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Read with your Pre-Schooler Age 18 months-3 – Emily’s choices |
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By Fusive on
Wednesday, February 01, 2006
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Once a baby of 1-18 months begins to enjoy looking at books and engages with the pictures and textures (and sounds) associated with simple board books, then it is possible to begin introducing books with simple stories, a few more pages and involving listening for increasing periods. Repetition of favourite stories will help consolidate language skills and give you and the child much pleasure. Those introducing humour are particularly good to get the child’s interest to repeat stories. It was easy to introduce simple additional activities with Emily at this stage to extend the vocabulary, listening periods, and beginning involvement with the text in simple books. A list of Emily’s favourite books at this age is given.
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Cuddling up for good read with your Pre-Schooler – Emily’s choices |
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By Fusive on
Tuesday, January 31, 2006
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The most important thing we can give our toddlers in the years before they go to school is an interest in learning, including an ability to listen with pleasure, and a wide vocabulary. Reading to our children is the single most valuable thing we can do, though it must be fun. It teaches such a wide range of skills and experiences in a most intensely pleasurable and exciting way – if you do it well. Even if you’re not experienced at reading to your child, you’ll develop the skill yourself as you go along. Start with books with babies. Here are the kinds of books that Molly loved in her first year or so.
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What about Gifted and Talented children ? |
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By Fusive on
Friday, January 27, 2006
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OneGovernment definition is as follows “Gifted and talented children often show signs of advanced development from an early age. Parents will probably notice that their child is more able than his or her peers, and this will usually be confirmed by friends, health visitors, doctors and playgroup teachers. Gifted and talented characteristics can include a wide vocabulary, a powerful memory, intense curiosity and concentration, a wide general knowledge, a vivid imagination and strong feelings and emotions.”
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Praise needs to be specific to really help learning says research |
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By Fusive on
Thursday, January 26, 2006
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Researchers from the University of Southampton , reported in the Journal Educational Psychology in Practice in 2004, suggested that it is not particularly the volume of praise but the TYPE of praise, that is the most important in helping children learn effectively. It is important, it seems, that praise provides specific information about what it is the child is doing OK, so it might be focused on the effort they are making or the strategies they are using.
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School Admissions – controversy carries on, but who has the answers ? |
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By Fusive on
Wednesday, January 25, 2006
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It can be very depressing hearing all the hot air about parental choice in choosing schools, but the problems, to me, seem to be as follows:
1. For many voters this is not an issue that affects them now.
· The issue of school admissions is mainly about the choice of secondary schools
· The only people who REALLY care about admission to secondary schools are those parents with children under 11.
· Those parents who can afford to send their children to private schools will be less worried.
· Those parents who can afford to pay the transport costs to get their child/children to their choice of super school even if it is across the county – will be less worried – but concerned that the competition doesn’t get to fierce for the smaller numbers of favoured schools.
· Some parents do not care which school their child goes to and will settle for the nearest available
2. The people who will hav ...
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Helping children deal with anger – the most useful training for a young child |
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By Fusive on
Tuesday, January 24, 2006
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Teachers and Parents can help children deal with anger by guiding their understanding and management of this powerful emotion. Researchers have shown that the practices described here can help children understand and manage angry feelings in a direct and nonaggressive way. I believe that helping young children to manage their anger is possibly the most important skill for interpersonal relationships in work and personal life.
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Understanding and Managing Anger with Young children (2-Managing Anger) |
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By Fusive on
Monday, January 23, 2006
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Developments of basic thought processes underpin children’s gradual development of the understanding of anger. There are 3 processes: improvement of memory, understanding of language and ability to express themselves, and self regulatory behaviours such as controlling impulses and tolerating annoyance and frustration.
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Helping Young Children Deal with Anger (1 –Explaining Anger) |
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By Fusive on
Sunday, January 22, 2006
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Children's anger presents challenges to parents and teachers committed to constructive, ethical, and effective child education and nurturing. This blog looks at what researchers have analysed about the components of children's anger, part 2 looks at factors contributing to understanding and managing anger in young children, and the third part looks at ways parents and teachers can guide children's expressions of anger.
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Language educators can apply for a European Award for Languages |
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By Fusive on
Friday, January 20, 2006
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Submissions are being sought for nomination to win the European Award for Languages in 2006 as the National Centre for Languages (CILT) seeks motivational and inspiring stories from language education organisations. CILT are looking for the best of the best in language teaching, from all across education. Schools, colleges, business and other training institutions across the UK will have just four months to demonstrate the existence and merits of their programmes. CILT are looking for exceptional easily-replicated language projects to be considered for an Award, with resources and cash prizes totalling more than £3,000.
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A Work-Based Assessor specialised job website has just been launched |
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By Fusive on
Thursday, January 19, 2006
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Assessor jobs.co.uk is supposed to be offering better recruitment and retention for work-based assessors and verifiers, because retention of the most able staff is a major problem in this time of reducing funds to the further education sector. The site is a focussed portal for the cinderellas of the FE Sector the Work-Based NVQ assessors, verifiers and trainers – employed or wanting to be employed in both private and public sectors.
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