ࡱ> zy|>qt./01l    q r s t u   XxT !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSUVWYZqw\]^_`abcdefghijklmnoprstuvya|}~Root Entryr |ContentsEmbedding 1S 2Z0`}. l|M{|ContentsC F X !"#$%&'()*+,-./012345689:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWYZ[\]^_abcdefghijklmnopqrstuvwxy{|}~\unknownunknownCTlxFrameState  CTlxFrameInfo%:ddd] !dCTrellix.MapViewCtrl.2GdG"dCTrellix.MapViewCtrl.2] #dATrellix.MapListViewCtrl.2$%dTrellix.PageLayoutsViewCtrl.2TdyTrellix.LexiaViewCtrl.2 5C:\Program Files\Trellix2\WebDesigns\Basic - Torn.tld CHydraCntrItemV + www8 CDataObjectRef FF\ Embedding 1F\Data Object 23V + R KQData Object 9$8 2Z0`}. l| l|Contents KData Object 10 2Z0`}. l| l|Contents ArialHomeR KQArialV + R KQ8ArialSectionsR KQ8Arialr 2Z0`}. CDataObjectClient 2Z0`}.CDataObjectRefF\DORefProxy 24 V + Data Object 112 2Z0`}. l| l|ContentsData Object 1 2Z0`}. l|s|Contents`WC00000001 C00000002$C00000003 C000000047fLeft)Type text or insert image here (optional)Leftʺ%nlap;;(default);;Left;;;;FulscContUnit=====================@ %scContUnit=====================@scNullObject=================== 2Z0`}.CDataObjectRefF\ DORefProxy 9 V + fTopTopʺ+/psklytkl<psklytklYlocgzisgZmswm<oswmxxswm\[psklmswm<oswmxxswm]psklytkl^mswm<oswmxxswmTitle - Text Page;;(default);;Left;;;;;;(default);;Left;;;;FulTitlepsklytkl TitlelocgzisgpsklytklcContUnit=====================@W alking the Path of Childhood^[\scContUnit=====================@ Contact Us/+ scContUnit=====================@<+scNullObject=================== 2Z0`}.CDataObjectRefF\DORefProxy 13F\DORefProxy 15F\DORefProxy 17F\DORefProxy 20F\DORefProxy 25"F\DORefProxy 26'F\DORefProxy 27 V + MiddleType content hereMiddleʺ psklytklpsklytklpsklytklpsklytklpsklytkl;;(default);;Left;;;;;;(default);;Left;;;; Heading 3FulTitlepsklytklTitlepsklytkl'scContUnit=====================@Importance of PlayscContUnit=====================@scContUnit=====================@Brain Development scContUnit=====================@scContUnit=====================@LinksscContUnit=====================@scNullObject===================   CDataObjectRef F\DORefProxy 22 V + HomeWalking the Path of ChildhoodhomeMiddledCDataObjectClientCDataObjectRef FF\ Embedding 1F\Data Object 8 FF\ Embedding 1F\Data Object 3 FF\ Embedding 1F\Data Object 16  CDORefProxy FF\ Embedding 1F\Data Object 8 FF\ Embedding 1F\Data Object 3 FF\ Embedding 1F\Data Object 3 FF\ Embedding 1F\Data Object 3 FF\ Embedding 1F\Data Object 16 FF\ Embedding 2F\ ndo:Home FF\ Embedding 3F\Data Object 67 FF\ Embedding 1F\Data Object 23 FF\ Embedding 1F\Data Object 23 FF\ Embedding 1F\Data Object 23V + c D CIndexItemC000000041;11;ContentsC00000002 1;7;ContentsC00000003 1;8;ContentsC00000001 1;ContentsContents Contentsr 2Z0`}. CDataObjectClientIndex zData Object 3 2Z0`}.s|s|ContentsQC00000001C00000002C00000003YC00000004OjIndex  2Z0`}.CDataObjectRef F\DORefProxy 16 V + Left)Type text or insert image here (optional)Leftʺ;;(default);;Left;;;;;;(default);;Left;;;; FulscContUnit=====================@ scNullObject=================== 2Z0`}.CDataObjectRefF\DORefProxy 10 V + fTopTopʺ(snfgpsklytkl 4psklytklGlocgzisghpsbpHmswm-oswmZxswmIpsklmswm-oswmZxswmJpsbpKpsklytklTitle - Text Page;;(default);;Left;;;;;;(default);;Left;;;;Ful  | psklsnfgTitlesnfgpsklytkl TitlelocgsnfgzisghpsklytklpsbpcContUnit=====================c"Title of Home Page | homeIJKHscContUnit=====================#9<This l i n k 's t a rget s e qu e nce d o esn't i n c lude any pages.>(8scContUnit=====================c4scNullObject=================== 2Z0`}.CDataObjectRefF\DORefProxy 13 V + MiddleType content hereMiddleʺ *psbp locgsnfgzisgpsklytklmswm#oswmFxswmpsbpsnfgnlapsnfg snfgnlap!snfgnofgSymbolnlap"iblldnipmnlpla1top1t#snfg$snfg%snfgibllh&ibllh+ locgsnfgzisgpsklytklmswm#oswmFxswmpsbp'()snfgzisgmswm2oswmdxswm;;(default);;Left;;;;;;(default);;Left;;;;;;(default);;Left;;;; heading 3 heading 2Ful TitlelocgsnfgzisgpsklytklpsbpcContUnit=====================@Brain Development+*scContUnit=====================@ Brain Facts:scContUnit=====================@scContUnit=====================@  Here is an eloquent picture of how the brain functions: They work in tandem with genes providing the building blocks and the environment acting like an on-the-job foreman, providing instruments for final construction sounds, sights, smells, touch, like little carpenters- all can quickly change the architecture of the brain, and sometimes they can turn into vandals The discovery that the outside world is indeed the brain's real food is truly intriguing. The brain gobbles up its external environment in bits and chunks through its sensory system: vision, hearing, smell, touch, and taste the digested world is reassembled in the form of trillions of cells that are constantly growing or dying, or becoming stronger or weaker , depending on the richness of the banquet.scContUnit=====================@ scContUnit=====================@% The brain is not fully developed at birth. Only through experiences combined with use of the senses can development of the brain continue. The most critical period for brain development is the first 33 months after conception, ending at two years of age. (Karr-Morse and Wiley , 1997)scContUnit=====================@ The quality of the environment and the kind of experiences children have may affect brain structure and function so profoundly that they may not be correctable after age five. If we had a comparable level of knowledge with respect to a particular for of cancer or hypertension or some other illness that affected adults, you can be sure we would be in action with great vigor . (Kotulak, 1993 used in Ghosts from the Nursery)scContUnit=====================@   Another way of looking at how the brain develops is thinking of the brain in two ways: logical and gestalt. The logical hemisphere (usually the left) deals with details, the parts and processes of language, and linear patterns. The gestalt ( usually the right hemisphere) deals with images, rhythm, emotion and intuition. The corpus callosum then acts as a superhighway allowing quick access to both the linear detail in the logic hemisphere and the overall image in the gestalt hemisphere for integrated thought. (Hannaford, 1995)scContUnit===================== @  Movement is vital to brain development. Movement helps anchor new information into the brain. And movement is vital to all the actions by which we embody and express our learning, our understanding, and ourselves. (Hannaford, 1995)scContUnit===================== @ scContUnit===================== @ T en Things Every Child Needs ''scContUnit===================== @ >(video: Chicago: Robert R McCormick T ribune Foundation, 1997) scContUnit===================== @ (web site:http//: www .xnet.com/~mcormick !  scContUnit=====================@ scContUnit=====================@;1. Interaction: Match your behavior to the child's needs""scContUnit=====================@22. T ouch: as critical as a nutrient as vitamins""scContUnit=====================@3. Stable relationships""scContUnit=====================@4. Safe, healthy environment""scContUnit=====================@V5. Self-esteem: children mirror the world they are in, promote parental self-esteem""scContUnit=====================@]6. Quality Child Care: Cost benefit ratio of quality ECE is $7 saving for every$1 invested""scContUnit=====================@7. Communication""scContUnit=====================@ 8. Play""scContUnit=====================@ 9. Music""scContUnit=====================@ 10. Reading""scContUnit=====================@2Why these ten things are needed: Brain Fast Facts))scContUnit=====================@1Based on findings from Neurons to Neighborhoods #scContUnit=====================@+Presented at National AEYC conference 2001scContUnit=====================@scContUnit=====================@7*Some memories actually physically exist in the brain.""scContUnit=====================@+*Neurons for vision have matured by age 2.""scContUnit=====================@ E*Optimum time for music instruction is between the ages of 3 and 10.""scContUnit===================== @!*Emotions boost memory .""scContUnit=====================!@" 0*Small muscle exercise stimulates brain growth.""scContUnit====================="@#!!g*The size of a toddler's vocabulary is directly correlated to how much a caretaker talks to the child.""scContUnit=====================#@$""O*Infants form native language maps in the brain during the first year of life.""scContUnit=====================$@%##@*T ouching babies increases digestive juices and reduces stress.""scContUnit=====================%@&$$ *W ater enhances brain function.""scContUnit=====================&@'%%,*Cross lateral movement energizes thinking.""scContUnit====================='@(&&scContUnit=====================(@)''scContUnit=====================)@*(('Now that we understand how the brain works and what children need from their environment and love ones, we need to realize that windows of opportunity and critical periods for learning can be devastating if missed to a young child's developing brain. Missed opportunities early on can be fixed or rewired, but once a child is a teen, the opportunities like empathy can not be learned. Pruning starts at age seven and goes through age 12. Here are some shocking risk factors that face America's Children written by The Children's Defense Fund 1996:scContUnit=====================*@+))8 * A baby is born every minute to a teen mother$scContUnit=====================+@,**Z* The mortality rate for American babies under the age of one is higher than any %&%scContUnit=====================,@-++T other Western industrialized nation: African-American babies are more than &&scContUnit=====================-@.,,J twice as likely to die in their first year of life as white babies&&scContUnit=====================.@/--=* 25% of preschool children live below the poverty level%&%scContUnit=====================/@0..U* One in four foster children in five states sampled entered foster care before %&%scContUnit=====================0@1//T his/her first birthday . Newborns make-up the largest share of those infants&&scContUnit=====================1@200V* One in three victims of physical abuse is a baby less than twelve months old. %&%scContUnit=====================2@311W Every day a baby dies of abuse or neglect at the hands of his or her caregivers&&scContUnit=====================3@422W* Three of every four children murdered in 26 top industrialized nations combined %&%scContUnit=====================4@533 were AmericanscContUnit=====================5@644[ * Only 8.4% of infant and toddler care in U.S. child care centers is considered $scContUnit=====================6@755\ developmentally appropriate care; 51.1% was judged mediocre quality care; andscContUnit=====================7@866- 40.4 percent poor quality carescContUnit=====================8@977scContUnit=====================9@:88Tquoted in Ghost From the Nursery written by Robyn Karr-Morse and Meredith S. Wiley scContUnit=====================:@99scNullObject===================   CDataObjectRef F\DORefProxy 11 V + Text - No Navigation Brain DevelopmentMiddledCDataObjectClientCDataObjectRef FF\ Embedding 1F\Data Object 15 FF\ Embedding 1F\Data Object 1 CDORefProxy FF\ Embedding 1F\Data Object 15 FF\ Embedding 2F\ndo:Text - No Navigation  FF\ Embedding 3F\Data Object 82 FF\ Embedding 3F\Data Object 91V + `  CIndexItemC000000041;11;ContentsC00000002 1;7;ContentsC00000003 1;8;ContentsC00000001 1;ContentsContents Contentsr 2Z0`}. CDataObjectClient 2Z0`}.CDataObjectRefF\DORefProxy 11 V + Left)Type text or insert image here (optional)Leftʺzisgmswmoswm<xswmxzisgmswmoswm<xswmx;;Data Object 4  2Z0`}.s|s|Contents"C00000001C00000002(default);;Left;;;;;;(default);;Left;;;;FulscContUnit=====================@scContUnit=====================@ scNullObject=================== C00000003[+Index Data Object 5 2Z0`}.s|s|Contents#  2Z0`}.CDataObjectRefF\ DORefProxy 9F\DORefProxy 13F\DORefProxy 15F\DORefProxy 17F\DORefProxy 20F\DORefProxy 22F\DORefProxy 24F\DORefProxy 26F\DORefProxy 28F\DORefProxy 30#F\DORefProxy 34%F\DORefProxy 36'F\DORefProxy 38)F\DORefProxy 40 V + MiddleType content hereMiddleʺ"psbp locgsnfgzisgpsklytklmswm#oswmFxswmpsbp# locgsnfgzisgpsklytklmswm#oswmFxswmpsbp;;(default);;Left;;;;;;(default);;Left;;;;;;(default);;Left;;;;  #%')Ful TitlelocgsnfgzisgpsklytklpsbpcContUnit=====================@Learning Through Play#"scContUnit=====================@rIn my ten years of teaching and learning with preschool age children, not one year has gone by without a parent asking me "What is my child learning? He/She is just playing." This burning question allows me to display pictures and facts about play throughout the room, but only when I ask the parent what they expect the child to learn does the picture become clear . If sitting down reciting the alphabet and writing letters over and over is their expectation, than easing the parent into a learning through play model will be a long battle. This visual of "More than Play" was developed by D. Simon and geoduck teachers.scContUnit=====================@scContUnit=====================@ scContUnit=====================@(* information provided by D. Simon 2001scContUnit=====================@scContUnit=====================@scContUnit=====================@ scContUnit===================== @ hHere are pictures of children playing. Can you pick out the learning and devlopment that is happening?scContUnit===================== @ scContUnit===================== @   scContUnit===================== @ scContUnit===================== @   scContUnit=====================@ scContUnit=====================@scContUnit=====================@  scContUnit=====================@scContUnit=====================@scContUnit=====================@ scContUnit=====================@scContUnit=====================@scContUnit=====================@  scContUnit=====================@scContUnit=====================@scContUnit=====================@scContUnit=====================@scContUnit=====================@scContUnit=====================@scContUnit=====================@scContUnit=====================@scContUnit=====================@ scContUnit===================== @!H scContUnit=====================!@" scContUnit====================="@#!!scContUnit=====================#@$""scContUnit=====================$@%##   scContUnit=====================%@&$$scContUnit=====================&@'%%scContUnit====================='@(&&I can see writing, reading, small muscle coordination, dancing, singing, socialization, cooking, measuring, self-expression, dramatic play , cooperation, decision making, spacial awareness, balance, art, creativity , large muscle development, and risk taking. I feel this is a recipe for success! Observe and you will see children learning concepts essential for elementary success through their very own play opportunities. Play that is self-initiated and controlled by the 'players'; the children.scContUnit=====================(@''scNullObject===================  CDataObjectRef F\ DORefProxy 8 V + Text Learning Through PlayMiddle dCDataObjectClientCDataObjectRef FF\ Embedding 1F\Data Object 7 CDORefProxy FF\ Embedding 2F\ ndo:Text  FF\ Embedding 3F\Data Object 76  FF\ Embedding 3F\Data Object 86  FF\ Embedding 3F\Data Object 95 FF\ Embedding 3F\Data Object 97 FF\ Embedding 3F\Data Object 99 FF\ Embedding 3F\Data Object 101 FF\ Embedding 3F\Data Object 103 FF\ Embedding 3F\Data Object 105 FF\ Embedding 3F\Data Object 107 FF\ Embedding 3F\Data Object 109 FF\ Embedding 3F\Data Object 111" FF\ Embedding 3F\Data Object 114$ FF\ Embedding 3F\Data Object 116& FF\ Embedding 3F\Data Object 118( FF\ Embedding 3F\Data Object 120V + p`  CIndexItemC000000031;11;ContentsC00000002 1;7;ContentsC00000001 1;ContentsContents Contentsr 2Z0`}. CDataObjectClient 2Z0`}.CDataObjectRefF\ DORefProxy 9 V + Left)Type text or insert image here (optional)Leftʺnlap;;(default);;Left;;;;C00000001! C00000002"QC00000003{:Index     " !#$%&'()+,-./01345789:;<=>^ABCDEFGHIKLMNOPQRSTUVWXYZ[\]_`abcdeghijklmopq}tuvwxyz{|~;;(default);;Left;;;;FulscContUnit=====================@ scContUnit=====================scNullObject===================  2Z0`}. V + MiddleType content hereMiddleʺ 2psbp locgsnfgzisgpsklytklmswm#oswmFxswmpsbpzisgmswm#oswmFxswmsnfgzisgmswmoswm2xswmdzisg hsbg]snfgzisgmswmoswm2xswmd!zisgmswmoswm2xswmd"snfg#zisgmswmoswm2xswmd$snfgnlap&zisgmswmoswm2xswmd'nlap*hsbgBsnfgzisgmswmoswm2xswmdnlap+nlap-zisgmswmoswm2xswmd.0zisgmswmoswm2xswmd13 locgsnfgzisgpsklytklmswm#oswmFxswmpsbp;;(default);;Left;;;;;;(default);;Left;;;;;;(default);;Left;;;;;;(default);;Left;;;;Ful TitlelocgsnfgzisgpsklytklpsbpcContUnit=====================@!Early Elementary Education T oday3 2 scContUnit=====================@One of my passions in life is early elementary education and how to change it to meet the needs of every child. Through varoius observations, papers, and personal insights I have tried to get to the heart of problem. But my research has just started.scContUnit=====================@scContUnit=====================@;Here is a letter written from the teacher's point of view:scContUnit=====================@scContUnit=====================@September 6, 2001scContUnit=====================@Chester Elementary SchoolscContUnit=====================@  Tracy DuncanscContUnit===================== @  3rd grade teacher  scContUnit===================== @ scContUnit===================== @ scContUnit===================== @ Dear Parents,scContUnit===================== @ scContUnit=====================@  Welcome to our classroom! Our classroom environment is laid out to provide numerous opportunities to read, explore books, and write. We have a small cozy library , soft music plays in the background, books displayed all over the room, fiction, non-fiction, and books grouped according to specific topics and level of reading. Even our long tables are arranged in groups to allow discussions and quiet reading times. My class is set-up to allow your child to take risks and build his/her confidence. Each child needs to feel comfortable to take the risk of reading something they don't know to become a better reader . No matter what level your child starts at in my class, my goal is to provide ample opportunities for fluent and expression filled reading.scContUnit=====================@ scContUnit=====================@ I believe the process of learning to read is one of the most important ideals I can instill in your child. I use the whole language approach towards reading. Meaning I look at each individuals prior experiences, background , and ability . Then I prepare appropriate lessons activities, and literature circles that will meet the needs of my class and each child in it. Why do I feel this approach works best? Because the whole language concept involves many different ways to teach and understand the reading process.scContUnit=====================@ For example: phonics, Accelerated Reading Series, along with shared reading, guided reading, paired reading, and independent reading times are incorporated in our complete reading program. Plus our class will also buddy read with the kindergarten class once a week.scContUnit=====================@ scContUnit=====================@6 Through miscue analysis and volunteers who read with students everyday , I can assess how each student is progressing. The comprehension questions on the computer will help your child focus when reading. I believe you will see the difference in your child's zest for reading as the school year progresses.scContUnit=====================@ scContUnit=====================@5 Our discussion groups allow for your child to bring their interests, opinions, and insights out among their own peers. This is an important step for many children because really thinking about what they just read and verbalizing it can be a challenge, but a risk worth taking to promote better reading.scContUnit=====================@ scContUnit=====================@- Developing writing skills goes hand and hand with reading skills. Each child will have their own journals to write in plus write class stories, letters, and design their own books. Y our child can reflect on his/her interests through writing and build even more reading skills at the same time.scContUnit=====================@ scContUnit=====================@ I am very excited to start this year off reading, but I am going to need your help as well. I need parent volunteers to read each morning and volunteers for field trips during the year . This is a crucial part of my class so we can succeed. I encourage all my parents to read to each child at home. The more practice the better fluency and confidence your child will have. Please feel free to visit our room any time.scContUnit=====================@scContUnit=====================@ Sincerely ,scContUnit=====================@ Tracy DuncanscContUnit=====================@scContUnit=====================@XThese observations I did were intended to analyze reading programs in the Olympia area.scContUnit=====================@ )Critique for Evergreen Forest Elementary"scContUnit===================== @! I called the principal of Evergreen Forest Elementary , Julee Durham to arrange a time to observe reading and reading styles. Mrs. Durham was very happy to arrange observation time and tell me about the new reading system they were implementing this year . !scContUnit=====================!@"  My first observation was in the portable one with kindergarten children needing more reading help. I was in this portable for twenty minutes. One teacher sat with a group of five children. She played a game making the z sound, did alphabet sounds to the letters, played a rhyme game using two words that rhyme, and then moved on to saying words then writing the beginning letters. Mrs. Dunn talked with one child in the group who got caught reading and received a book from the library .#scContUnit====================="@#!!u For the next hour and ten minutes, I observed Sandy Pierson's first and second grade classroom. I was amazed how small the room seemed for all the children in it. Rows of desks were inadequate for children to collaborate if given a chance. The first graders were given many tasks as Mrs. Pierson gave instructions, spelling tests, and language rules to the second graders. The first grade students found it very hard to concentrate on their given tasks and some did nothing but goof off. Mrs. Pierson had to stop teaching twice to reprimand two students for reading books and refocused their attention to the lesson. #scContUnit=====================#@$"" Mrs. Pierson also had a circle time with the second graders that incorporated present, past, and future and math concepts. A teacher's aide helped fold books, give instructions and help with reading with the first graders. I found myself confused by this classroom. T oo many things going on at one time, but hardly any reading going on unless it had to do with reading instructions or an occasional child doing Accelerated Reading on the computer . My timing might have been off to see actual reading methods used in this classroom, but Mrs. Pierson apologized to me at the end of the observation by saying they ran out of time for reading this morning.#scContUnit=====================$@%## I walked back over to portable one to see a group of three second graders getting reading help. The atmosphere changed drastically from the first time I was in this building. The first child to arrive sat down with a slight frown on his face. Mrs. Dunn tried to get his interest by giving a few choices of games to play later . He didn't seem to care, but did read his word cards and lists. When the other two students arrived, a word game was played to see who could construct the most words with the letters give in a certain time frame. The last game played was hangman. This was a long and agonizing game for three students.#scContUnit=====================%@&$$ After the children left, I talked with Mrs. Dunn for a few minutes. She showed me different books available through out the room. She briefly explained her insights to Accelerated Reading and how everyone in Tumwater , Olympia, and Lacey school districts have implemented this program. She explained that this wasn't a title nine program, rather it was a reading enhancement. #scContUnit=====================&@'%% I didn't see any creative approaches to reading. Rather I saw phonics and drilling lessons. I didn't see children reading for the love of reading or expressing the desire to read. This troubles me greatly . The books that were present all were marked according to reading ability and many basal reading series as well. This was interesting observation, but it wasn't the whole language approach that I wanted to see.#scContUnit====================='@(&& #scContUnit=====================(@)''4Critique of Mckinney Elementary 3rd Grade Classroom&*!&#'scContUnit=====================)@*((-.scContUnit=====================*@+)) As I walked through Joanne Ayer's door , I was mesmerized by the arrangement of her room. T ables and chairs were in groups of four or more, books were displayed throughout the room, a cozy library with an imaginative arch way and medieval wall hangings around it, soft music played in the background, computer access, and artwork and stories displayed the children's zest for reading. -+scContUnit=====================+@,** The first hour and a half on the day's schedule was devoted to reading. The children came in, picked out their own books to read, settled in either at tables, chairs, or on the floor to read. During this time a parent volunteer had six children read to her and Mrs. Ayer had six or seven read to her . Some children finished their book and did Accelerated Reading tests on the computer while other simply went to find a new book. I noticed some children talked or didn't read towards the end, but Mrs. Ayre redirected all.-+scContUnit=====================,@-++v There was one handicapped child present reading to his aide. I was impressed that this child stayed for reading time and wasn't removed. Latter Mrs. Ayer explained this was vital to her program. Not one child was yanked out during independent reading time. She wanted everyone to feel a part of the reading process no matter what level he or she were reading at. -+scContUnit=====================-@.,, The last five minutes was spent discussing with each other at their table about the book they read. I was surprised to see a few of the ones that didn't concentrate as much were better at discussing what they liked about their book.-+scContUnit=====================.@/--y I walked around exploring, asking questions and thumbing through books part of the time. I was amazed at all the books available to this class. The bound stories and artwork were wonderfully displayed on walls and shelves to be read. This aspect showed me that the children responded well to Mrs. Ayer's approach to reading. I would have loved to be in her classroom.-+scContUnit=====================/@0..S I had many questions for Mrs. Ayer . She responded to all my questions with enthusiasm. She even put her spin on Accelerated Reading program. She said This is a good chance to get used to standardized testing. It's not the best system we have, but it is what is used. I reflected on my own experiences with standardized testing. I do feel that AR would help in this case. My other main question was how does a child pick out a just right book for them? She said by this time in the school year both she and her students were aware of the books and level that was appropriate. -+scContUnit=====================0@1// I really enjoyed my experience in this classroom. I found this to be an example of a whole language approach and was excited to see the process working so successfully . I would recommend this classroom for many reasons, but the best reason was this was a teacher well aware of the importance of reading, parent involvement, and reaching educational goals for each child. I hope to be as successful in the future as Mrs. Ayer . -+scContUnit=====================1@200-.scContUnit=====================2@31101scContUnit=====================3@42201scContUnit=====================4@533scContUnit=====================5@644scContUnit=====================6@755scContUnit=====================7@866scContUnit=====================8@977scContUnit=====================9@:88scContUnit=====================:@;99scContUnit=====================;@<::scContUnit=====================<@=;;f scContUnit======================@><< scContUnit=====================>@==scNullObject===================  CDataObjectRef F\ DORefProxy 8 V + Text Early Elementary Education TodayMiddle dCDataObjectClientCDataObjectRef FF\ Embedding 1F\Data Object 7 CDORefProxy FF\ Embedding 2F\ ndo:Text  FF\ Embedding 3F\Data Object 67V + p`  CIndexItemC000000031;11;ContentsC00000002 1;7;ContentsC00000001 1;ContentsContents Contentsr 2Z0`}. CDataObjectClient 2Z0`}.CDataObjectRefF\DORefProxy 10 V + Left)Type text or insert image here (optional)Leftʺ;;(default);;Left;;;;;;(default);;Left;;;;FulscContUnit===============Data Object 6*& 2Z0`}.s|s|Contents)*C00000001%'C00000002(======c scNullObject===================   CDataObjectRef F\ DORefProxy 8 V + Text%Play in Outdoor LearC00000003fIndex 2Data Object 7,+ 2Z0`}.s|s|Contents68 2Z0`}. V + MiddleType content hereMiddleʺ zisgpsbp"mswm#oswmFxswmpsbp5psbp8#psklmswm#oswmFxswm'locgsnfgpsklytklmswm#oswmFxswm9locgsnfgpsklytkl:mswm#oswmFxswm(snfg)snfgiblldnipmnlpla1top1t*iblldnipmnlpla1top1t+snfgiblldnipmnlpla1top1t,iblldnipmnlpla1top1t-ibll.nlap/snfgnlap0ibllmfbpSymboliubphlubpdnipmunpla1top1t1ibllsnfgzisgmswmoswm<xswmxsnfgzisgmswmoswm<xswmxsnfgzisgmswmoswm<xswmx2snfgzisgmswmoswm<xswmx7snfgzisgmswmoswm<xswmx4;;(default);;Left;;;;;;(default);;Left;;;;;;(default);;Left;;;;Title heading 1Ful TitlelocgsnfgzisgpsklytklpsbpcContUnit=====================@&Play in Outdoor Learning Environments:#%8%scContUnit=====================@QLandscapes for Learning:Careating Spaces for Children and Y outh by Sharon Stine/.AscContUnit=====================@scContUnit=====================@ This text has many interesting features that I feel make this book appealing. The comments the author made were both kid friendly as well as teacher friendly . The pictures helped form more connections for me of ideas used to develop landscapes for children. This text heavily stresses children being able to use their senses to take in information while playing. I felt this book is a good reference for centers to evaluate their outdoor environment for quality .scContUnit=====================@ One quote from Sharon Stine set the tone for the whole book. She states A purpose of this book is to help designers and teachers think about the quality of outside school environments as learning places. It is outdoors that the ebb and flow of spontaneous activities take place. Rethinking the outside space means considering its potential for rich sensory input, flexible valuable place where children and adults learn because it mirrors the ideas, values, attitudes, and culture of those who live there. (page xii)scContUnit=====================@^ I can tell that Stine really understands the importance of children's play . She statesscContUnit=====================@Through play children (and bigger people too) learn a great deal about the variety and complexity of the world around themselves as self-directed learners. (p.15) The play opportunities needed for outdoors are essential to young children forming connection, learning to socialize, and expanding their wings and learning to fly . Simple and uninteresting equipment and play spaces do not encourage these aspects at all. Pretend you are the child. Get down on your knees and look around your outdoor learning environment. What do you see? Is it interesting, challenging, enough open spaces and self-directed activities? Would you, as a child, want to play here and why?scContUnit=====================@  The last question you should ask yourself is are there enough risk taking opportunities? This is the main ingredigent that I feel is missing from most centers. Because of safety issues and lack of adequate staffing outside, many centers choose to cut out risk taking from their outside environments. Large plastic climbers, swings and grass become the standard model for outside play . Think back once more, when you were a kid did you climb and jump off of things? Did you make mud pies, build forts from things lying around the yard? Did you go outside and play until you had to come in? Then why is it we as a nation have reverted to TV , video games, and movies as a majority of young children's play time? I can see all the opportunities missed.scContUnit===================== @  From this book I made a reminder list of things to remember to add or enlarge for our new center: 1. Sensory items- water , dirt, smelly items, loud and soft places(kxscContUnit===================== @ ,Boxes- variety of sizes shapes and textures)*)scContUnit===================== @ :Natural areas to explore- trees, plants, insects, animals)*)scContUnit===================== @ 1Climbing and Crawling- trees, rocks, and tunnels)*)scContUnit===================== @ Sand, Mud, and W ater- expanding digging area adding sand/water table, and a water pump that would incorporate pulleys, buckets, and trenches.)*)scContUnit=====================@ =T all grass or meadow- provides exploration and quiet places.+,+scContUnit=====================@Hills- must have more than one+,+scContUnit=====================@+Area to run- up and down and flat surfaces+, +scContUnit=====================@+Area of interest- wood working, music, art+,+scContUnit=====================@`Adventure- or imaginary play opportun      !eb#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`7cdfgijklmnopqrstuvwxz{|}~ities like play houses, props, steering wheels, and signs.+, +scContUnit=====================@Encouraging large motor development- skipping, balancing, hopping. Hop scotch area, balance beam and variety of different lengths of wood or stumps and logs.+,#+scContUnit=====================@,Critiques for Outdoor Learning Environments44scContUnit=====================@Lacey OCCC: ( (scContUnit=====================@4not enough space for everything that was crammed in00scContUnit=====================@not enough running space00scContUnit=====================@8needs to have either more trees/shrubs or a garden area00scContUnit=====================@&the covered area was nicely developed00scContUnit=====================@Fthe climbing area was fenced in by itself. This I did not understand00scContUnit=====================@scContUnit=====================@_Pierce: I felt this overall outdoor area included all areas of interest in a natural setting.( (scContUnit=====================@play structures00scContUnit=====================@(natural elements/shrubs, trees and dirt00scContUnit=====================@ many interest areas00scContUnit===================== @!$Lots of space to spread out and run00scContUnit=====================!@" /Designed with children in mind 00scContUnit====================="@#!!Because I was unable to see this playground with children and teachers, I am wondering how supervision works with so many divided areas.scContUnit=====================#@$""scContUnit=====================$@%##Belevue Community College: I put this design in my file and will update it when more information is available. It is said to be a state of the art playground. The design on the web does not show much. ((scContUnit=====================%@&$$scContUnit=====================&@'%%Clark Community College: I really like this layout. Many different areas to choose to play in, has a little bit of everything, and yet stays true to natural outdoor settings. It also takes in consideration for growth in the future.((scContUnit====================='@(&&scContUnit=====================(@)''VWestern W ashington University: Boy has this play yard changed since I went to WWU. ((scContUnit=====================)@*((I can see it is more defined00scContUnit=====================*@+))Many natural elements00scContUnit=====================+@,**"Many Kompan toys-maybe a sponsor?00scContUnit=====================,@-++*I do not see either bikes or a bike trail00scContUnit=====================-@.,,LIs there grass and enough room to run. It is hard to tell by drawn diagram.00scContUnit=====================.@/-- 11scContUnit=====================/@..ZI can finaees wou Unfortunately this dream area comes with a huge price tag. Finding77scNullObject===================ning EnvironmentsMiddle dCDataObjectClientCDataObjectRef FF\ Embedding 1F\Data Object 7 CDORefProxy FF\ Embedding 2F\ ndo:Text  FF\ Embedding 3F\Data Object 93V + pp`  CIndexItemC000000031;11;ContentsC00000002 1;7;ContentsC00000001 1;ContentsContents ContentsCDataObjectRef FF\ Embedding 1F\Data Object 16 FF\ Embedding 1F\Data Object 4 FF\ Embedding 1F\Data Object 5 FF\ Embedding 1F\Data Object 6V + ` r 2Z0`}. CDataObjectClientData Object 8. 2Z0`}.s|s|Contents1fC00000001-/?C000000020@ 2Z0`}.CDataObjectRefF\DORefProxy 10 V + Left)Type text or insert image here (optional)Leftʺnlap;;(default);;Left;;;;;;(default);;Left;;;;;;(default);;Left;;;;FulscContUnit=====================@ scContUnit=====================scNullObject=================== 2Z0`}. V + MiddleType content hereMiddleʺpsbp locgsnfgzisgpsklytklmswm#oswmFxswmpsbp locgsnfgzisgpsklytklmswmC00000003JIndex nData Object 124 2Z0`}.s|M{|Contents7\#oswmFxswmpsbp;;(default);;Left;;;;;;(default);;Left;;;;;;(default);;Left;;;;Ful TitlelocgsnfgzisgpsklytklpsbpcContUnit=====================@ Contact Us  scContUnit=====================@ T racy DuncanscContUnit=====================duncant@evergreen.eduscNullObject===================   CDataObjectRef F\ DORefProxy 9 V + Text - No Navigation Contact UsMiddledCDataObjectClientCDataObjectRef FF\ Embedding 1F\Data Object 1 CDORefProxy FF\ Embedding 2F\ndo:Text - No Navigation  FF\ Embedding 3F\Data Object 67V + ` CIndexItemC000000031;11;ContentsC00000002 1;7;ContentsC00000001 1;ContentsContents Contentsr 2Z0`}. CDataObjectClient 2Z0`}.CDataObjectRefF\DORefProxy 12 V + Left)Type text or insert image here (optional)Leftʺnlap;;(default);;Left;;;;C0000000135r C000000026sRC00000003" |Index ;;(default);;Left;;;;FulscContUnit=====================@ scContUnit=====================scNullObject===================  2Z0`}.CDataObjectRef F\DORefProxy 11 V + MiddleType content hereMiddleʺ psbp locgsnfgzisgpsklytklmswm#oswmFxswmpsbpsnfgnlapsnfg! locgsnfgzisgpsklytklmswm#oswmFxswmpsbpnlap;;(default);;Left;;;;;;(default);;Left;;;;;;(default);;Left;;;; heading 3 Ful TitlelocgsnfgzisgpsklytklpsbpcContUnit=====================@ Brain Development Birth-5 years! scContUnit=====================@,The Link Between Play and Brain DevelopmentscContUnit=====================@scContUnit=====================@scContUnit=====================@ Through our knowledge of brain development in prenatal to age five, an awakening of how a child's brain develops helps to build better understanding to how children learn. The old myths such as; children don't learn until they reach school age and genes provide the source for all learning, are proven to be false. Now through prenatal ultra sounds and PET scans, we can see how a child's brain is formed and grows.scContUnit=====================@ Nurture verses Nature is no longer an argument in brain development. Genes and the environment both play a role in brain development. When a baby is born, the brain is ready to learn. Then the experiences that the baby has are what shape the connections and strengthen the genetic make-up that already exist. And the biggest indicator of environment being a factor is that the brain can compensate or rewire itself to over come traumatic events. The key is having both nurture and nature blending together lasting imprints in young minds. "But one obstacle that the child's brain can't over come is lack of at least one nurturing/bonding relationship with an adult."(Karr-Morse, and Wiley , 1997)scContUnit=====================@ The brain learns through the use of the five senses and establishing of strong bonding relationships with adults first. Then through movement and exploration by the senses more brain connections happen and learning explodes into new dimensions. The old rule of sit still and learn no longer applies. Here is a visual model provided at a Brain Gym workshop presented by Elizabeth Markell.YcscContUnit=====================@ scContUnit===================== @  scContUnit===================== @ scContUnit===================== @ scContUnit===================== @  Movement and opportunities are essential to the brain in order to process and link information together . This leads us to looking at how young children learn and what we can do to maximize learning. Self-paced child controlled play is the best way for children to make the most of their lives. (Roger's and Sawyer , 1988) The reason is that play unifies the mind, body , and spirit. (Rogers and Sawyer , 1988 ) Play is the food that the brain feeds on. Only through play and exploration can experiences happen over and over again to establish long lasting imprints in the brain. Play is one link that is under valued in today's society . By looking at how play is important, brain development will emerge as a clearer picture.scContUnit===================== @ h Play is a child's world. A time when exploration and learning connections happen naturally . Play is not a child's work. Once we as adults attach the stigma of work to play , play es the self-motivation and value to children. Look at the six factors that make-up the disposition of play: 1. Play is intrinsically motivated, 2. Play is relatively free of external rules, 3. Play is carried out as if the activity were real, 4. Play focuses on the process rather than any product, 5. Play is dominated by the players, and 6. Play requires the active involvement of the player .(Rogers and Sawyers, 1988)scContUnit=====================@ m The ultimate questions that adults keep asking is what does a child learn through play? Observe children in different settings: indoors/outdoors and in various learning or interest areas. Now ask questions to provoke further play opportunities and ideas. Write down children's responses, take pictures of different levels of play , and again ask children's feedback. This is how a preschool teacher initiates and expands play opportunities if learning through play is the center of the curriculum. Through observation, documentation, and listening to children, learning seems so easy when play creates the fun.scContUnit=====================@ W alking in the shoes of a child tells another side of play: picking out activities, trying on new roles, practicing cutting, pasting, and drawing, learning to negotiate, compromise, seek attention, along with trying to socialize and make friends. Play becomes the world in which the child has endless opportunities to seek knowledge of the world around him/her and make new connections to build a knowledge base for later use.scContUnit=====================@6 Play isn't just an excuse for children to be out of sight and mind of the adults. Play holds meaning and respect in the learning world. Play provides the basics way in which children have control and experience cause/effect relationships. We see how important it is for children to have a sense of control and be able to match skills and challenges to their interests. Children who experience success are more likely not only to want to respect the experiences, but to want to take on new or more difficult challenges as well. (Rogers and Sawyers, 1988) scContUnit=====================@ Many theorists have different views of play , but most concur that it is an important part of a child's development. The most important foundation for children's healthy development is reciprocally pleasurable play between adults and children (Caldwell 1985). Furthermore, it appears that this playful disposition toward life can carry over from childhood to adulthood.(Rogers and Sawyers, 1988)scContUnit=====================@4 In the worlds of brain development and learning through play the value and importance become obvious, yet society tends to undervalue children's abilities to learn and understand. This is why we are seeing such a trend in violence in our society . Go back to the beginning of a child's brain development and play opportunities. W as this child nurtured, had bonding experiences, and actively exploring and playing with his/her environment? If the answer is no, than a window of opportunity has been missed. This child's brain can't compensate for missed opportunities as early as seven years old. Weather children become poet or ax murders depends on the interactions of biological and social factors- the complex interweaving of risks and protective qualities in a child's life. (Karr-Morse and Wiley , 1997)scContUnit=====================@y The facts are obvious, it is our attitudes as a society that must change to make more partnerships in learning. Our competitive society needs to slow down and value the opportunities that play holds and realize 0-5 is where the majority of learning takes place in our brain. Oh, he's just playing, holds a new meaning in our society . Instead, one could say , oh, he is learning by playing and exploring his environment. Children need be children, not young adults with impose agendas of the academic world pressuring them. Play , have fun and strengthen brain connections while the brain, like a sponge, absorbs everything. scContUnit=====================@PlayscContUnit=====================@H In the early formative years, play is almost synonymous with life. scContUnit=====================a It is second only to being nourished, protected and loved. scContUnit=====================y It is a basic ingredient of physical, intellectual, and social and emotional growth.scContUnit=====================@H ----Ashley MonaaguescContUnit=====================@ (Hannaford, 1995) scContUnit=====================@scContUnit=====================@scContUnit=====================@scContUnit=====================@scContUnit=====================@scContUnit=====================@ scContUnit===================== @!scContUnit=====================!@" scContUnit====================="@#!!scContUnit=====================#@$""scContUnit=====================$@##scNullObject===================  CDataObjectRef F\ DORefProxy 8 V + Text Brain Development Birth-5 yearsMiddle dCDataObjectClientCDataObjectRef FF\ Embedding 1F\Data Object 15 CDORefProxy FF\ Embedding 2F\ ndo:Text  FF\ Embedding 3F\Data Object 80  FF\ Embedding 3F\Data Object 67V + p!`  CIndexItemC000000031;11;ContentsC00000002 1;7;ContentsC00000001 1;ContentsContents Contentsr 2Z0`}. CDataObjectClient 2Z0`}.CDataObjectRef F\DORefProxy 10 V + Left)Type text or insert image here (optional)Leftʺ;;(defData Object 13D: 2Z0`}.M{|M{|Contents=C000000019;C00000002<ault);;Left;;;;;;(default);;Left;;;; FulscContUnit=====================c scNullObject===================   CDataObjectC00000003hIndex Data Object 14@ 2Z0`}.M{|M{|ContentsC 2Z0`}. V + MiddleType content hereMiddleʺ )psbplocgsnfgzisgpsklytklpsbpmswm#oswmFxswmsnfgsnfgsnfgiblldnipmnlpla1top1t ibllh!snfgibllh"snfgnlap#snfg&'(nlap;;(default);;Left;;;;;;(default);;Left;;;;;;(default);;Left;;;;;;(default);;Left;;;; heading 1Ful TitlelocgsnfgzisgpsklytklpsbpcContUnit=====================@%Responses to Brain Development Books$)$scContUnit=====================@From Neurons to NeighborhoodsscContUnit=====================@&scContUnit=====================@ From Neurons to Neighborhoods: The Science of Early Childhood Development by National Research Council Institute of Medicine, is an insightful, technically written book. All bases are covered and blunt solutions are evident to all. This book lays the foundations to solutions that every child should have to build upon. Because of quantity and quality of the information provided, it was easy to be caught up in swarming words, but once I read Ghosts from the Nursery by Robin Karr-Morse and Meredith S. Wiley the information in this book became more concrete and provocative. This book provided valued information and solutions that our nation as whole need to provide to allow children to grow up strong, nurtured, and cognitively developed. NscContUnit=====================@ The National Research Council Institute of Medicine concluded what happens during the first months and years of life matters a lot. It does not matter because all early damage is irreversible, because missed opportunities can never be made up later , or because the early years provide an indelible blueprint for adult outcomes: early damage may be reversible, some missed opportunities can be made up latter , and adult outcomes do not proceed inexorably from early experiences. Rather , prenatal injuries or personal rejection- can seriously compromise children's life prospects, compensating for missed opportunities, such as the failure to detect early difficulties or the lack of exposure to environments rich in language, often requires extensive, if not heroic efforts latter on in life. Early pathways, though far more indelible, establish either a sturdy or fragile stage on which subsequent development is constructed. (p. 384) Finally , more pr0.oof of the importance of early childhood experiences. I'm tired of people thinking that because I'm not a full fledged `teacher' I am not teaching children valuable information and experiences. Early childhood education is essential especially for the one who has had bad experiences already .scContUnit=====================@ Some of the children I have worked with come to mind as I read this book. Are they violent offenders now or simply labeled learning disabled? This saddens me. The missed opportunities to provide for these kids only lead to more crime, violence, and loss of life.scContUnit=====================@[ The committee heavily instructs us to understand that Children grow and thrive in context of close and dependable relationships that provide love and nurturance, security , responsive interaction, and encouragement for exploration. Without one such relationship, development is disrupted and the consequences can be severe and long lasting. If provided or restored, however , a sensitive care giving relationship can foster remarkable recovery . (p.7) It is pretty sad to think that a child can go through childhood with out one `close and dependable' relationship, but it happens much to often.scContUnit=====================@  As blunt and obvious as possible the committee states: drawing on its extensive review of this highly diverse knowledge base, the committee identified four overarching themes that have guided scientific inquiry and have important implications for the design and implementation of the nations early childhood policies: 1) all children are born wired for feelings and ready to learn, 2) early environments matter and nurturing relationships are essential, 3) society is changing and the needs of young children are not being addressed, and 4) interperations about early practice are problematic and demand drastic rethinking. (p.385) Having documented their concerns the committee goes on to say The most important questions now concern how environments influence the expression of genes and how genetic make-up, combined with children's previous experiences, affects their ongoing interactions with their environments during the early years and beyond. (p.6) scContUnit===================== @ > Many past wrongs have been done to children, but I believe the worst is ignorance. The doctors who believed premature babies felt no pain, the belief that children are better off with their immediate families even if they have been abusive, and children's learning is of no importance until they start school, these beliefs are what breeds violent and non emotionally children. This book says to stop looking at past wrongs and blaming of parents and look towards a better solution. Genetics play a role but are not the only factor-shaping children's experiences. How do we change the system that we have to make nurturing, caring, productive children, adults and parents? Education and intervention is only a part of the solution, but nobody can put together a complete solution that will work for everyone in society .scContUnit===================== @ w From Neurons to Neighborhoods portrays a vivid picture of knowledge of the growing child in early childhood today . No book that I have read so far has been as bold and insightful. If every parent, politician, and teacher would read and understand this book, I believe the emphasis on early education would proceed to the foremost in Americans minds and pocket books. "scContUnit===================== @ scContUnit===================== @ Ghost From The NurseryscContUnit===================== @ scContUnit=====================@ scContUnit=====================@/ Ghosts from the Nursery by Robin Karr-Morse and Meredith S. Wiley is a haunting tale that drives home the importance of prenatal to three years of age. Karr-Morse and Wiley say Infancy , a time to which our nation is blindsided, is a crucial development stage when an individual forms, the core of conscience develops the ability to trust and relate to others, and lays down the foundation for lifelong learning and thinking. (p.12) But in our nation infancy holds relatively small importance. Many think learning starts when a child goes to school.scContUnit=====================@ The old argument nature verses nurture is addressed throughout this book. Biology and environment in which a child grows up are essential to developing the brain. Nature and nurture are united in the brain, and the brain in turn changes physiological responses in the body . Heart rate, blood pressure, and muscle tension are all examples of changes that occur in response to experiences. (p.161)scContUnit=====================@ We now understand the importance of early childhood experiences on brain development in our children. The parts of the brain that grow and the parts that don't depend on the baby's experience, or otherwise known as `use dependent' development. If a child has had a trauma or abusive environment, school success is limited because the child's experiences have been shaped into fight or survival instincts. scContUnit=====================@ T eachers find themselves with an overwhelming task of developing a learning environment where all children can learn. Children retrieve information stored in their brains by their experiences. If a time for important information is missed then the part of the brain that is still forming will shape without this information. The window for learning has been missed and the child is left without this knowledge. When trauma or neglect happen early in life and left untreated, the injuries sustained reverberate to all ensuing developmental stages. Adult and adolescent community violence begin with violence inflicted on the babies these individuals once were. (p.61)scContUnit=====================@B What causes children to become violent? Many contributing factors are involved: prenatal care, drug abuse, alcoholism, mental health, domestic violence, head trauma, sexual abuse, premature birth, poverty , and neglect, both physical and emotional. Many children suffer from at least one of these leading causes, but they don't turn out violent. It's the combination of stress factors and traumas in a child's life that lead to violence. Not every drug addicted baby turns out violent later on in life, but combine drug addiction with abuse and neglect and the child is a time bomb waiting to explode. Karr-Morse and Wiley point out whether children become poet or ax murder depends on the interaction of biological and social factors- the complex interweaving of risks and protective qualities in a child's life. (p. 182)scContUnit=====================@ One person can make the difference. (p. 173) Like in the case of Jeffery and his brother John. John rose above his violent upbringing. He had a strong bond with his grandparents and one foster home in which he blossomed. These two experiences helped him through his rough times. Jeffery on the other hand had no bonding relationships and reveled in violence. He now sits on death row .scContUnit=====================@ We as a nation are becoming overwhelmed with violence and crime. At the recent crime rate the number of Americans behind bars will soon overtake the six million students enrolled in four year colleges and universities nation wide. (p.254) Here lies the problem. How can we as a nation break the cycle of violence when the cycle has come full circle? Females are now more violent than ever before. While the majority of offenders are male there has been a 125 percent increase in arrests of girls for violent crimes. (p.252) Juvenile and female rates for crime have exploded beyond our control. We as a nation try to step in when a crime is committed, but by then it's too late.scContUnit=====================@ Nothing is more startling to me than the plain facts that Karr-Morse and Wiley have written down for us to see: We Know That In America T oday:}scContUnit=====================@Pmore people are incarcerated than in any other western industrialized country . scContUnit=====================@7Thirty percent of all crime is committed by juveniles.scContUnit=====================@Though only 8 percent of the population, juveniles fourteen to twenty-four are responsible for 14 percent of all violent crimes, 50 percent of all murders, 25 percent of all property crimes, and the majority of all arson arrests.scContUnit=====================@Children are the fastest-growing segment of the criminal population; every four minutes a child is arrested for a violent crime.scContUnit=====================@& And We Also Know That: ! scContUnit=====================@1One child is shot to death every ninety minutes.scContUnit=====================@?Every day 15 children are killed with guns and 30 are wounded.scContUnit=====================@'Every day 135,000 take guns to school.scContUnit=====================@ *Every four hours a child commits suicide.scContUnit===================== @! scContUnit=====================!@" V But Do We Connect This Data With The Facts That In The United States: ! scContUnit====================="@#!!Homicide is the leading cause of death in children under the age of four; every seven hours a child dies at the hands of a caregiver .scContUnit=====================#@$""<Every day 8,493 children are reported abused and neglected.scContUnit=====================$@%##8Every day 1,407 children are born to teen- age mothers.scContUnit=====================%@&$$3Every day 790 babies are born at low birth weight.scContUnit=====================&@'%%9One quarter of all the children under 4 live in poverty .scContUnit====================='@(&&. Generally Not. (p.272)&scContUnit=====================(@)''scContUnit=====================)@*((  scContUnit=====================*@+))_ I hear the facts and hype from media, but tend not to think of what is really going on right here in my own backyard. Ghosts from the Nursery let me look through the eyes of violence and understand how it took root in early childhood experiences. I was shaken by how many `ghosts' slipped through the cracks in the system and became violent criminals and murders. I understand more brain development processes and environmental influences, and experiences that need to happen to shape children's lives. But I still can't find how can we make it stop. This book I would recommend for all to read. }scContUnit=====================+@,** scContUnit=====================,@-++scContUnit=====================-@.,,2Smart Moves: Why Learning is not All in Y our Head((scContUnit=====================.@/--By Carla Hannaford, PH.D""scContUnit=====================/@0..""scContUnit=====================0@1// Movement activates the neural wiring throughout the body , making the whole body the instrument of learning (p.13). I always felt sitting behind a desk rehearsing times tables and making all my papers perfect, wasn't allowing me to retain or learn new information. How I hated not being able to even wiggle in my seat or I would receive five minutes of detention time. After reading Smart Moves I had proof to my own theory that learning needs to be hands on, moving, and valid to each child's needs to allow maximum learning capacity .scContUnit=====================1@200] We are such a competetive nation; we have forgotten that the child is the most important part of learning. Instead of labeling or grouping children who can't or are not ready to focus their eyes to read, understand that the brain matures individually based on individual experiences. There is no magical year and everyone reads and writes. scContUnit=====================2@311 Dr . Carla Hannaford puts forth three main ideals: 1) W ays of knowing, focuses on brain and physical development- the growth of the body/mind capacities with which we learn. This is done mainly through sensation, emotion, and thought. (p.12) 2) Smart Moves highlights the importance of movement and introduces Brain Gym as a coordinated set of integrative movements that enhance learning for everyone. (p.13) 3) Nurturing and Protecting our learning systems, focuses on the need to manage stress as well as nutrition and other physical requirement of learning. This recipe is easy to follow and ensure for total brain and child development. #:K#=F#scContUnit=====================3@422 Numerous student examples that Dr . Carla Hannaford stated in her book, highlight the main problem that faces our children's education today: Labeling and weeding out those who do not fit the model student. Working with 2-6 year olds for the last nine years, I understand the frustration of both the parent and the teacher when a child is having trouble. Any more I can't find a child who doesn't have trouble with social-emotional, cognitive, or physical development, but I don't leave any child out of an activity because they are having difficulties. Each child is looked at individually and not as how the majority is doing.scContUnit=====================4@533^ Part of the blame falls on society's shoulders in the way certain things are perceived like: TV , computers, Lack of physical Development, and play . Putting TV and violence together is lethal as well as developmentally damaging to a child's emotions and brain functioning. But this combination is done on a daily basis with TV and video games.scContUnit=====================5@644' Not allowing children to play is also harmful. Play encourages movement and enhances all areas of learning. Play is a natural part of a child's life, but is often over looked. One of my concerns is structured/rigid organized tasks set-up for children to learn. These activities do not allow for enough movement, fun, or motivation for a child to use their brain to process information that is being put out to them. But if you set up an environment that promotes movement, curiosity , and hands-on-learning brain development is enhanced.scContUnit=====================6@755 As a parent, I already feel the pressure and the concern for my oldest daughter . She needs to be in motion and busily trying new things out. When it is her time to go to kindergarten, will her needs be met or snuffed out to conform to the teacher's expectations? Dr . Hannaford proposes, Brain Gym can act as a bridge between the current educational system and the educational systems emerging worldwide to ensure the development of the agile learner ."(p.214)*3scContUnit=====================7@866z Dr . Hannaford sums up her solution by stating: Movement, a natural process of life, is now understood to be essential to learning, creative thought and high level formal reasoning. It is time to consciously bring integrative movement back into every aspect of our lives and realize, as I have, that something this simple and natural can be the source of miracles. (p.214)scContUnit=====================8@977scContUnit=====================9@:88scContUnit=====================:@;99scContUnit=====================;@<::scContUnit=====================<@=;;scContUnit======================@><<scContUnit=====================>@?==scContUnit=====================?@@>>scContUnit=====================@@??scNullObject===================Ref F\ DORefProxy 8 V + Text$Responses to Brain Development BooksMiddle dCDataObjectClientCDataObjectRef FF\ Embedding 1F\Data Object 15 CDORefProxy FF\ Embedding 2F\ ndo:Text  FF\ Embedding 3F\Data Object 125V + p#`  CIndexItemC000000031;11;ContentsC00000002 1;7;ContentsC00000001 1;ContentsContents ContentsC00000001?AC00000002BC00000003tIndex r 2Z0`}. 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V + MiddleType content hereMiddleʺ %psbp locgsnfgzisgpsklytklmswm#oswmFxswmpsbpsnfgsnfgiblldnipmnlpla1top1tiblldnipmnlpla1top1tsnfgibllibllsnfg nlap!nlap"snfg& locgsnfgzisgpsklytklmswm#oswmFxswmpsbp#$nlap;;(default);;Left;;;;;;(default);;Left;;;;;;(default);;Left;;;;TitleFul TitlelocgsnfgzisgpsklytklpsbpcContUnit=====================@-Link Between Brain Development and Movement&,%,scContUnit=====================@m Class#$scContUnit=====================@Brain Gym Class" scContUnit=====================@ !scContUnit=====================@ I was lucky enough to find a brain gym class available during this quarter . I am so pleased with everything that I have learned. My focus went from just being interested to knowing how I can help children and myself access all areas of the brain better through the movement exercises provided in the Brain Gym class. Not only did the whole class receive handouts, but also we all participated in the exercises and role-playing. This method was more valuable to me, because I learn more by doing than looking at the paper .1;scContUnit=====================@ Elizabeth Markell, the instructor , helped me most by identifying some exercises that I personally need to work on. I understand how to focus my mind better and hold children's attention as well. As the class experienced these exercises, my brain kept racing to find ways to incorporate these activities into our daily schedules. I identified ten activities that center on using Brain Gym techniques.scContUnit=====================@yThe Owl: move head side to side and front to back while applying pressure to one side of the shoulder muscle at a time.scContUnit=====================@ hActivity: pretend to be an owl. Whoo Whoo as you turn your head from side to side and back and forth. scContUnit===================== @ When to use this: As a transition. From outside to circle, gym to back to the center , or on rainy days before free choice begins.scContUnit===================== @ scContUnit===================== @ XThe Gravity Climber: either sitting on the floor or on the edge of a chair , reach out scContUnit===================== @ *Arms and glide forward towards your legs.scContUnit===================== @ W Activity: Pretend to be gliding or flying in the air as you rock forward. scContUnit=====================@ d When to use this activity: as a transition from outside to circle, breakfast to free  &scContUnit=====================@M Choice, rainy day activity when inside for afternoon activities.scContUnit=====================@scContUnit=====================@NPositive points: the two points above your eyebrows but below your hairline.scContUnit=====================@Activity: Demonstrate massaging these two points. Guide children by leading them through a journey like: a walk in the woods or floating on the clouds. scContUnit=====================@;When to do this: Before rest time and when stress is highscContUnit=====================@scContUnit=====================@SHook-ups: cross feet at the ankles, place hands in front of you palms facing out, scContUnit===================== Cross your hands, bring them into your body while interlocking your fingers. Children can cross their arms and place their hands on their shoulders.scContUnit=====================@Activity: Hum, sing, or talk softly as you help each child get re-centered. They become focused and release their bodies from this position. scContUnit=====================@jWhen to do this activity: When stress is high, as a calming activity , transition form outside to circle.scContUnit=====================@scContUnit=====================@TThinking Caps: pull out lightly on the ears to reopen the ear canal. Do not pull scContUnit=====================; Ear down because the hearing canal is then shut off.scContUnit=====================@fActivity: Pretend to be a hawk or another animal that hears well. Gently pull and massage ears out. scContUnit=====================@When to do this: When refocusing a group of children. Use this exercise as you say open your ears or put on your thinking caps.scContUnit=====================@scContUnit=====================@ OBrain Buttons: Find the two spots that stick out on your collarbone. Now go scContUnit===================== ! Below this area where it is bumpy . Massage with two fingers as your other hand rests just above the belly button palm down. Remember to take deep breaths as you do this activity .scContUnit=====================!@" lActivity: play games like mirror image where the children copy what you do. Adult interaction is the key . scContUnit====================="@#!!When to use this activity: this is a great re-centering activity before physical play or balancing. This will help those children with special and balance problems.scContUnit=====================#@$""scContUnit=====================$@%##RCross Crawl: right arm to left leg and left arm to right leg. Bring legs up if  scContUnit=====================%&$$\ Standing or sit on the floor/chair and so the same thing with less lifting and stain.scContUnit=====================&@'%%Activity: Do this activity real fast followed by doing it in slow motion for several minutes. Add music and crawl in time to the music. This activity is a key exercise in accessing all areas to the brain and most important to those children who never crawled. scContUnit====================='@(&&YWhen to do this activity: During gym time, during music or dancing, any chance you get.scContUnit=====================(@)''scContUnit=====================)@*((PElephant: put your ear on your shoulder and your arm straight out. Make sure  scContUnit=====================*+))* Y ou do this activity with each arm.scContUnit=====================+@,**Activity: Pretend to be an elephant and move your trunk up and down. After the children get use to this exercise they can begin to make lazy eights in the air with their trunks. scContUnit=====================,@-++When to do this activity: during gym time and rainy days. This activity is great for helping reading, writing, and fine motor control.scContUnit=====================-@.,,scContUnit=====================.@/--BLazy 8s: trace over and over a sideways 8 on paper or in the airscContUnit=====================/@0..7Activity: use clipboards that have a lazy eight drawn on them. Ask children to trace the eight starting in the middle and going left. Use one hand at a time but use equal amounts of time for each one. Use finger paint to trace lazy 8s. This helps to focus your eyes to allow reading and writing processes. scContUnit=====================0@1//BWhen to use this activity: at a circle time or table activity . scContUnit=====================1@200scContUnit=====================2@311Double doodles: draw a line down the center of a paper . T ake two different colored markers or crayons and doodle on each side of the line. Each hand is mimicking the other like a mirror image.NscContUnit=====================3@422@Activity: Give each child a clipboard and piece of paper with a line drawn down the middle. Each child uses two different colors of markers or crayons. (One in each hand) Put relaxing, soothing, or variety of background music on as each child doodles. This activity helps to establish right side from the left side. scContUnit=====================4@533JWhen to do this activity: individual or group activity or table activityscContUnit=====================5@644scContUnit=====================6@755 I feel these activities will provide the children at our center with better ways of reaching all areas of brain functioning. I am very excited about understanding why the brain works and how childhood experiences affect us as adults. These activities can be used with any age group to re-wire their thinking patterns. I know I can still learn my right side form my left by doing the double doodle activity . 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CDataObjectClient 2Z0`}.CDataObjectRef C00000001GJC000000023C00000003IKYC00000004<%F\DORefProxy 15 V + Left)Type text or insert image here (optional)Leftʺ psbp!"psbp#&psbp'(psbp)*psbp+,psbp-.psbp/0psbp12psbp34psbp56psbp78psbp9:psbp;<psbp= locgsnfgzisgpsklytklmswm#oswmFxswmpsbp$locgsnfgzisgpsklytklpsbp%mswm#oswmFxswm;;(default);;Left;;;;;;(default);;Left;;;; Ful TitlelocgsnfgzisgpsklytklpsbpscContUnit=====================@Importance of Play%=scContUnit=====================@ scNullObject=================== 2Z0`}.CDataObjectRefF\DORefProxy 10 V + fTopTopʺ(snfgpsklytkl 4      !"#$%'()*2-./01345678:;<=>@ABDEFGHIJMOPQSUWYZ[\]^_`bcdefghijklmnopqrstvwxyz|}~psklytklGlocgzisghpsbpHmswm-oswmZxswmIpsklmswm-oswmZxswmJpsbpKpsklytklTitle - Text Page;;(default);;Left;;;;;;(default);;Left;;;;Ful  | psklsnfgTitlesnfgpsklytkl TitlelocgsnfgzisghpsklytklpsbpcContUnit=====================c"Title of Home Page | homeIJKHscContUnit=====================#9<This l i n k 's t a rget s e qu e nce d o esn't i n c lude any pages.>(8scContUnit=====================c4scNullObject===================   CDataObjectRef F\DORefProxy 12 V + Text - No Navigation Imp 2Z0`}. V + MiddleType content hereMiddleʺ'psbp()psbpiblldnipmnlpla1top1tsnfg !"snfg#snfg$snfg*locgsnfgzisgpsklytklpsbp+mswm#oswmFxswm;;(default);;Left;;;;;;(default);;Left;;;;;;(default);;Left;;;;Ful TitlelocgsnfgzisgpsklytklpsbpcContUnit=====================@Importance of Play+*)scContUnit=====================@Why is play important to learning? The ultimate question many people ask, but don't fully understand the importance and value that play holds in a child's overall development. Play is life just as the air we breathe. Without adaquate play opportunities, children fail to develop and make needed brain connection to succeed in society . Play is the vehicle that promotes all learning. Observe a child, and you will learn the world of play with all of its complexities.scContUnit=====================@&Idea for Importance of play workshop:% scContUnit=====================@ * Break group into pairs. Pose the question what was the most fun for you when you were a child? Remember the good times of your childhood and share together these experiences. scContUnit=====================@ *Now ask the same groups to add things that they missed out on when they were a kid. For example maybe you wanted to play a musical instrument, paint, or dig holes. The list now will include those things you did and the things you wanted to do.scContUnit=====================@ *Bring group back together and share lists. Discuss reasons why this play was important to them as a child? Then ask what do they play now?scContUnit=====================@ *Break the group into two. Ask one group why do children play and what importance does it hold for children 2-6. Then ask the second group what stops adults from playing, and why is it important for adults to play?scContUnit=====================@ 5 *Bring group back together and discuss questions.scContUnit===================== @ x *Give everyone something to play with. Ask them ten different ways he/she can use this item to play . Be creative!!scContUnit===================== @ 4 *Have students share their interesting insights.scContUnit===================== @ BQuote From Vivan Paley used in The Boy Who Would be a Helicopter:"#!scContUnit===================== @ "This is why play feels so good. Discovering and using the essence of any part of ourselves is the most euphoric experience of all. We were taught to say that play is the work of children. but watching and listening to them, I saw that play was nothing less than Thruth and Life."$!scContUnit===================== @ scNullObject===================ortance of PlayMiddledCDataObjectClientCDataObjectRef FF\ Embedding 1F\Data Object 7 FF\ Embedding 1F\Data Object 1 CDORefProxy FF\ Embedding 1F\Data Object 7 FF\ Embedding 2F\ndo:Text - No Navigation FF\ Embedding 3F\Data Object 90V + `  CIndexItemC000000041;11;ContentsC00000002 1;7;ContentIndex &Data Object 23O 2Z0`}.M{|M{|ContentsR9cC00000001NP+sC00000003 1;8;ContentsC00000001 1;ContentsContents Contentsr 2Z0`}. CDataObjectClient 2Z0`}. V + Left)Type text or insert image here (optional)Leftʺ;;(default);;Left;;;;;;(default);;Left;;;;C00000002Q,}C00000003UIndex ?Embedding 2q 2Z0`}.M{|`>|FulscContUnit=====================cscNullObject===================   CDataObjectRef F\DORefProxy 10 V + TextLinks 2Z0`}.CDataObjectRefF\DORefProxy 11 V + MiddleType content hereMiddleʺzisgpsbp mswm#oswmFxswmpsbppsklmswm#oswmFxswm locgsnfgpsklytklmswm#oswmFxswm snfg snfg snfgsnfgpsklytkl snfgsnfgsnfgsnfgpsklytklpsklytklsnfgpsklytkl psklytkl psklytkl psklytklsnfgsnfgpsklytkl psklytklpsklytkl  !"#snfg;;(default);;Left;;;;;;(default);;Left;;;;Ful Titlelocgsnfgzisgpsklytklpsbp 5http://www.readytosucceed.org/publications/index.html :http://books.nap.edu/books/0309069882/html/22.html#pagetop http://www.brainconnection.com.http://faculty.washington.edu/chudler/dev.html ,http://www.naeyc.org/naeyc/eyly/eyly9711.htm http://www.iamyourchild.org (http://www.familiesandworkinstitiute.orgcContUnit=====================@Links  scContUnit=====================@Brain Science:#scContUnit=====================GBrain science in five pages: Building children's Brains by Joan Lessen scContUnit=====================[http://www .readytosucceed.org/publications/index.html--click on Building Children's Brains 5 @ scContUnit===================== scContUnit=====================dBrain Science in 588 pages: From Neurons to Neighborhoods the Science of Early Chilhood Development  scContUnit=====================http://books.nap.edu/books/0309069882/html/22.html#pagetop--(Start of "Core Concepts on page 222; from here you can examine any part of the book.) : scContUnit=====================  scContUnit===================== 1Early Childhood Brain Development Resource List: scContUnit===================== 1Brain Connection: http://www .brainconnection.com scContUnit=====================  scContUnit===================== BBrain Development: http://faculty .washington.edu/chudler/dev .html!scContUnit=====================  !scContUnit===================== NEarly Y ears are Learning Y ears: Brain Development Research: Produced by NAEYC;!scContUnit=====================-http://www .naeyc.org/naeyc/eyly/eyly971 1.htm!scContUnit===================== scContUnit=====================1I am Y our Child: Contains brain research for B-3 scContUnit=====================http://www .iamyourchild.org scContUnit===================== scContUnit=====================Families and Work Institutue:!scContUnit=====================(http://www .familiesandworkinstitute.org"scContUnit===================== scNullObject===================Middle dCDataObjectClient CDORefProxy FF\ Embedding 2F\ ndo:Text FF\ Embedding 1F\Data Object 1V + `% CIndexItemC000000031;11;ContentsC00000002 1;7;ContentsC00000001 1;ContentsContents ContentsCDataObjectClient     V +-Text r 2Z0`}. 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