It’s springtime! Make sure you checkout all the spring materials on this website. On the spring downloads page there are flashcards, coloring pages and worksheets. For some creative fun go to the spring crafts page, where you can find flowers, animals and other stuff related to the spring season. The spring lessons page has games, circle time suggestions, ideas for flashcards and more.
This study examined the extent to which time of day (morning, midmorning and noon) and type of activity affect children’s behavioral problems (BPs) in a Kuwaiti kindergarten.
The sample consisted of 98 children identified by their teachers as having behavioral problems, based on teachers’ observation. Two instruments were used: Observational Daily Card (ODC) developed by the researcher and a List of Children’s Problems at Kindergarten (LCPK) (Yaseen, Ahmad, & Hamadah, 2000). Results show that aggression tends to be the major problem followed by extensive movement and stubbornness. Crying and chattiness were found to cause the least problems. In addition, midmorning was found to be the time most affecting the children’s behavioral problems. Results indicate that Kuwaiti boys showed significantly more aggressive behavior than did girls, while there were no significant differences between them in other behavioral problems.
A big portion of president Obama’s stimulus bill for the US economy is reserved for education. So is this good news for everyone working in education? In the new plan, education gets about $150 billion in new spending, including $79 billion for state education aid and billions more for (much needed) school modernization.
I personally think this is a important signal that the government is sending out: it emphasizes the shift of the U.S. economy from “tangibles” to “intangibles”:
The tangible sector includes industries producing or distributing physical goods (e.g. construction, manufacturing, retailing, and transportation). These industries are in free-fall, with massive and repeated job cuts, because of a global oversupply of manufacturing capacity and weakness in demand for goods such as cars and electronics.
On the other hand the intangible sector, led by health care and education, is expanding, even in the current crisis. In a knowledge-based economy, there’s still demand for more education, there’s still demand for better health, and there’s still demand for new and better ideas.
Let’s hope this renewed focus on education is permanent though. I’m keen to hear your views on this subject!
Happy new year everybody! Our batteries have been recharged during the holidays, and we’re ready again for a fresh start of the year. We wish you all the best in the coming year!
Anger, a traditional emotion, can transform in to something painful and ugly. First thoughts of anger issues may bring about images of a couple fighting, a parent abusing a child, a teenager lashing out at a teacher or a parent. Seldom will images of annoyed kids come to mind. Regrettably kids, at young ages, must deal with feelings of anger. This is a truth which is often difficult to understand or manage.
Kids, younger kids especially, aren’t normally aware of how they feel. When a child becomes upset or mad they basically show these emotions through their behavior. A nice example of this might be the small boy in the supermarket who throws a tantrum because he’s upset. Plenty of parents have had to deal with similar situations. It is unfortunate that sometimes these occurrences are overlooked or dismissed because they are ‘just children’.
Anger management in kids is as important, or perhaps even more important than anger management in adults. A child requires instruction and guidance from their coming in to the world to their entry in to adulthood. The things they learn throughout their young lives are likely to form the person they become as an adult. For this reason anger management in kids with difficulties controlling their temper is very important. Finding ways to teach anger management in kids might present challenges. There’s programs designed specifically for kids with anger management issues. Finding that works for a specific child might need testing plenty of methods. Not all kids will answer the same treatments for anger management. Because a child cannot always relate their feelings surrounding annoyed outburst, finding the right approach may take some time.
It’s beginning to look a lot like Christmas! And we have filled our Christmas pages with lots of worksheets, printables, crafts ideas and more.
So go and have a look at these pages to find some inspiration on the Christmas theme:
The Christmas crafts page is filled with creative ideas to make your own Christmas trees, bells, stars, a stable, a Christmas angel and more.
The Christmas worksheets page is filled with flashcards, a memory games and more worksheets on the Christmas theme.
Plenty of stuff here to keep you busy during the coming holiday season. Enjoy!
In February of this year, British Columbia’s education minister Shirley Bond announced that her ministry would investigate the cost and feasibility of offering all-day kindergarten. At this moment in B.C., all-day kindergarten is only available for aboriginal, ESL and special-needs children. The plan would mean that full day kindergarten would be available to all five-year-olds by September 2009 and they have plans to extend that to four- and three-year-olds by 2010 and 2012 respectively.
The current economic downturn is now threatening that plan (source). The plan would have cost hundreds of millions of dollars, so they are now studying how and when they can best implement these changes. There are lots of advantages and disadvantages when it comes to all-day kindergarten.
Besides the practical advantages like less transportation hassle (no school buses to children from school to daycare), full-day programs provide a relaxed, unhurried school day with more time for a variety of experiences, for screening and assessment opportunities, and for more interaction between adults and students.
A lot of people however think half a day is enough. It offers ample time in school and allows more time for the young child to play and interact with adults and other children in less-structured home or child care settings. Half a day provides continuity and systematic experience with less probability of stress. Also, full day kindergarten require additional teaching staff and aides to maintain an acceptable child-adult ratio. Another thing is that all day kindergarten is considered to be too academic, concentrating on basic skills before children are ready. I can also imagine that practically one half-day of an all-day program may become merely child care.
Of course the decision to put a child into a half-day or full-day kindergarten program lies with the parents, and it all depends on the child itself. What do you think is best?