Dec 30

Autumn worksheets and crafts

New resources on the following pages: autumn crafts, autumn flashcards and worksheets.

Dec 15

What children bring to school

Children in the United States are negotiating the transition from home to school at younger ages than was true even a decade ago. Most children’s initial exposure to a school-like setting used to occur when they entered kindergarten or first grade; today, preschool environments are the first exposure. As of 1990, 55 percent of low-income children aged three to five were enrolled in a school, child care center, or Head Start program (Brayfield, Deich, and Hofferth, 1993); 40 percent of all 3- and 4-year-olds were in some form of group care or preschool program as of 1991 (O’Connell, 1994). From a child’s perspective, this requires learning rules of two environments–home and school–at a very early age.

For children whose home language or culture differs substantially from the norm in early childhood classrooms, this transition may expose them to conflicting expectations about how to behave and other potential sources of home-school incompatibility. A child who has been taught that it is disrespectful to ask questions of adults or who is unaccustomed to playing in mixed-sex peer groups, for example, will likely feel some initial discomfort and confusion in classrooms that embody different rules and norms for behavior.

Following the discussion of culturally linked facets of the home environment that affect learning, the workshop participants turned to questions regarding the implications of those facets for what children bring to school and for children’s perceptions of school as a familiar or foreign setting. What do children bring with them when they first enter school in the way of culturally shaped expectations, attitudes, skills, and knowledge? What does research suggest as important sources of compatibility and incompatibility between children’s home cultures and those of the early childhood settings that constitute their first exposure to a school-like environment?

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Dec 15

Body theme lessons, crafts and worksheets

New content related to the body theme: body lessons, body crafts and body worksheets.

Dec 01

Christmas crafts and worksheets

Some nice downloads for the holiday season: Christmas crafts and Christmas worksheets.

Nov 14

Colour theme games, crafts and worksheets

All new stuff related to the colour theme: Colour games, colour crafts and colour worksheets.

Nov 05

Easter worksheets and crafts

Find our resources related to Easter here: Easter worksheets and easter crafts.

Nov 04

Teaching English in Japan

If you’ve recently graduated from school and are at a crossroads in the beginning of your career, Teaching English in Japan might be worth looking in to. Believe it or not the English language learning industry is a multi-billion dollar that employs over 65,000 ESL teachers.

What’s Needed to Teach English in Japan

In order to get a job teaching English in Japan, you’ll need to be a college graduate from any field (sorry but two year degrees won’t cut it.) You also need to speak English at native level fluency. There’s some that do find teaching jobs in Japan although English is not their first language, but this is more an exception to the rule.You’ll also need a working visa in order to work legally in the country. Most employers will take care of this for you. Working visas are lovely for a year with extensions being from one to three years for U.S. citizens.

Another helpful trait is an interest in Japanese culture. When you fly tten thousend miles east things, get different quick. So having a desire to experience the Japanese culture is helpful. Not from the standpoint of getting a job but from the standpoint of enjoying the experience. Those who don’t have a natural curiosity or desire to experience Japanese culture usually don’t last that long.

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