Monday, November 29, 2010

A Reflection on Developmentally Appropriate Practice

Developmentally Appropriate Practice (DAP) has been seen by many as the cornerstone of Early Childhood education since the National Association for the Education of Young Children (NAEYC) published the guidelines in 1987. The guidelines have been used widely in educare settings such as preschool and schools, with many educators accepting DAP as best practice for educating young children. Whilst DAP has been an highly successful approach for some educators, other alternative approaches to educating young children have recently been identified. Also, many criticisms of the DAP guidelines as they were originally written have been published. Two alternative discourses to Developmentally Appropriate Practice will be considered in this paper. These alternative discourses include an academic approach to early childhood education and the identified cultural bias of Developmentally Appropriate Practice.

NAEYC's Position Statement (1987) suggests that children learn most effectively through a concrete, play oriented approach to early childhood education (p36). A child-oriented, play based program should address the physical, social, emotional and cognitive needs of the children enrolled in the program. This type of program has been recognised by many as best practice in the education of young children. In practice, this may mean that children spend much of their day engaged in active, meaningful play with toys, their peers, craft materials, blocks, paints, adults, outdoor equipment, books and other useful equipment. Play can be seen as beneficial in terms of children's learning as it challenges them to create, collaborate, problem solve, predict, reflect and enhances their ability to communicate (Education Queensland, 2003).

Alternatively, there are educational programs for young children consisting of direct instruction that do not view play as a valid form of learning. These programs focus primarily on academic achievement (Spodek, Saracho, & Davis, 1987, p178). Academic programs may focus on skill and drills, learning of basic isolated facts and completing worksheets. Kessler (1992, p21) suggested that the increasingly academic nature of early childhood programs is due to their inclusion within school campuses. Academic programs are teaching children the concepts and skills that were previously taught in the first year of formal schooling. Play is often used within these programs as a form of relaxation after the children have completed their set work, rather than as valuable and meaningful learning experiences.

Elkind states that children learn best through direct encounters with their world rather than through formal education involving the inculcation of symbolic rules (1986, p1). These symbolic rules may include writing and number systems, which are extensively taught as part of academic programs. The children enrolled in these programs may have little opportunity to construct knowledge or understandings for themselves. Letters and numbers may be taught in rote like fashion, rather than construction of concepts (Kessler, 1992, p29). Teachers within these academic contexts may provide too much highly structured formal education for young children. Teaching methods can be too formal and are generally considered inappropriate for young children (Cotton & Conklin p1). These formal, content-centred teaching methods may involve a lot of seatwork and children will regularly engage in whole class activities. Less time will be devoted to play due to its apparent lack of educational value (Grover, 2001, p1). Play based, child centred programs provide a more open and flexible curriculum which should be more suited to meeting the educational needs of young children.

The type of program that teachers implement, either play based or academic may be impacted by many things including expectations of the school community. Given the context of the learning environment, different approaches to teaching and learning may be expected. My experiences have been impacted by the expectations of the centre and school administration and the parents of the children enrolled in the programs.

During my time as a preschool teacher working in a long day care centre, I was expected to implement a child centred, play based program based on DAP principles. A developmentally appropriate program was expected and encouraged by centre staff, administration and parents. Parents were encouraging of this approach and none requested a more formal, content based approach.

Alternatively I had a very different experience teaching a combined Preschool/ Transition class in a state school within a remote Aboriginal community. The school administration, staff and parents expected that the Early Childhood programs would be content based using formal teaching methods. A play based, developmentally appropriate program was actively resisted by the parents and they believed that the children were wasting their time engaging in play based learning experiences. Eventually I implemented a more formal academic style program, whilst still incorporating as many play based activities as possible. School learning, for this community meant children sitting at desks, completing worksheets, and learning the English writing and number systems. It also involved in whole class learning. Play was seen as a reward for working hard on academic tasks, not as a meaningful and engaging way of learning about the world.

I found it very challenging to teach using what I believed to be inappropriate pedagogy for young children. It was my experience that an academic program may encourage children to recite rote-learned facts. An academic approach failed to encourage the children to become active, engaged, questioning learners. It was also my experience that the inclusion of early childhood units within school campuses impacted on what the school community viewed as appropriate for young children. As most schools are academic in nature, one might expect similar to be occurring in the early childhood units, however inappropriate this may be.

The curriculum that I was encouraged to implement was very similar to that of a Year One class. This was challenging in itself as most of these children had no spoken English and were of a spoken tradition. The first years of schooling were used to maximise the children's English language acquisition and to learn expected school behaviours. Parents judged my effectiveness as a teacher by how well the children were able to recite basic number facts or the alphabet for example, rather than if the children had developed pre-reading skills and basic mathematical understandings. These children were encouraged to be quiet, passive learners, usually engaged in whole class or table work, not actively engaged in meaningful play-based learning experiences. Another challenge in implementing a quality program which met the needs of the children was related to the cultural bias inherent of the NAEYC's original guidelines.

Developmentally Appropriate Practice was promoted by many universities and teacher education courses as best practice for educating young children. It was assumed by many that it would meet the needs of all children within most educare contexts. This was not the case as the child development theories which underpin DAP were based on white middle class males and therefore have a cultural bias (Jispon, 1993). Due to this cultural bias, DAP may not meet the needs of all children, particularly those who do not share the monocultural values reflected in the guidelines. Goffin states that traditional reliance on white middle class norms should be re-examined in light of the cultural diversity of the children who participate in early childhood programs (1994, p195). Recent research has shown that developmental milestones and expectations vary from culture to culture (Nissani, 1993). What is valued and viewed as normal in one culture may not be reflected in any other culture. Therefore educators need to develop broad and meaningful understandings of their students' cultural backgrounds, goals for socialisation, beliefs about the nature of the child and various child rearing techniques (Nissani, 1993). These beliefs about children and how they develop may differ from culture to culture.

Teachers may need to establish wide networks and meaningful relationships with families and members of the community so they can develop sensitivity and understandings of their students' culture. By developing these understandings and working closely with community, educators are able to prepare a more effective and appropriate educational program. Implementing a curriculum which addresses the cultural heritage of children will certainly be more developmentally appropriate than using curriculum guidelines which are culturally exclusive and reflective of monocultural norms. It has been stated that DAP as curricula knowledge base failed to acknowledge multiple perspectives, tacit knowledge, subjective knowing and personal cultural involvement in making meaning, thereby reflecting a particular cultural worldview (Jipson, 1993, p128). It is important that curriculum is developed using many sources including relevant child development knowledge, individual characteristics of children, subject knowledge, the values of the culture, parents' desires and the knowledge children need to function competently in society (NAEYC, 1994, p23).

Educational programs aim to teach children the skills necessary to function as an active citizen within society. The skills, knowledge, beliefs and attitudes taught should reflect those that children experience within their home and community life. It is believed that children's learning is enhanced when they perceive a connectedness between home and school and when what is valued in one system in honoured in the other (Kostelnik Soderman & Whiren 1993, p48). DAP guidelines (NAEYC 1987) as they were originally published ignored the cultural impact on learning and did little to emphasize the importance of strengthened home-school-community links. DAP emphasised autonomy and focuses on the individual which may be in direct conflict with the ethos of other cultures, which may emphasise family groups and community over individuals. According to Jipson critics have identified major problems with trying to establish universality in child development theories to cultures which do not share the same worldviews, languages or social orientations (1993, p128). Jipson goes on to state that by redefining the interests of the child in terms of the traditions and expectations of his/her culture and by reconnecting the experiences of the child to the context in which he/she lives and the cultural patterns and values which she/he experiences, teachers could undermine the bias seemingly inherent in DAP. The concept of DAP could be transformed to become culturally appropriate practice (1993, p134). The issue of culture has had a huge impact on my practice over the course of my career and have used the DAP guidelines with varied success.

I found DAP guidelines to be an effective basis for curriculum whilst working as a Preschool teacher within a long day child care centre. My students were all white middle class English first-language speakers. I did not encounter any difficulties or feel that I was unable to address the children's needs and interests. I was of a similar cultural background and the program reflected the children's life experiences. My experience working in a remote Aboriginal community was very different. I did not share these children's cultural background. Nor did I speak the same language, or share the same child rearing beliefs or world view. Implementing DAP as I knew it proved to be ineffective and difficult, and was also met with resistance from community and school staff, as previously discussed. My challenge was to develop some basic understandings about the children's culture, day to day life, their interests and past times and world view. I also needed some information about expectations for normal child development and expectations regarding acceptable behaviours. Information about child rearing techniques was also valuable. Most of the approaches, expectations and practices by the Anindilyakwa people were very different from mine. What I knew to be 'true' about how children develop, behave, speak and spend their day was not reflected within this culture. For example, some of the children enrolled in the preschool program were still being breastfed through out the school day and their mother (or aunty or grandmother) was expected to attend school with their child to support their learning. The differences in child rearing techniques and expectations about how children develop were vast. A curriculum based on white, middle class mainstream norms did not address the needs, interests and life experiences of these children. So, I developed a program which was reflective of these children's realities, in conjunction with parents, a local language specialist, departmental advisors and representatives from the community who had education backgrounds. Eventually a program, although based on a more academic approach was developed and implemented with the help of members of the community. This program was sensitive to and actively addressed the cultural heritage of these children.

The new program demonstrated an understanding and responsiveness to the cultural and linguistic diversity of the students and could be considered developmentally appropriate as identified within the revised guidelines (NAEYC, 1997). The new program recognised the significance of family involvement and was based on a jointly constructed, meaningful and contextually relevant curriculum (NAEYC, 1997). The socio-cultural relationships with the classroom had to be considered due to social responsibilities and avoidance relationships. This type of social impact on learning was not addressed in the DAP guidelines as they were originally published. Although, social impact and cultural sensitivity are highlighted in the revised document.

It was my experience that there are stark differences in the expectations child develop, between those which form the basis of DAP and that of the Anindilyakwa people. Many Anindilyakwa children were dependant upon their mother or female carer for emotional support and nurturing. Mothers, grandmothers and aunties regularly attended school with their children. Yet, the children also were afforded a lot of freedom and were encouraged to make many choices for themselves. Many behaviours were accepted as long as everyone was happy. This approach to child rearing and development differs from that of the dominant Western culture, which was reflected in the original DAP guidelines. The program that was implemented reflected culturally specific expectations about how the children would develop and behave.

These understandings were developed through forging relationships with members of the school community, which included parents, and community elders. It is though meaningful connections with the wider community that teachers are able to develop educational programs that address the interests, culture, language, emotional social, and physical needs of the children they teach. The revised Developmentally Appropriate Practice guidelines do much to highlight the need for educators to be sensitive and mindful of the cultural impact on children's learning. Also, that a child-centred, play based approach to educating young children appears to be the most successful and still represents best-practice. An academic approach to educating young children perhaps meet the needs of parents and school administrators, but does not represent the best approach to educating young children.

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Wednesday, November 24, 2010

Requirements to Become a Teacher

To become a public school teacher in the United States one must have a bachelor's degree in education or a certification in education and have had some training in teaching. Depending on the state one wants to acquire their teaching license determines the requirements to become a teacher. In most cases, private schools do not require a license. The required education not only varies by state, but also the level of school one wants to teach. Many states are now requiring that students in the education field take courses in special education. Although states may vary in their requirements to become a teacher, the basics for education students throughout the United States are similar.

Requirements to Become an Early Childhood Teacher

Early Childhood Education (from birth until age 7 or 8) requires very specialized education, since these are a child's formative years. Early childhood education focuses on providing children with the necessary tools for learning as they grow into adulthood. Making certain that young students are physically, emotionally, intellectually, and socially mature is crucial for long-term success. Licensing requirements to become a preschool teacher also vary by State. Requirements for public preschool teachers are generally more stringent than those for private preschool teachers. Some States require a bachelor's degree in Early Childhood Education, while others require an associate's degree in Early Childhood Education, and still others require certification in Early Childhood Education by a nationally recognized authority. The Child Development Associate (CDA) credential, the most common type of certification, requires a mix of classroom training and experience working with children, along with an independent assessment of the teacher's competence. A certificate such as the CDA may be all that is required for an entry level Early Childhood teaching position.

Requirements to Become an Elementary Teacher

The process for becoming an elementary school teacher begins with finishing high school. The aspiring teacher must then graduate with a degree in elementary education from an accredited university with a bachelor's degree. While in the process of obtaining a bachelor's the future teacher most likely will have to spend at least one semester performing a student teaching internship. It is strongly recommended that graduates then enroll in a professional development program which is one year long. This will give one extra experience combining education with teaching hands on. In addition to finishing the requirements to become a teacher dictated by the university, it is required by the State Board of Education that all elementary school teachers complete educational requirements and pass a test which is based on the skills that individual holds in teaching skills, reading, and writing. It is currently recommended that a teacher candidate earn a Master's Degree in a related education discipline, also.

Requirements to Become a Secondary (High School) Teaching

Becoming a high school teacher begins with similar requirements to become a teacher as those for an elementary school teacher training program. Instead of enrolling in elementary education one would enroll in teaching secondary education, taking the subject to a higher level. The major difference in this is that the future teacher would have to choose a specialty. That is if he/she wanted to be a math or English teacher that would be the specialty. Most students choose to double major in education combined with the subject of specialty.

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Monday, November 22, 2010

The Importance of Teaching Your Children Goal Setting

Life is all about achieving potential, and in order to do that, everyone must have goals to which they can aspire. That is an important lesson to teach your children, and one that will serve them very well in their adult years. As a parent, you want to ensure that your child has a secure future, teaching them to set goals is one way of ensuring that.

What valuable life lessons can you teach your children by helping them to set goals? Goals provide motivation. Perhaps your child has shown the desire to learn a musical instrument or take up a particular sport. You can help them to set a goal of achieving this is 6 months or 1 year, whatever is reasonable. The important thing is to ensure that your child enjoys the journey towards that goal. Having a goal will provide the motivation they need to press on, especially during times of frustration, when they might be tempted to give up.

Having goals emphasizes the importance of hard work and perseverance. It is possible that your child will become frustrated many times before they reach their goal. Your job is to encourage them and cheer them on towards the goal. Offer the support they need when they become discouraged. Help them to understand that it takes time to reach the destination, it does not happen overnight. If they do not give up, then at the end of the day they will feel a great sense of accomplishment, and will have learnt an important life lesson.

Goals help them to become organized. Plans must be put in place in order for goals to be achieved. For instance, for a small child, a goal can be as simple as ensuring that toys are put away after use. In order to do this, they will need to have storage boxes for the toys. Another goal might be to ensure that their school bags are packed and organized each night, in preparation for the next day of school. Of course children do learn by example, therefore, it is a good idea that you also practice the traits that you would like your child to adopt.

Goals improve their ability to focus. There is nothing like having a plan to give you a well needed head start. They learn how important it is to keep their eye on the prize, and not become distracted. With a goal in view, their efforts are concentrated towards achieving that particular objective. There is no question of them being side tracked by peripheral concerns, which will not assist them in achieving their goal.

When you first give your child a goal, get them involved and make it an easy one. Then you can give them a more difficult one the next time. As each goal is reached, they will gain confidence and their aspirations will become higher. It will also help them in solving problems they might come across, because they are always obstacles on the way to achieving goals.

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Thursday, November 18, 2010

Collecting Paper Dolls

Snip, snip, snip with the scissors; around the base, along the curves and finally the last snip. The dolls, clad in colorful swimsuits, stood near by awaiting the final cut of their wardrobe. The hours invested in their story panned out while little fingers bent tabs to change attire.

Are you old enough to remember the joy of paper dolls? If not - all is not lost, paper dolls are still on the shelves of bookstores and super centers or available via the Internet. Although their numbers are not as great as they were in the pre fashion doll industry era .... They are still around. Many people value them beyond the playfulness associated with childhood but as the most desired collectible on the planet. Paper doll collecting needs very little room for storage only rivaled by stamp collecting for minimal space required. The dolls are an inexpensive pleasure that is not a lost art. Some publishing companies have even undertaken the replication of older dolls from by gone times making it possible to own even some of the most dated dolls affordably.

The two-dimensional figures accompanied by the best wardrobe for the time period was a considerable luxury during the 1700's. Many of the outfitted dolls were designed for adult entertainment with stages included. By the mid 1800's paper dolls were manufactured in Europe and the United States but were still considered a luxury until paper became more readily available and affordable. Magazines would even offer paper dolls within their pages. This practice appeared as recently as the 1990's with Sue Shanahan creating a new, modern version of the beloved and wildly popular Betsy McCall.

The popularity of paper dolls was not lost on the marketing branches of several industries during the 1930's, 1940's and 1950's. Some of the product leaders of the time that took advantage of this phenomenon were Pillsbury, Baker's (chocolate), Singer (sewing machines), Clark's (threads), Lyon's and McLaughlin (both coffee). Later magazine advertisements that would use the dolls would include the sales of children's clothing, fabrics, cars, nail polish and soaps.

These fabulous pieces of paper were not always colorful nor always of people. Some dolls required the addition of coloring which kept many children busy designing their own fashion couture. The dolls included inanimate objects and animals too. Popular dolls that were available over the past two hundred years included royalty, public leaders, movie stars, fantasy fairy tale style characters, family groups, stuffed animals and even cherubs.

During the 1940's and 1950's a new kind of marketing arrived in the comic book industry. Publishers took advantage of the love of the paper dolls and created complimentary dolls for some of the comics. The appeal went beyond drawing in a new customer base - girls. The publishers encouraged people to submit original ideas for the clothing / costume designs for the comic characters. The comic books would display the designer's name with each outfit chosen. This ingenious strategy appears in the books through the 1950's.

The public popularity waned during the 1960's with the rise of the three dimensional fashion doll industry but that has not deterred many from creating and collecting paper dolls. A quick search of an online auction will prove this fact. Dig a little deeper and do a search at http://www.google.com, http://www.yahoo.com or http://www.msn.com and you will find many very talented artists still creating beautiful pieces of art. The search will even provide you with many free resources for starting you paper doll collection.

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Tuesday, November 16, 2010

Montessori Preschool Curriculum Choices and Benefits

Choosing a Montessori preschool curriculum is key to a successful educational program. Maria Montessori's teaching method encourages young children to develop a strong sense of individuality, responsibility, and promotes their natural strengths. When choosing a Montessori preschool curriculum it is important to ensure that the essential core elements of the program include Mathematics, Language Arts, Sensorial Activities, Cultural Awareness, and Practical Life skills.

The number one principle of Montessori education is that children retain best when they are involved in independent active play and learning. The Montessori preschool curriculum should allow for children to play independently, while the parent or teacher is the facilitator between the child and the curriculum.

Another wonderful benefit from choosing a Montessori preschool curriculum is that children are allowed to work at their own pace. This helps the child gain confidence as well as self-esteem- two important qualities that are developed through Montessori education. The Montessori educational method believes that all children have a natural desire for independence, creativity, and to achieve self esteem through mastering tasks. You will also find that Montessori curriculum is most effective when used with small group settings. This is easily obtained for those who are using the program at home with one child, but in the daycare or preschool settings where there are small groups of children, it will be beneficial to have children work individually.

The basics of Montessori encourage and foster independence. Therefore, most Montessori preschool curriculum choices will involve children working from one activity to the next. The teacher never forces a child to work or complete a task but is there to gently guide and oversee. The teacher will ask the child questions regarding which activities the child feels comfortable with and will offer their assistance if needed. By providing support and encouragement, the child will gain self-confidence and master skills according to their own time frame.

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Sunday, November 14, 2010

Online Educational Games For Preschoolers - Buffet Vs Banquet

The Internet has accumulated a huge collection of online educational games for preschool and kindergarten kids, many of which are freely available to the interested parent. We looked at a whole lot of these games to figure out the quality of such readily available online fun learning games.

There are a lot of websites offering online educational games in various areas of learning such as early mathematics, analytics, language etc. However, there is one major shortcoming with such online games. This is with regards to organization of such games. We found that most of these online educational games are quite unorganized. This is what we call the "buffet" model. It is like going to a buffet to eat all you want. It can be nice in the sense that you can eat anything you want - you can even start with the dessert and end with appetizer. However, for every course you have to get up and walk up to the food to serve yourself. When you take your young kids to a buffet, you not only have to serve yourself, but also serve your young kids, which makes you work twice as much.

In the context of educating kids online, the "buffet model" requires a lot of planning and hard work from the parental side. The buffet model can make navigating from one game to another quite difficult for the parent and almost impossible for the kid on its own. Looking at such content, one easily comes to the conclusion that parents have to spend a lot of time trying to organize and present content and educational games to their kids, so that the kids would get something meaningful out of it. This means that parents have to baby sit them on a daily basis and put in a lot of a-priori homework on their part.

The other side of the equation is what we call the "banquet" model, where in it is like going to a banquet. You are served with a full 7 course meal, which you can simply sit and enjoy. It is more of a finer dining experience. Of course you will likely not be able to start with the dessert and end with the appetizer here.

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Wednesday, November 10, 2010

Abeka Curriculum - What is it and Should I Use It?

Abeka curriculum is certainly very popular and well known. It appeals to parents because there are teacher manuals and textbooks for each subject. Although it is very thorough and a great base for those beginning home schooling, there are some pitfalls you need to watch out for.

Lots of reading - If your child likes to read books and textbooks, Abeka should be fine for you. Be aware that some students burn out on it because of the quantity and quality of reading material.

Created for schools - Abeka curriculum is used in many Christian schools and is designed to be used in a classroom setting. If you are looking for a school-at-home curriculum, then this might be just the program you are looking for. They have a strong math and phonics program an is Christian-based. Biblical principles are interwoven throughout the textbooks.

Accelerated - If your child is an average student for the grade that you use, Abeka might be too difficult for them. Most of their curriculum is a grade level above the public school standards.

You can find their booths at many home school conventions as well as at many hotels throughout the country where they have displays and meetings. Parents like it because it tells you what to say in the teacher manuals. If you like to teach as a parent and not as a classroom teacher, you might want to adapt the curriculum or choose something more in your style of teaching.

Abeka curriculum is a well known homeschool program that uses Christian values and Biblical principles to teach your child what they need to know. They offer all subjects required by schools along with Bible. As with any book or curriculum choices you will want to weigh your child's learning style and your teaching style to make sure you make wise curriculum/book choices that will give you a great homeschooling year.

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Friday, November 5, 2010

Green Day - McGregor, Elmhurst, IL 1993

Best time to live 12/01/1993. Green Day was part of the Northern California underground punk scene. Childhood friends Billie Joe Armstrong (guitar, vocals) and Mike Dirnt (bass, born Mike Pritchard) formed their first band, Sweet Children, in Rodeo, California when they were 14 years old. By 1989 the group had added drummer Al Sobrante and changed its name to Green Day. This year the band independently received his first EP, 1,000 hours, which was also in the California hardcore punk scene.Soon the group had signed a contract with the local independent label Lookout. Green Day's first album, Out Slappy Hour 1039/Smoothed was published the same year. Shortly after his release, the band replaced Sobrante with Tre Cool (born Frank Edwin Wright III); Cool, the band was permanent drummer. During the early 90s, Green Day continued to a cult that grew stronger with the release of their second album, 1992's Kerplunk to cultivate. The underground successKerplunk led to a surge of interest from major record labels, the band finally decided to sign with Reprise. Dookie, Green Day's major label debut, was released in spring 1994. Thanks to MTV support for the first single "Longview," Dookie became a big hit. The album continued to gain momentum during the summer, with the second single "Basket Case", he spent five weeks at the top of the American Modern Rock chart. At the end of the summer, the band did the show in Woodstock...



http://www.youtube.com/watch?v=ZyQWj5eU_R0&hl=en

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Wednesday, November 3, 2010

Online degree programs

As laws and regulations regarding distance education and e-learning are becoming more sophisticated, more institutions and people trust the online degree programs via the Internet. The scope of courses and educational institutions to become larger and varied range.

The students are now many online degree programs, which select the same benefits and training in classrooms and on-campus education programs. A degree from an online program can comparewith conventional methods. For example, a graduate of an online degree program and a traditional program have the same title as BBA in Accounting, BBA in Management, BBA in Health Care Management, Bachelor of Science in Computer Information Systems, or BA degree in criminal justice. This is good news for stay at home mothers who have to be coordinated in pursuing their education or for working people, their training in the workplace is interested.

Courses and programs in different disciplinesare now available online. These include the humanities, entertainment, communications, humanities, Graphic Design, Game Art, Interior Design, Fashion Design, Interdisciplinary Studies, Religion, writing, Web design, health & medical, biomedical computer science, counseling, dental assistants, Health Care Administration Human; Services, Medical Billing & Coding, Natural Health, nursing, psychology, economics and masters in business administration, accounting, advertising, e-Commerce Human;Resources, management, marketing, quality assurance, science and technology, Automotive, Engineering, Information Technology, Computer-Aided Design, aviation, motorcycle, hospitality management, computer, computer science, Criminal Justice and Law, Legal Secretary, Paralegal, Homeland Security, public administration, education administration and teaching, adult education, curriculum and instruction, K-12; early childhood, special education, Culinary Arts; real estate;Evaluation; Home Inspection and veterinary technicians; among many others.

Whatever may be your passion or dream, with distance learning, you can achieve it. With online courses, you can continue your studies wherever you are and at your own pace, giving you time and effort to other things that really matter to you devote to such work and family.

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Tuesday, November 2, 2010

Parenting Curriculum

A curriculum based on specific objectives that A timeline should be achieved within certain. When it comes to parenting I find the results of this stilted and banal. Our children are not products, they are autonomous beings who need to be linked to their parents. When I threw the curriculum and easy to create a safe place for cooperation, wonderful changes have occurred within my family. After the expectations for a child to achieve certain goals andTargets a certain time is just under them (and us) to fail. I was looking for a way to reframe the words curriculum, I began with, and this is the best way I can set up in it.

I began to look at it as a musician in a jam session. I am a person who has learned how my instrument, which is in cooperation with the other people in my family all their gifts and talents to bring to our jam session to play. Together we share ideas on how we want our songs toSound and then we will start playing only. What goes in this moment is what counts, not the preconceived ideas about what we thought the song should sound. The art of the jam session is that we meet on common ground, which is the good of the family, then we will improvise and see what we can come up with. The melody often sounds nothing like the original pre-conceived opinion ... this is the art of living without a curriculum.

I deliberately use the word art, no two familiesexactly the same as a painting or a sculpture. In a family jam session standard activities such as meals, television, personal care or to decide what to do on this day, the framework for this kind of improvisation. The skills and knowledge, we do not have at our fingertips to busy schedule, we (parents) not the boss or the lead player, and we let things unfold naturally with our know-how "Only if we are asked. We're like the drummer, the other artist support andkeeps the rhythm going. The magic happens during the interactions, in the space between the participants, no one member can take the credit.

Parenting without a curriculum is control see life with our family as a philosophy of experiential learning that downplays the intellectual tendency to predict, and. The integration of spiritual principles such as "does the following," "search for perfection in things as they are and not as we think they should be, these principles areconscious parents will live by. It's an experience, not a script or a set of dogma! The idea is to live from moment to moment, loyal to you.

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Monday, November 1, 2010

Nas 2nd Childhood w / Lyrics

Courtesy of Ill Will Records / Columbia Records / Sony Music Entertainment [Nas] Yeah, hahaha "Cause when I flow the for the street .." - ".. Who else could it be" Nas .. "[Nas] Yo explode, my thoughts of quart of beer had been drunk years back, before Nasir would explore a career in rap as a music dude, I have this Rubik's Cube Godzilla mastered, fought Gargantua, eyes, the tube was a long time, John glued Geronimo po-lice Boy Ice jumpin from Chrysler, resist easy paper Pops puffin his session,punchin his chest like a gorilla Outside was psycho, killers Saw Divine, Goon and Chungo, Lil 'Turkey RIP Tyrone, "member not in front of Mrs. cursin Vercey Big Percy, Crazy Paul, the Sledge Sisters My building was 40-16, once in a blue was clean hallways, I knew all I had seen had meant somethin learned early to not fear little Nas was huntin Livin carefree laughin got jokes on everyday Y'all actin like some old folks y'all don 't tell me listen Yo I'm in my second childhood [Chorus: repeat 2X]"Because when I flow for the road .." - ".. Who else could it be" "NAS" - "Nas .." "Resurrect, through the birth of my seed .." - "Queensbridge" get it right .. "-" Get yours, nigga "[Nas] Yo, dude is 31, livin in his crib mothers ex-con, because after his long bid Cornrows in his hair, still slingin was pardoned, has a crew They break his moms furniture , watchin Comic View Got babies by different ladies high smokin L's in the same spot he stood since, eighty-five well When his hiding place...



http://www.youtube.com/watch?v=b0uQwG9ycF0&hl=en

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