61. Early Literacy Development Talk The importance of conversation in preschool classrooms. intersections of literacy,culture, and sustainable development. and Parents to teach Adult Literacy http://www.edc.org/spotlight/mos_format/literacy/teaching.htm

Mosaic Home EDC Home TEACHING TEACHERS ABOUT TALK The Importance of Conversation in Preschool Classrooms On the third floor of Larsen Hall at the Harvard Graduate School of Education, thousands of video and audiocassettes line the walls of a room not much bigger than a closet. The cassettes contain data of an unusual sort-voices of children in ordinary conversation with each other and with adults at school, at play, and at home. The conversations comprise the raw data of a longitudinal research effort known as the Home-School Study of Language and Literacy Development. Begun in 1987 by EDC senior researcher David Dickinson and Catherine Snow, professor of language and literacy at the Harvard Graduate School of Education, the study set out to examine the connections between children's early spoken language skills and their later school performance. "Our interest was in low-income children in particular," Dickinson explains, "because it was apparent that somewhere in upper elementary school—fourth or fifth grades—-working-class children begin to fall behind their middle-class peers. It seemed to us that their oral language skills—-established in the preschool years—lay at the heart of their later struggles."

62. Introduction To Preschool Education With A Community Internship preschool development. Principles of teaching and learning. teaching the preschoolCurriculum. HandsOn Workplace. Creative Art workshops. How to teach Math, Science http://www.henryclay.fayette.k12.ky.us/academics/Career/famsci/Intro to preschoo

Introduction to Preschool Education with a Community Internship Credits: 1.0 per semester counts as 2 electives per semester This class is open to juniors and seniors with career interests in the field of Child Development and meets two hours daily. Focus of the Class Preschool Development Principles of Teaching and learning Teaching the Preschool Curriculum Hands-On Workplace Creative Art workshops How to teach Math, Science, Circle Time Constructing bulletin boards Internships Student-Teach at a daycare, preschool, or elementary school (3 days per week) Transportation is provided Prepare a resume Explore career opportunities through field and speakers Investigate college opportunities and scholarships Child Development Portfolio with sample writing, lesson plans, video tapes, and photographs of your class experiences. *Great for admission to the College of Education or a job Benefits *May by pass certain college classes because of this class Kentucky State Department of Education Issues a Certificate Back to homepage

63. Quality Preschool Like child development in general, language development is interrelated. Thingsthat help teachers to teach reading effectively include tutoring support http://www.epi-center.org/BrainDevelopment.htm

Quality Preschool What is Quality Preschool Education? What is Accreditation and Why is it Important? Brain Development What Does the Research Say? ... How Can I Find Quality Child Care in My Area? Brain Development: From the Beginning Research provides proof that a child’s interactions and experiences in the first few years of life have a large impact on social, emotional, intellectual and language development. Babies are born with 100 billion brain cells, called neurons, virtually all of the brain cells they will ever have. The neurons are not yet connected into networks as they will be when the brain is mature. As babies respond to experiences in their world of home, family, and caregivers, their brain cells form networks that give them the capacity to think and learn. Connections are made as brain cells send signals to and receive input from each other. A single cell can connect with a s many as 15,000 other cells, creating the brain’s circuitry. As babies respond to touch, taste, smell, voices, sights, new connections are formed. Children first learn to listen and speak, then use these and other skills to explore reading and writing. Like child development in general, language development is interrelated. Children who have many opportunities to listen and speak tend to become skilled readers. Children who are read to often, learn to love reading and become better listeners, speakers, and writers.

64. TeacherSource . Early Childhood . The Internet And The Early Childhood Classroom In short, preschool children should learn by engaging them activities that encouragethe development of skills to remember that preschools teach children the http://www.pbs.org/teachersource/prek2/issues/index.shtm

April 10, 2003 The Issues: The Internet and the Early Childhood Classroom By Lisa K. Schanen Last month's article: Learning and Teaching in Preschool For more Issues articles visit: The Issues Article Archive Integration into the Early Childhood Curriculum Evaluating Web Sites for Classroom Use Internet Safety ... Teacher Mediation and Training In the past, some educators and researchers have voiced concerns about the use of the Internet and computers in general with young children. However, recent research indicates that when integrated properly into early childhood classroom environment, the Internet can be an effective teaching tool, empowering children to take a more active role in their learning. Integration into the Early Childhood Curriculum To have the greatest developmental impact on young children, it is recommended that the Internet not be used simply for "drill-and-practice" activities. Teachers should focus instead on enhancing the existing curriculum with online activities that encourage exploration, imagination, collaboration, and problem-solving. The Internet provides an ideal opportunity to focus on key areas of the preschool and kindergarten curriculum such as emerging literacy and math skills. In conjunction with traditional exercises with three-dimensional manipulatives, online mathematics activities can provide practice with patterning, classification, sequencing, and numerical relationships, as well as the concepts of time and dates. Web sites can also be a resource for extending language and early literacy development, with story creation, letter recognition, and word/picture connection activities. Open-ended activities such as writing and drawing tools also offer opportunities for children to develop creativity skills.

65. Education World® - Parent Resources : Early Childhood Development There are preschool learning activities, too all in good taste on the web for peoplewho teach young children Educarer World of Infants Infant development (0-3 http://db.education-world.com/perl/browse?cat_id=433

66. APSEA - Preschool Services For Visually Impaired Students parents/guardians in learning how to teach their child Social/emotional development;Selfhelp skills; Play skills. will visit the home and/or preschool program on http://www.apsea.ca/viprescl.htm

Preschool Services Services are available to preschool children with diagnosed or suspected blindness or visual impairments who live in New Brunswick, Nova Scotia, or Prince Edward Island. A preschool program is designed to provide home-based programs for children prior to school entrance. Programs are developed following consultation with parents, other professionals working with the child, and appropriate educational assessment. Services are intended to focus on the child's individual needs and to assist parents/guardians in learning how to teach their child. Emphasis is placed on visual development and its relationship to: Other sensory development (hearing, touch, etc.) Gross motor development Fine motor development Language development Intellectual development Social/emotional development Self-help skills Play skills Direct Instruction A teacher trained in the training of children who are blind or visually impaired will visit the home and/or preschool program on a regular basis. Parents and preschool staff will be provided programming suggestions and will receive coaching to develop skills required to promote the learning and development of children who are blind or visually impaired. Parent Education Two-day workshops focusing on topics of interest are held each year at the APSEA centre. Opportunities for parents to share experience and knowledge with one another is a valuable aspect of these workshops.

67. TEACH ME, I'M YOURS: If You Want Your Child To Be Smart, You Be The First Teache One is designed for the preschool, Kindergarten and have used the information in theTeach Me, I PerceptualMotor Experience Affects Future Learning development. http://www.empoweredparent.com/book-teachme.html

TEACH ME, I'M YOURS: If You Want Your Child To Be Smart, You Be The First Teacher by Joan Bramsch You want your child to succeed in school You want to give him/her self-confidence You want the best for your child's future TEACH ME, I'M YOURS is an ideal way for parents to help their child grow in many areas ... physical fitness, body awareness, physical perception and mental alertness. It is a well-designed, effective program for all young children. By using it, the children will gain self-control and self-confidence which will aid their self-actualization and lay the foundation for success in school and everyday life. This program is a must for all parents of preschool and primary school-age children. EDWARD J. MEELL President Media Management Services, Inc. Formerly: Editorial Director, McGraw-Hill Films You Want Your Child To Succeed This book is written with one goal in mind: To teach you to teach your child. Not reading or writing or arithmetic though those are very important, but to teach your child skills that he will need to succeed in formal education. "Every first pregnancy is an uninformed decision. Parenting still is basically an occupation done by amateurs," says Judy Todd, psychology professor. Glenn Doman, a Human Potential expert adds, "We raise our turkeys on purpose, and our children by accident."

68. ACCK Special Education Course Descriptions parents to facilitate the development of infants in Intervention with preschoolAgedChildren (2 plan instructional programs, and teach preschool-aged children http://www.acck.edu/sped/CourseDescrip.html

Course Descriptions Early Childhood Education Courses Offered at ACCK: ED 202: Methods and Materials for Early Childhood Education This course provides a study of the curriculum content areas for children birth to age eight, with an emphasis on toddler and preschool years. The goal is to foster physical , communicative, social/emotional and cognitive development and encourage positive approaches to learning. Emphasis is placed on evaluating and collecting curriculum materials and designing integrated educational programs appropriate to the developmental levels and needs of the whole child. Recommended during freshman or sophomore year. No prerequisites. This class is required for certification in Early Childhood Special Education. Spring. ED 203: Field Experience in Early Childhood Education This course provides early exploration of teaching young children, with and without special needs. It consists of observation and participation at an early childhood center(s). No prerequisites. Three hours credit in this course are required for certification in Early Childhood Special Education. Fall, Interterm, Spring, Summer.

69. Birds Count at home, but you can't teach a child how child's curiosity, and most good preschoolprograms are designed to enhance continued development, says Chicagoan http://www.starnewspapers.com/star/sppeople/all/021d1z2.htm

Pick your hometown and click on GO Alsip Beecher Blue Island Burnham Calumet City Chicago Heights Chicago Ridge Country Club Hills Crestwood Crete Dixmoor Dolton East Hazel Crest Flossmoor Ford Heights Frankfort Glenwood Harvey Hazel Crest HomerGlen Homewood Lansing Lemont Lockport Lynwood Manhattan Markham Matteson Midlothian Mokena Monee New Lenox Oak Forest Oak Lawn Olympia Fields Orland Hills Orland Park Palos Heights Palos Hills Palos Park Park Forest Peotone Phoenix Posen Richton Park Riverdale Sauk Village S. Chicago Heights South Holland Steger Thornton Tinley Park University Park Worth Dimensions Keeping the Faith Kim Mathisen Myra Eder ... This Week Submissions Anniversary Engagement Wedding Business ... Star Birds count Bird results are in: Some are up, some are down Sunday, March 2, 2003 By Paul Eisenberg The Star Not too long ago, stories about American crows focused on how to keep those garden pests out of one's corn patch. In the wake of last year's West Nile Virus outbreak, which included more than 800 reported cases in Illinois alone, nobody's complaining about crows anymore. Aside from the human victims, crows, blue jays and chickadees were the hardest hit by the mosquito-borne disease. Other birds may have suffered as well, according to bird watchers.

70. NNCC Preschooler Development INTELLECTUAL development. THREEYEAR-OLD CHILDREN. preschool childrenlearn best by doing. teach them to dress and undress themselves. http://www.nncc.org/Child.Dev/presch.dev.html

PRESCHOOLER DEVELOPMENT Cathy Malley Cooperative Extension Educator, Child Development Cooperative Extension University of Connecticut YOU WILL LEARN: what to expect from preschoolers. that preschoolers grow and develop at their own rate. some activities to enjoy with preschoolers. PRESCHOOLERS Three and four-year-old children are often called preschoolers. Preschool children are making developmental strides and express an interest in the world around them. They want to touch, taste, smell, hear, and test things for themselves. They are eager to learn. They learn by experiencing and by doing. Preschoolers learn from their play. They are busy developing skills, using language, and struggling to gain inner control. Preschoolers want to establish themselves as separate from their parents. They are more independent than toddlers. They can express their needs since they have greater command of lan-guage. Fears often develop during the preschool years. Common fears include new places and experiences and separation from parents and other important people. You can expect the preschool child to test you over and over again, to use profanity and other forbidden words, and to act very silly. Preschoolers may still have trouble getting along with other children, and sharing may still be difficult. Because of their developing imaginations and rich fantasy lives, they may have trouble telling fantasy from reality. They may also talk about imaginary friends. Preschoolers need clear and simple rules so that they know the boundaries of acceptable behavior.

71. NEGP: Complete Information For All Goals See national indicator 4, preschool Participation, for more education and continuingprofessional development activities that and skills needed to teach to an http://www.negp.gov/page3-1.htm

Goal 1: Ready to Learn By the year 2000, all children will start school ready to learn. Did you know... that between 1990 and 1996, the United states was successful in reducing the proportion of infants born with one or more health risks from 37% to 34% representing at least 72,700 children who were born with a healthier start in life? Objectives: Children will receive the nutrition, physical activity experiences, and health care needed to arrive at school with healthy minds and bodies, and to maintain the mental alertness necessary to be prepared to learn, and the number of low-birthweight babies will be significantly reduced through enhanced prenatal health systems. See national indicators 1, Children's Health Index , and 2, Immunizations , for a review of progress toward this objective. Every parent in the United States will be a child's first teacher and devote time each day to helping such parent's preschool child learn, and parents will have access to the training and support parents need. See national indicator 3

72. ASSESSING LANGUAGE DEVELOPMENT IN BILINGUAL PRESCHOOL CHILDREN I do this to help me teach better. Saying Assessing and guiding young children'sdevelopment and learning language acquisition in childhood preschool children http://www.ncela.gwu.edu/ncbepubs/pigs/pig22.htm

NCBE Program Information Guide Series, Number 22, Summer 1995 ASSESSING LANGUAGE DEVELOPMENT IN BILINGUAL PRESCHOOL CHILDREN Barry McLaughlin; Antoinette Gesi Blanchard; Yuka Osanai Note: Every attempt has been made to maintain the integrity of the printed text. Due to the constraints of the electronic environment, some figures and tables may have been reconstructed or omitted. As more and more children enter early childhood education programs with limited proficiency in English, it becomes important for caregivers to know how to assess children's language development. This is no easy matter because children learning English as a second language come from many different circumstances and their development follows a number of different paths. Assessing the child's language development is a very important task for practitioners, especially when we think of assessment as a continual process that goes hand-in-hand with instruction. Because it is important to consider the various forms that second-language learning can take, this paper begins with a discussion of the child's language background. We then discuss some issues in the language development of bilingual children. After that we turn to issues in the language assessment and propose a procedure for assessing language development in bilingual preschool children. This procedure was developed for the State of California to assess first and second language development. THE CHILD'S LANGUAGE BACKGROUND There are many different ways in which children can be exposed to a second language. For some children, two languages are present in the home from birth. For other children, exposure to a second language begins once they enter early childhood education programs. It is customary in the literature to distinguish between children who learn two languages simultaneously and children who learn one language after their first language is established. Because so much of language development occurs before the age of three, the usual convention is to divide children at that point. If the second language is introduced before age three, children are thought to be learning the two languages simultaneously; after the age of three, they are engaged in sequential bilingualism (McLaughlin, 1984).

73. Teach More Love More - Best Trends & Practices for older kids (as a rule of thumb, the preschool audience on Both emphasize wordslike trust, empowerment and emotional development. Most of all, both http://www.teachmorelovemore.org/ArticlesDetails.asp?articleid=5216

74. Northminster Presbyterian Church Discovery Preschool - Preschool Children And Re are made for the Discovery preschool at Northminster Religious education should focuson the development of attitudes. 1. teach the importance of the bible and http://www.discoverypreschool.net/faith.html

Recommended Practices in Religious Education for Preschool Programs by Dr. Judy Harris Helm But Jesus called the children to him and said, "Let the little children come to me, and do not hinder them, for the kingdom of God belongs to such as these" - Luke 18:16 Children of preschool age, three- and four-year-olds, have unique developmental characteristics. These characteristics Godly Play Light Story Preschoolers' capability to understand religious education Defining appropriate religious instruction for preschool children requires not only an understanding of the developmental characteristics of preschoolers but also an understanding of religious education and the development of a belief system, especially the development of a Christian belief system. There is not a significant body of research on religious education of preschool children although churches are increasingly providing care and education of children in the preschool years. Ratcliff's (1988) summary of the status of preschool religious education is still accurate today. Unfortunately preschools are often just copies of their secular counterparts. Perhaps the lack of interest in distinctively religious education is due to the mistaken notion that such education is unimportant for this age. The curriculum available is rarely backed by good research, and some researchers have even concluded that it is useless to attempt religious education with young children.

75. Early Connections - Preschool not build this connection needed for language development. During the preschool years,children’s intellectual knowledge in order to help teach socialcausal http://www.netc.org/earlyconnections/preschool/technology.html

Child Care Preschool Kindergarten Primary ... Development Technology Technology Classroom Arrangement Software ... Resources A great deal of the learning in using a computer at an early age comes from the interaction between the child and the adult, not from the interaction with the computer. By the age of three, a child can begin to use a computer and discovery-based software meaningfully, with the help of an adult or older child. Remember to plan for the important tasks of the early years before allowing children to be distracted by too much electronic stimulation. Social Development Conversations with children increase their social and language skills. Nurturing and attention provided by an adult increase the child's feelings of worth and self-esteem. For social development, plan for plenty of interactions. Place 2 or 3 chairs at each computer and plan activities that require the help of peers Ask open-ended questions about children's work and offer suggestions and comments about what you see them doing Display children's work Approaches toward Learning Children can be successful in school in many ways. Curiosity, creativity, independence, cooperativeness, and persistence are some of the approaches that enhance early learning and development.

76. ASSESSING LANGUAGE DEVELOPMENT IN BILINGUAL PRESCHOOL CHILDREN NCBE Program Information Guide Series, Number 22, Summer 1995 ASSESSING LANGUAGE development IN BILINGUAL preschool CHILDREN Barry McLaughlin; Antoinette Gesi Blanchard; Yuka Osanai to assess children's language development. This is for assessing language development in bilingual preschool children. http://www.ncbe.gwu.edu/ncbepubs/pigs/pig22.htm

NCBE Program Information Guide Series, Number 22, Summer 1995 ASSESSING LANGUAGE DEVELOPMENT IN BILINGUAL PRESCHOOL CHILDREN Barry McLaughlin; Antoinette Gesi Blanchard; Yuka Osanai Note: Every attempt has been made to maintain the integrity of the printed text. Due to the constraints of the electronic environment, some figures and tables may have been reconstructed or omitted. As more and more children enter early childhood education programs with limited proficiency in English, it becomes important for caregivers to know how to assess children's language development. This is no easy matter because children learning English as a second language come from many different circumstances and their development follows a number of different paths. Assessing the child's language development is a very important task for practitioners, especially when we think of assessment as a continual process that goes hand-in-hand with instruction. Because it is important to consider the various forms that second-language learning can take, this paper begins with a discussion of the child's language background. We then discuss some issues in the language development of bilingual children. After that we turn to issues in the language assessment and propose a procedure for assessing language development in bilingual preschool children. This procedure was developed for the State of California to assess first and second language development. THE CHILD'S LANGUAGE BACKGROUND There are many different ways in which children can be exposed to a second language. For some children, two languages are present in the home from birth. For other children, exposure to a second language begins once they enter early childhood education programs. It is customary in the literature to distinguish between children who learn two languages simultaneously and children who learn one language after their first language is established. Because so much of language development occurs before the age of three, the usual convention is to divide children at that point. If the second language is introduced before age three, children are thought to be learning the two languages simultaneously; after the age of three, they are engaged in sequential bilingualism (McLaughlin, 1984).

77. Online Early Childhood Education Enrichment Workshops At The Perpetual Preschool I have taught in a parent cooperative preschool, Head Start I am also a CDA (ChildDevelopment Associate) Advisor. In 1995, I began to teach distant learning http://www.perpetualpreschool.com/coursefaq.html

Attend Workshops In The Comfort Of Your Own Home If you would be interested in participating in an online workshop, please read the FAQ below . What is the cost of each workshop and how can I pay All the workshops cost $18.00. I prefer payment through PayPal. To pay by snail mail with a personal check, please complete the form at http://www.perpetualpreschool.com/check_mail.htm . Where would the workshops be held and how would they be conducted? The discussion portion of the workshop is held in a private chat room once a week for four weeks Each week, I give a "virtual" talk on the subject at hand. In addition, active participation and sharing of ideas is encouraged by those who are attending the workshop. All the classes start at 9:00 PM Eastern. Here is a handy-dandy converter for those who live in other time zones. All of the workshops start at: 9:00 PM If You Live In The Eastern Time Zone 8:00 PM If You Live In The Central Time Zone 7:00 PM If You Live In The Mountain Time Zone 6:00 PM If You Live In The Pacific Time Zone In addition to the online classroom, a free web site will be provided where students can:

78. The Best On The Web For Teachers 3, teachnology.com- Get Ready For School! 5, First-School Free preschool and Kindergartenresources (ages 2 - 6) for educators, home schooling, child care http://teachers.teach-nology.com/cgi-bin/bestof/topsites.cgi?chesskids

79. Preschool At Garrison Forest School Resource specialists teach Music, Art, Science, French of literacy, math and social/emotionaldevelopment. preschool assemblies, once a month, feature guest http://www.gfs.org/pre.html

More GFS Links News Employment Site Map THE PRESCHOOL From the welcoming handshakes which start their mornings, through to the fond chorus of farewells when classes conclude, the students in the Garrison Forest Preschool spend every day surrounded by teachers who share one goal: to instill and nurture the joy of learning in each child. Preschool Quick Facts The Garrison Forest Preschool enrolls approximately 120 boys and girls. Each class includes 14 - 18 children with a lower than 10:1 student/teacher ratio. Unique to Garrison Forest are the special instructors in Physical Education, Art, Science, Computer, French, Music, and Library. We offer two programs for three-year-olds. The older students attend school on Monday, Wednesday, and Friday, while younger ones follow a Tuesday/Thursday routine. Both programs run from 8:30 a.m. to noon. Special features are daily Physical Education and classes in Music and Science. Pre-Kindergarten classes are offered from 8:30 a.m. to noon, Monday through Friday. There is an option to stay for an

80. Education World ® - Curriculum: Teaching Special Kids: On-Line Resources For Te If you teach younger students, you might want to for regular or specialeducationpreschool students and a selection of professional-development materials, both http://www.education-world.com/a_curr/curr139.shtml

ARTICLE GUIDE Related Reviews ADHD/Special Needs LD Online NCIP SNOW Kids Related Categories Special Education Special Ed.Teacher Resources Disabilities Related Articles ... Archives Curriculum Article C U R R I C U L U M A R T I C L E Teaching Special Kids: On-Line Resources for Teachers Whether you teach in a special-education program or in a "regular" classroom, you probably encounter special kids facing special challenges. This week, Education World brings you information about on-line resources that can help you better understand and help students with special needs. Editor's note: Be sure to see Education World's LESSON PLANNING story this week. The story, Understanding Kids Who Are Different: Activities for Teaching About Disabilities , provides lessons and activities for teaching students all students about tolerance. Today, almost every classroom includes a number of students who are dealing with a disability either physical, educational, emotional, or a combination of all three. As a teacher, you probably find yourself looking for information and resources that will help you effectively teach those students and help them learn successfully. However, the number of special-education Web sites for teachers can be overwhelming so overwhelming that it's hard to sort through them all.

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