math, pace themselves, get a good night's sleep, and not compare themselves to other test takers. The most important tips are to be confident and try their hardest.
These long tests help identify students' strengths and weaknesses, allow teachers to evaluate their teaching, and ensure students have necessary skills after graduation. It is important for students to try their hardest and do their best, as scores are used to grade schools and determine student progress. The document provides tips for taking reading and math tests, such as showing work, reading passages fully before answering questions, and using available time to check over answers. Proper preparation and maintaining confidence are emphasized.
Ms. Smith provides 52 rules for her students to follow that promote respect, responsibility, organization and good citizenship. The rules cover a wide range of behaviors including showing respect to others, participating appropriately in class, completing homework, being honest, and following safety procedures when on field trips or using public transportation. Students are expected to uphold these rules both in and out of school.
This document summarizes toys that are appropriate for different age groups of children from 0-11 years old. It proposes a color matching box toy for 3-year-old children that would help develop their color sense, naming abilities, and matching capabilities. The document discusses toys that attract young children through color, sound and movement. As children age, toys should provide opportunities for problem solving, logical thinking, pretend play, and mastery of skills appropriate to their developmental level.
The document provides tips and guidance for the IELTS speaking exam. It discusses the structure and timing of the three parts of the exam. For part 1, it lists common topics that may be discussed, such as family, work, education, and hobbies. For part 2, it instructs examinees to describe a past experience in detail. For part 3, it notes the questions will require opinions, comparisons, and analyses. Throughout, it offers advice such as being confident, expanding answers, practicing vocabulary, and staying on topic.
This document provides test-taking strategies for students in 3 sentences or less:
Consider whether questions are explicitly stated or require deeper thinking, think critically about question types and keywords, and predict answers before evaluating choices to eliminate incorrect options. Specific strategies are outlined like considering context, using evidence from texts, and reviewing work before submitting.
This document outlines the rules and expectations for a media studies class. It introduces the teacher, Miss Connell, who has 10 years of experience and a successful track record of getting students high marks. The document then provides instructions for students to complete homework on horror subgenres, poster conventions, and sketches for their poster ideas. It explains the course structure will involve an essay, research and planning, creating a poster, and providing an evaluation. Students are expected to meet deadlines, accept sanctions, and do their best work.
One of the issues faced by several organizations is the inability of many of its employees to speak out effectively. Reasons could be many - lack of confidence, culture, past baggage, inability to get the right words at the right time et al. This could be detrimental to the individual’s growth and also the team’s and the organization’s growth. Reach the Sky - Speak Out looks at facilitating individuals speaking out effectively and helping them progress as they move ahead in their professional and personal pursuits.
This document provides information about classroom policies and procedures for a 5th grade class taught by Mrs. Beeman. It outlines the daily schedule, which includes core subjects in the morning and specials in the afternoon. It also describes the class rules centered around respect, homework expectations including reading logs and subject-specific assignments, the accelerated reading program and goals, and the grading policy which divides grades into categories for each subject.
This document presents a 10 question personality test purportedly used by major corporations. It instructs the reader to take the test, which consists of multiple choice questions about behaviors and preferences. The questions are assigned point values and the reader is directed to add up their total points to determine how others may perceive their personality based on ranges of scores. The document encourages readers to share the test with their friends by forwarding the email.
The document is about Arthur's Reading Race, a reading program created by Agatha Lee in July 2008. It contains definitions and examples for 12 vocabulary words: ignore, dangerous, style, passion, challenge, underestimate, proficient, heed, underestimate, proficient, heed and style. For each word, it provides a child-friendly definition, 2-3 examples of using the word in a sentence, and 2-3 discussion questions related to the word.
This document is a learning style quiz that asks respondents to choose between three answer options (A, B, or C) for 18 questions about their preferences for taking in and processing information. The questions cover topics like how one prefers to get directions, study for a test, or relax. After completing the quiz, respondents are instructed to count their A, B, and C answers to determine if they are primarily a visual, auditory, or kinesthetic/tactile learner.
The document lists over 50 different lesson activity ideas that teachers can use, including using play dough to create models, card sorting activities, watching video clips, poetry writing, using post-it notes for a flipchart, and games like bingo, dominoes, and pass the parcel. It also includes ideas for class discussions like debates and role playing, as well as thinking activities like rainbow thinking on strategies and relational diagrams.
The document provides tips for studying and revising school subjects. It recommends attending supported study classes offered by most schools, creating quizzes to test yourself with friends or family asking the questions, making word searches that hide question answers within them to swap with friends, playing Taboo to describe topics without using restricted words to challenge yourself and friends, creating board games with questions to move pieces correctly answering, and drawing images for friends to guess study topics or phrases described without words.
Gt parent meeting k 2 with depth and complex 2013-2014northerngt
This document summarizes the characteristics of gifted children from a GT parent meeting at Northern Hills Elementary School. It notes that gifted children may get bored easily, be avid readers with advanced vocabulary, and be intensely curious and able think abstractly. It also outlines the school's GT program, which focuses on higher-order thinking skills like creative and critical thinking. The GT schedule and assessment process are also summarized. Parents are given tips to support their gifted child such as encouraging creativity, responding to questions, and helping them find balance and mentors.
Gt parent meeting k 2 with depth and complex 2013-2014northerngt
This document summarizes the key points from a GT parent meeting at Northern Hills Elementary School. It discusses characteristics of gifted children, such as advanced vocabulary, intense curiosity about problems in the world, and the ability to think abstractly. It outlines the GT program, which focuses on higher-order thinking skills like critical thinking, creativity, and problem-solving. The GT schedule and assessment process are also summarized. Finally, tips are provided for parents on supporting gifted children, such as encouraging creativity, responding to questions, and helping children find balance and mentors.
The document provides guidance on making small talk at international meetings. It discusses considering expectations at such meetings and appropriate topics for small talk conversations. It also covers the use and structure of tag questions to check agreement or ask real questions in conversations. Examples of tag questions and exercises to practice them are included.
This document provides information and tips about a 40-question, 40-mark English language exam consisting of 5 sections (A-E). Section A has 10 vocabulary questions, Section B has 5 social expression questions, Section C has 10 grammar questions, Section D is a 5-item cloze passage, and Section E contains 10 reading comprehension questions spanning 2 passages. The document outlines the content and skills assessed in each section, and provides test-taking tips for choosing answers, such as carefully analyzing pictures, sentences, and response options to choose the most appropriate answer corresponding to the content.
This document provides instructions for a learning style checklist to help determine a learner's preferred learning style. The checklist contains 36 statements about learning habits and preferences that learners rate on a 5 to 1 scale. Examples include preferences for writing things down, listening, discussing, or doing activities without instructions. Learners then transfer their ratings to a scoring sheet where the totals in the visual, auditory, and kinesthetic columns reveal their top learning style. The scoring sheet also prompts learners to identify their favorite, next highest, and least used learning styles based on the results.
This document discusses various personality and learning style tests the author took. It summarizes the results of the Myers Briggs test, True Colors test, and learning style test. It also briefly introduces the theory of multiple intelligences and includes two motivational quotes.
This document outlines an activity to assess students' comprehension of the Harry Potter book. It will be done in two parts: 1) a group competition to answer questions from the book, and 2) an individual creative assignment to write an alternative ending. The document provides the assignment details, questions to be answered, and rubrics to evaluate both the group and individual work.
This blog is aimed at fourth grade students and focuses on learning about themselves through drawing, writing, and discussing topics like favorite colors, animals, games, music, sports and food. It will use power point presentations, flashcards, pictures, videos, worksheets and games to explore different vocabulary and make learning about oneself more enjoyable as part of childhood development.
This document contains an agenda for an English lesson that includes three main activities: speaking about food passions, learning expressions to make excuses to decline food, and answering grammar questions about negative yes/no questions. The grammar questions section defines a yes/no question as one that can be answered with "yes" or "no", and explains that the structure is auxiliary + subject + main verb + ? for a positive question and auxiliary + not + subject + main verb + ? for a negative question.
Characteristics of a school going children.pdfDr. Hina Kaynat
The document describes the characteristics of a typical 6-year-old school-going child. It notes that at this age, children can do more things independently like feeding themselves, changing clothes, and using the toilet. Socially, they enjoy playing with other children but friendships can be unstable. Emotionally, they are developing a sense of identity and independence but may still feel insecure at times. In terms of development, 6-year-olds can speak in full sentences, have improved motor skills and hand-eye coordination, are developing cognitive abilities like basic math and reading skills, and are becoming more active physically. The document provides detailed examples and explanations of each of these characteristics.
This document outlines typical developmental milestones for infants and toddlers from birth through age 5. It describes physical, cognitive, and social/emotional milestones achieved at various ages including being able to roll over, sit up, walk, use simple tools, engage in pretend play, follow simple instructions, and develop early language and math skills. Milestones generally increase in complexity as the child ages with new abilities emerging around 2 months, 4 months, 1 year, 18 months, 2 years, 3 years, 4 years and 5 years.
Learning Disability-Thinking outside the boxdrtrupti patel
The document discusses learning disabilities and provides strategies for supporting those with learning disabilities. It begins by listing famous individuals who had learning disabilities and then defines learning disabilities as difficulties with reading, writing, spelling, calculating, remembering and organizing information that are not related to intelligence and cannot be cured but can be treated. It provides examples of specific learning disabilities like dyslexia, dysgraphia and dyscalculia. The rest of the document offers tips, strategies and accommodations to help students with learning disabilities, including changing attitudes, focusing on behavior over diagnosis, preserving self-esteem, having patience, making learning enjoyable, using rewards, addressing individual learning styles, allowing extra time on tests, and never giving up on students.
The document discusses development milestones for toddlers aged 12-24 months. Key points include:
- Toddlers begin to recognize themselves in mirrors and photos, understand and respond to words/commands, imitate adults, and show attachment to family through behaviors like hugging and kissing.
- They start to assert independence, can play alone for short periods, react strongly to changes in routines, and want to "help" with chores. Tantrums and aggression may occur.
- Motor skills progress from pushing toys to walking, running, kicking balls, climbing, and attempting to dress independently. Red flags for motor skills are also provided.
- Language development involves moving from imitating words to
This document provides test-taking strategies for students in 3 sentences or less:
Consider whether questions are explicitly stated or require deeper thinking, think critically about question types and keywords, and predict answers before evaluating choices to eliminate incorrect options. Specific strategies are outlined like considering context, using evidence from texts, and reviewing work before submitting.
This document outlines the rules and expectations for a media studies class. It introduces the teacher, Miss Connell, who has 10 years of experience and a successful track record of getting students high marks. The document then provides instructions for students to complete homework on horror subgenres, poster conventions, and sketches for their poster ideas. It explains the course structure will involve an essay, research and planning, creating a poster, and providing an evaluation. Students are expected to meet deadlines, accept sanctions, and do their best work.
One of the issues faced by several organizations is the inability of many of its employees to speak out effectively. Reasons could be many - lack of confidence, culture, past baggage, inability to get the right words at the right time et al. This could be detrimental to the individual’s growth and also the team’s and the organization’s growth. Reach the Sky - Speak Out looks at facilitating individuals speaking out effectively and helping them progress as they move ahead in their professional and personal pursuits.
This document provides information about classroom policies and procedures for a 5th grade class taught by Mrs. Beeman. It outlines the daily schedule, which includes core subjects in the morning and specials in the afternoon. It also describes the class rules centered around respect, homework expectations including reading logs and subject-specific assignments, the accelerated reading program and goals, and the grading policy which divides grades into categories for each subject.
This document presents a 10 question personality test purportedly used by major corporations. It instructs the reader to take the test, which consists of multiple choice questions about behaviors and preferences. The questions are assigned point values and the reader is directed to add up their total points to determine how others may perceive their personality based on ranges of scores. The document encourages readers to share the test with their friends by forwarding the email.
The document is about Arthur's Reading Race, a reading program created by Agatha Lee in July 2008. It contains definitions and examples for 12 vocabulary words: ignore, dangerous, style, passion, challenge, underestimate, proficient, heed, underestimate, proficient, heed and style. For each word, it provides a child-friendly definition, 2-3 examples of using the word in a sentence, and 2-3 discussion questions related to the word.
This document is a learning style quiz that asks respondents to choose between three answer options (A, B, or C) for 18 questions about their preferences for taking in and processing information. The questions cover topics like how one prefers to get directions, study for a test, or relax. After completing the quiz, respondents are instructed to count their A, B, and C answers to determine if they are primarily a visual, auditory, or kinesthetic/tactile learner.
The document lists over 50 different lesson activity ideas that teachers can use, including using play dough to create models, card sorting activities, watching video clips, poetry writing, using post-it notes for a flipchart, and games like bingo, dominoes, and pass the parcel. It also includes ideas for class discussions like debates and role playing, as well as thinking activities like rainbow thinking on strategies and relational diagrams.
The document provides tips for studying and revising school subjects. It recommends attending supported study classes offered by most schools, creating quizzes to test yourself with friends or family asking the questions, making word searches that hide question answers within them to swap with friends, playing Taboo to describe topics without using restricted words to challenge yourself and friends, creating board games with questions to move pieces correctly answering, and drawing images for friends to guess study topics or phrases described without words.
Gt parent meeting k 2 with depth and complex 2013-2014northerngt
This document summarizes the characteristics of gifted children from a GT parent meeting at Northern Hills Elementary School. It notes that gifted children may get bored easily, be avid readers with advanced vocabulary, and be intensely curious and able think abstractly. It also outlines the school's GT program, which focuses on higher-order thinking skills like creative and critical thinking. The GT schedule and assessment process are also summarized. Parents are given tips to support their gifted child such as encouraging creativity, responding to questions, and helping them find balance and mentors.
Gt parent meeting k 2 with depth and complex 2013-2014northerngt
This document summarizes the key points from a GT parent meeting at Northern Hills Elementary School. It discusses characteristics of gifted children, such as advanced vocabulary, intense curiosity about problems in the world, and the ability to think abstractly. It outlines the GT program, which focuses on higher-order thinking skills like critical thinking, creativity, and problem-solving. The GT schedule and assessment process are also summarized. Finally, tips are provided for parents on supporting gifted children, such as encouraging creativity, responding to questions, and helping children find balance and mentors.
The document provides guidance on making small talk at international meetings. It discusses considering expectations at such meetings and appropriate topics for small talk conversations. It also covers the use and structure of tag questions to check agreement or ask real questions in conversations. Examples of tag questions and exercises to practice them are included.
This document provides information and tips about a 40-question, 40-mark English language exam consisting of 5 sections (A-E). Section A has 10 vocabulary questions, Section B has 5 social expression questions, Section C has 10 grammar questions, Section D is a 5-item cloze passage, and Section E contains 10 reading comprehension questions spanning 2 passages. The document outlines the content and skills assessed in each section, and provides test-taking tips for choosing answers, such as carefully analyzing pictures, sentences, and response options to choose the most appropriate answer corresponding to the content.
This document provides instructions for a learning style checklist to help determine a learner's preferred learning style. The checklist contains 36 statements about learning habits and preferences that learners rate on a 5 to 1 scale. Examples include preferences for writing things down, listening, discussing, or doing activities without instructions. Learners then transfer their ratings to a scoring sheet where the totals in the visual, auditory, and kinesthetic columns reveal their top learning style. The scoring sheet also prompts learners to identify their favorite, next highest, and least used learning styles based on the results.
This document discusses various personality and learning style tests the author took. It summarizes the results of the Myers Briggs test, True Colors test, and learning style test. It also briefly introduces the theory of multiple intelligences and includes two motivational quotes.
This document outlines an activity to assess students' comprehension of the Harry Potter book. It will be done in two parts: 1) a group competition to answer questions from the book, and 2) an individual creative assignment to write an alternative ending. The document provides the assignment details, questions to be answered, and rubrics to evaluate both the group and individual work.
This blog is aimed at fourth grade students and focuses on learning about themselves through drawing, writing, and discussing topics like favorite colors, animals, games, music, sports and food. It will use power point presentations, flashcards, pictures, videos, worksheets and games to explore different vocabulary and make learning about oneself more enjoyable as part of childhood development.
This document contains an agenda for an English lesson that includes three main activities: speaking about food passions, learning expressions to make excuses to decline food, and answering grammar questions about negative yes/no questions. The grammar questions section defines a yes/no question as one that can be answered with "yes" or "no", and explains that the structure is auxiliary + subject + main verb + ? for a positive question and auxiliary + not + subject + main verb + ? for a negative question.
Characteristics of a school going children.pdfDr. Hina Kaynat
The document describes the characteristics of a typical 6-year-old school-going child. It notes that at this age, children can do more things independently like feeding themselves, changing clothes, and using the toilet. Socially, they enjoy playing with other children but friendships can be unstable. Emotionally, they are developing a sense of identity and independence but may still feel insecure at times. In terms of development, 6-year-olds can speak in full sentences, have improved motor skills and hand-eye coordination, are developing cognitive abilities like basic math and reading skills, and are becoming more active physically. The document provides detailed examples and explanations of each of these characteristics.
This document outlines typical developmental milestones for infants and toddlers from birth through age 5. It describes physical, cognitive, and social/emotional milestones achieved at various ages including being able to roll over, sit up, walk, use simple tools, engage in pretend play, follow simple instructions, and develop early language and math skills. Milestones generally increase in complexity as the child ages with new abilities emerging around 2 months, 4 months, 1 year, 18 months, 2 years, 3 years, 4 years and 5 years.
Learning Disability-Thinking outside the boxdrtrupti patel
The document discusses learning disabilities and provides strategies for supporting those with learning disabilities. It begins by listing famous individuals who had learning disabilities and then defines learning disabilities as difficulties with reading, writing, spelling, calculating, remembering and organizing information that are not related to intelligence and cannot be cured but can be treated. It provides examples of specific learning disabilities like dyslexia, dysgraphia and dyscalculia. The rest of the document offers tips, strategies and accommodations to help students with learning disabilities, including changing attitudes, focusing on behavior over diagnosis, preserving self-esteem, having patience, making learning enjoyable, using rewards, addressing individual learning styles, allowing extra time on tests, and never giving up on students.
The document discusses development milestones for toddlers aged 12-24 months. Key points include:
- Toddlers begin to recognize themselves in mirrors and photos, understand and respond to words/commands, imitate adults, and show attachment to family through behaviors like hugging and kissing.
- They start to assert independence, can play alone for short periods, react strongly to changes in routines, and want to "help" with chores. Tantrums and aggression may occur.
- Motor skills progress from pushing toys to walking, running, kicking balls, climbing, and attempting to dress independently. Red flags for motor skills are also provided.
- Language development involves moving from imitating words to
Definition, characteristics and challenging behaviors in students with autism. It also gives a brief introduction to positive behavior support interventions.
The document discusses development in toddlers aged 1-3 years old. Key points include:
- Toddlers begin to recognize themselves in mirrors and photos, say "no", imitate words and actions, understand simple commands, show attachment to family, and help with simple tasks. They can play alone for short periods.
- Emotional development includes expressing a range of emotions like frustration, jealousy, and independence. They may have tantrums or bite.
- Caregivers should respond to needs, name feelings, set consistent rules, and help toddlers manage emotions in appropriate ways depending on cultural values.
The document provides guidance on effectively communicating with parents, including preventing controversy, setting expectations for discussions, problem solving techniques, and tips for handling difficult behaviors and situations. It discusses preparing for meetings, actively listening, maintaining composure, knowing when a conversation has become unproductive, and the importance of self-care for educators. Case studies and activities are included to demonstrate strategies for addressing common challenging scenarios that may arise when interacting with parents.
This document provides information about expectations for 3rd and 4th graders. It discusses social-emotional skills like self-awareness, self-management, social awareness, and relationship skills. It describes how social-emotional learning helps children recognize and manage emotions, make good decisions, care about others, and behave ethically. The document also provides tips and strategies for parents to motivate their children, understand different learning styles, provide encouragement, and help children develop self-motivation.
Social development from birth to 8 years occurs in stages as children learn to interact with others and develop relationships. In the first month, social development focuses on attachment to caregivers. Between 3-6 months, babies begin to understand their bodies and respond to familiar faces. By 9-12 months, children recognize themselves and others and start to communicate intentionally. Toddlers explore independence between 1-2 years while beginning to adjust to other people. Preschoolers work on skills like sharing, taking turns, and understanding rules between 3-5 years. School-aged children form friendships, develop empathy, and distinguish gender roles from 5-8 years.
The document provides guidance on developing strong speaking skills in English. It discusses that speaking is an interactive process that involves producing and receiving information. Some common learner problems are difficulty sustaining conversations, frequent misunderstandings, and lack of vocabulary. Reasons for poor speaking include lack of emphasis on speaking in curriculum, teachers' limited English, and limited practice opportunities. Tips are provided for classroom speaking activities, role plays, and developing confidence in speaking.
Ages & stages of 3 4 year old social development rev2shanz311
This presentation provides an overview of typical social-emotional milestones and development for 3-4 year old children. It discusses goals of increasing understanding of age-appropriate expectations and offering guidance for common concerns including aggression, dishonesty, and difficulties with peer interactions. Suggestions are provided for activities to support social-emotional growth in areas like dramatic play, arts and crafts, gross and fine motor skills, and social skills.
This document provides information about Kindergarten class taught by Lauren Harmon. It includes the class schedule, rules, behavior system, academic subjects like reading, writing, math, science, and social studies. It outlines homework expectations and gives tips for practice at home. It also provides contact information for the teacher and encourages having a great year.
This document discusses how children experience and process grief at different developmental levels from infancy through adolescence. It outlines common patterns of grief, tasks of mourning, perceptions and interventions for supporting a grieving child's needs according to their age. Risk factors, influences and tools/resources for helping children cope with loss are also addressed. The overall message is the importance of understanding a child's grief experience through their developmental lens.
Child cognitive development and its implications for the teaching-learning pr...jonacuso
This document discusses considerations for teaching children based on cognitive development milestones. It provides an overview of development from ages 5-13, covering language, social, emotional, and cognitive skills. Key points include: girls mature faster than boys; planning should accommodate short attention spans and different learning styles; and Vygotsky's zone of proximal development emphasizes guided learning within a child's capability. Effective teaching requires understanding stages, providing appropriate challenges, and scaffolding skills from assisted to independent.
The document discusses the traits of a good teacher. It provides lists of qualities like being knowledgeable, using humor, having a positive attitude, listening skills, and treating students with respect. Good teachers form a supportive relationship with students, provide constructive feedback, and inspire students through their passion for teaching and the subject matter. They recognize individual differences in students and help them overcome challenges through encouragement.
The document discusses a parent's desire for their daughter to be able to identify her interests and passions, be creative, independent, and excel in her career as she graduates. It notes that the current system does not enable thinking and only provides predefined options. Several ideas are then listed to help cultivate these traits in children, such as saving money for their future, giving time for hobbies to identify interests, and engaging them in decision making. The parent indicates they particularly like the ideas of saving for the future so financial constraints do not limit career choices, and giving time for hobbies to identify interests and bring out a child's creative side.
The document discusses a parent's concern for their daughter who will soon graduate and begin her career. The parent wants their daughter to be able to identify her interests and passions, be creative, independent, and excel in her career and life. However, the current education system does not enable thinking and only provides a limited set of predefined career options. The document then lists various ideas for parents, such as saving money for the child's future, allowing time for hobbies to identify interests, and engaging the child in decision making. The parent identifies saving for the future and giving time for hobbies as ideas they particularly like.
This document provides information and guidance for parents on supporting their children's language development in Years 1 and 2 of school. It discusses the inquiry approach to teaching and learning used in the early years. It then provides specific tips and strategies for parents to use when reading with their children, such as preparing, pausing, prompting, praising, probing, and practicing reading together regularly.
This PowerPoint presentation discusses the qualities of a good teacher. It provides a long list of traits that researchers and students say make an effective teacher, such as being affectionate, patient, creative, passionate, and having a sense of humor. It also gives tips for teachers, such as maintaining good body language, listening to students, and understanding that all students learn differently. The overall message is that great teachers inspire students and help make the world a better place.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.