October 28, 2016

Differentiation in Early Childhood? It Can Be Done!

Hello everyone, my name is Marsha McGuire, from A Differentiated Kindergarten.  Today, I will explain to you what my blog is all about.

My blog is a mixture of ideas and activities to use in your classroom with a little fun thrown in to liven things up, I also have a special interest in Differentiated Instruction. 

The one thing that I constantly hear from student-teachers and teachers who haven't quite caught on to differentiating their instruction, is 'it's soooooo overwhelming" or "I can't quite get my head wrapped around it"  For those teachers I like to suggest starting out with only tackling one thing  and build up.

Remember, you can differentiate by responding to a student’s interests, learning profile or readiness.  So, to start with you might want to tackle tiering one activity, just to get your feet wet.

I do think it will be helpful, especially to us visual learners, in giving you an idea of what it might look like to tier and how to go about thinking about tiering an activity.

First identify your key concept . . . this is your common core; standard or whatever skill or concept is ESSENTIAL for them to master.

Next Pre-assess . . . this is where you can do a simple thumb up, thumbs down quick test to get an idea of what they already understand. This shouldn't be a paper/pencil test necessarily

Then create your whole group experience or lesson.  I like to make this fun and interactive so that I get them HOOKED and interested.

And finally, you're ready to create your activity. This is where you adjust the pace, steps or complexity based on your students and place them in the corresponding tiers.

Enjoy,

Ms. Nora Sierra

EC Assistant Principal

Discovery School

October 24, 2016

What Are Sight Words and Why Are They Important?

What Are Sight Words and Why Are They Important?

 Sight words (high-frequency words, core words or even popcorn words) are the words that are used most often in reading and writing.

In classrooms across America, the development of sight word recognition continues to be a top priority when instructing emerging and beginning readers.

They are called “sight” words because the goal is for your child to recognize these words instantly, at first sight.

Why are Sight Words Important?

Sight words are very important for your child to master because, believe it or not, “sight words account for up to 75% of the words used in beginning children’s printed material”, per Study to Identify High-Frequency Words in Printed Materials, by D.J. Kear & M.A. Gladhart. There are different sight words for every grade level. Each set of words builds upon the other, meaning that once your child learns the sight words in Kindergarten, he will be expected to still recognize those words as he learns new words in first grade, and so forth.

Many of the over 200 “sight words” do not follow the basic phonics principles, thus they cannot be “sounded out.” Beginning readers need an effective strategy for decoding unknown words, and being familiar with sight words is an effective method. 

Other benefits of sight words include:

• ·       Sight words promote confidence. Because the first 100 sight words represent over 50% of English text, a child who has mastered the list of sight words can already recognize at least half of a sentence. If your child begins to read a book and can already recognize the words, chances are he won’t feel discouraged and put the book down, rather he’ll have more confidence to read it all the way through. And, choose another!
• ·       Sight words help promote reading comprehension. When your child opens her book for the first time, instead of trying to decipher what ALL of the words mean, she can shift her attention to focus on those words she is not familiar with. She will already know at least half of the words, so focusing on the other half helps strengthen her understanding of the text.
• ·       Sight words provide clues to the context of the text. If your child is familiar with the sight words, she may be able to decode the meaning of the paragraph or sentence by reading the sight words. And, if a picture accompanies the text, your child may be able to determine what the story is about and come away with a few new words under her belt.

Enjoy,

Nora Sierra

Early Childhood Assistant Principal

Discovery School

(504)221-7790

(504)221-7791(fax)

(504)9500-1720(school cell)

(504)9985-0732(mobile)

nsierra@discoveryschool.edu.hn

October 17, 2016

The Importance of Phonemic Awareness in Learning to Read

 Phonemic awareness is a critical skill for learning to read an alphabetically
 written language. Yet a fair amount of confusion, especially among educators, persists about what this skill is and why it is so important. Written for practitioners, this article describes phonemic awareness and discusses why it is a prerequisite for learning to read, how we have come to understand its importance, why it can be difficult to acquire, and what happens to the would-be reader who fails to acquire it. Our discussion of phonemic awareness is framed within a particular view of reading,
 to which we turn first.

What is reading?

Reading, or more precisely reading comprehension, is the ability to derive meaning, particularly that intended by the author, from the printed word in short, reading is understanding the meaning of written language. The major difference between the written and the spoken word is not what is being communicated, but how the communication is taking place, by eye rather than
 ear. In this simple view, reading is dependent on two major cognitive capacities. The first is comprehension, the ability to understand language. The second is decoding, the ability to derive a word phonological representation (one based in the domain of spoken words) from the sequences of letters that represent it. Skilled decoding allows the reader, through print, to retrieve the meaning of words known and organized through the learning of spoken language. Together, decoding and comprehension skills combine to permit language comprehension to take place via the printed word.

What is phonemic awareness?

Phonemic awareness is a cognitive skill that consists of three pieces. The first piece concerns a linguistic unit, the phoneme; the second concerns the explicit, conscious awareness of that unit; and the third involves the ability to explicitly manipulate such units. Phonemic awareness is thus the ability to consciously manipulate language at the level of phonemes.  Let’s take each of these in turn.

A phoneme is an abstract linguistic unit. Linguists define it as the most basic unit of language capable of making a difference in meaning. As an example, the difference between the word pairs (each containing three phonemes) bit and pit, bat and bet, bin and bid, is a single phoneme, one occurring
 in these examples in the initial, medial, or final position, respectively, of the spoken word.

Phonemes are abstract because they are not the actual sounds of which words are composed; these are known as phones. Rather they are the underlying category of which the phones are members.  To illustrate this, think of how the sound represented by the letter p is different in the words pan and span. To make this readily apparent, hold your hand close to your mouth and notice that the puff of air that is released when saying the former is much stronger than that released with the latter.  The puff, known as aspiration, is not distinctive in English, in that there are no pairs of words where this single difference
 in aspiration marks a difference in meaning. In short, these two sounds (or phones) are different, yet they represent the same underlying category (or phoneme). As we will see, the abstract nature of phonemes presents one of the obstacles a child must overcome in developing phonemic awareness.

Terms Often Confused with Phonemic Awareness

Phonics: An instructional
 approach for helping children learn the relationship between letters and sounds.

Phonetics: The process used by linguists to describe the speech sounds
 in natural language.

Phonology: The linguistic component of language that deals with the systems and patterns of sounds that occur in languages (distinguished from the other two components of language, which are syntax
 and semantics).

Phonological awareness: A general term for metalinguistic awareness of any of the phonological characteristics of language, including phonemic units, syllables, rimes, and words.

Enjoy,

Nora Sierra

EC Assistant Principal

Discovery School

October 10, 2016

Assessment in Early Childhood

There are many reasons why children undergo assessments; among these is the desire to know how well children are learning, if they are making progress and meeting proficiency benchmarks, and if they are being taught effectively. Data from assessments provide valuable information for planning whole-group and individualized instruction, for determining program quality, and for communicating with others. Assessment practices encompass a range of instruments and techniques including structured one-on-one child assessments, standardized assessments, portfolios, rating scales, and observation. Comprehensive assessment is based on information from multiple sources, including measures that provide different types of information.

Progress Monitoring

Progress monitoring is a term used to describe any of a number of activities or approaches to data collection that focus on a child’s learning over time and help to document and provide meaningful feedback on learning outcomes. Progress monitoring measures, provide information about the level of children’s growth in key skills, which helps to determine the support and services each child needs to be successful. Currently, the majority of progress monitoring tools target language and early literacy skills rather than all domains of development and learning.

When teachers observe children in the classroom, they are afforded unique opportunities to understand how to enhance classroom routines and instructional practices. Gathering student observation data provides teachers with opportunities to reflect on the classroom environment, curriculum, and teaching strategies and to determine which aspects of the classroom experience are working well for the children and which aspects might be adapted to better meet children’s needs. For example, if the teacher notices, through whole class observations, that many children seem to struggle with self-management during free time she may decide to teach specific routines to help children. These routines may be as simple as a guideline that you want children to do. Through systematic observation of the whole class the teacher becomes aware of patterns of needs and can respond appropriately.

Systematic observation is a promising method for screening children to recognize and respond to their needs. Observation allows teachers to record information about all areas of development and to identify areas of strength as well as areas of need. Additionally, because observation occurs in natural contexts and is meaningfully connected to the routines, activities, and curriculum of the classroom, teachers can identify children’s interests in order to adapt curriculum and incorporate skill building into activities that are of interest to the child.

Enjoy,

Nora Sierra

Early Childhood Assistant Principal

Discovery School

(504)221-7790

(504)221-7791(fax)

(504)9500-1720(school cell)

(504)9985-0732(mobile)

nsierra@discoveryschool.edu.hn

Teachers in early childhood education must understand the diversity of learning styles in the classroom environment. Since each child is likely to have a different learning style, students need a variety of lesson plans and activities to engage the entire class. Understanding how students learn will make it easier to create appropriate lesson plans for the educational program.

Most common Learning Styles in Early Childhood

Although different learning styles might develop as children get older, students will generally learn in one of three ways:

Visual: The students with a visual style of learning will remember information best when presented with pictures or images. Visual learners will often recognize numbers and letters better than peers with another type of learning style.

Auditory: Auditory learners are best able to understand when they hear information. In early education, auditory learners are more likely to prefer listening to stories or telling stories as a major method of understanding information.

Kinesthetic: Students with a kinesthetic learning style are the physically active members of the class. The students learn best by manipulating objects and engaging in physical activities to learn the material.

As children continue learning reading, writing, logic and socializing skills, they may adapt to different learning styles. However, these changes often won’t develop until later in life and are less common during early childhood development stages.

Other styles of learning

While the average student in early education will learn through one of the styles listed above, some of the class may learn in different ways. Children can develop alternative learning styles over their educational experience.

Verbal: Students who focus on words rather than simple auditory sound. In early childhood education, verbal learners and auditory learners will have similarities due to the use of stories as a primary method of understanding information. As children get a little older, the verbal learners will prefer learning through reading, writing and listening to information. Auditory learners will focus on music and sound in general, but will not necessarily enjoy reading or writing.

Logical or mathematical: Focus is on finding a pattern to the thought processes. These students will understand math and science better than peers. Using reason to provide answers to questions will help the students learn information.

Social: Interaction with classmates is also a contributing factor in learning. While some young children will learn best when working with peers, other children will prefer working alone on class projects.

While many children will have a secondary learning style related to social interaction, others are solitary learners. They understand information best when allowed to work out the problems without classmates offering input. Early education teachers will notice that the children prefer playing alone rather than spending time with peers.

Enjoy,

Ms. Nora Sierra

EC Assistant Principal

Discovery School

September 26, 2016

Quiz: What's Your Child's Learning Style?

Knowing your child's learning style is key to his school success. Take this quiz to find out what kind of learning is best for your kid!

By Sharon Duke Estroff

LEARNING BENEFITS

Hover over each Learning Benefit below for a detailed explanation.

Cognitive Skills

Most kids have a natural way of picking up new info — they learn best either by listening, looking, or doing. Once you know your child’s learning personality, you can sidestep a lot of academic agita. Take the quiz below to reveal how your kid’s brain works best, then play to his strengths to maximize his school potential.

1. You let your child pick out one toy at the dollar store. Which is he most likely to choose?

a) Paint-by-number set

b) Play microphone

c) Hula hoop or football

2. If your child could only pick one after-school activity, which would he choose?

a) Art lessons

b) Music lessons

c) Sports or drama lessons

3. You’re out to dinner and there’s a 10-minute wait. How does your child occupy himself?

a) Doodling

b) Talking your ear off

c) Digging in your purse while bouncing in place

4. When your child picks the family activity, which is he most likely to choose?

a) A movie

b) A concert

c) Mini golf

5. When your child reads a book to himself, he:

a) Sits quietly, immersed in its contents

b) Mouths the words aloud or asks you to read it to him

c) Fidgets frequently

6. Which of these iPad activities is your child most drawn to?

a) Looking at photos

b) Listening to music

c) Playing Angry Birds or another video game

Mostly A’s: Learns by looking

Your kid responds best when new material is in lists, charts, graphs, and diagrams. A little color goes a long way: He can write spelling words or state capitals in different colors so they’re easier to memorize. Abstract math homework goes faster when you give your visual kid objects to help him think through the problem. (If I had 12 M&M’s and Mom ate 7, how many are left?)

Mostly B’s: Learns by listening

If your child is one of the 10 percent of kids who are auditory learners, she does well with verbal instructions and shines in discussions. She’ll learn faster if she has a voice recorder: Saying things aloud can help her retain info, and re-playing the recording boosts comprehension even more. If she turns a book’s dialogue into a puppet show, she’ll remember the story.

Mostly C’s: Learns by doing

Like the majority of children, your kid absorbs info best when she’s physically engaged on some level. Many kinesthetic learners have trouble sitting still for long stretches. So turn homework into a sporting event: Let her shoot a foam basketball into a laundry basket every time she answers a question correctly or give her a squishy ball to squeeze and manipulate.

Good Luck,

Ms. Nora Sierra

EC Assistant Principal

Discovery School

September 14, 2016

What is MAP testing? (taken from the NWEA website's Parent Toolkit document)

MAP was first introduced to students in grades three - five during the 2005-2006 school year. First and second grade students now also participate. MAP, or the Measure of Academic Progress, is a computerized adaptive test which helps teachers, parents, and administrators improve learning for all students and make informed decisions to promote a child's academic growth.

When will my student be tested and how often? 

During the first weeks of school, students will participate in two MAP testing sessions to assess Reading and Mathematics. When taking the MAP test, the difficulty of each question is based on how well a student answers all the previous questions. As the student answers correctly, questions become more difficult. If the student answers incorrectly, the questions become easier. Although the tests are not timed, it usually takes students about one hour to complete each test. Students will repeat the tests two more times during the year to continually assess student progress and adapt learning as needed. The mid-year test is a shortened version.

Do all students in the same grade take the same test?

No. This assessment is designed to target a student's academic performance in mathematics, reading, and science. These tests are tailored to an individual's current achievement level. This gives each student a fair opportunity to show what he or she knows and can do. Because the computer adjusts the difficulty of the questions as the test progresses, each student takes a unique test.

What are the MAP test results used for? 

MAP is used to measure a student's progress or growth in school. The testing information is important to teachers because it indicates a student's strengths are and help that is needed in any specific areas. Teachers can use this information to help them guide instruction in the classroom. If you have ever used a growth chart in your home to show how much your child has grown from one year to the next, it will help you understand the scale MAP uses to measure your child's academic progress. The measurement system is called the RIT scale (Rasch unIT), and is an equal-interval scale much like feet and inches on a yardstick. The scale is used to chart your child's academic growth from year to year. RIT scores typically start at the 140 to 190 level in third grade and progress to the 240 to 300 level by high school.

How can I help my child prepare for MAP testing? 

•  Meet with your child's teacher as often as needed to discuss his or her progress. Working together as a team benefits your child. 
•  Provide a comfortable, quiet place for studying at home. 
•  Make sure that your child is well-rested on school days, especially the day of the test. Children who are tired are less able to pay attention in class or to handle the demands of a test. 
•  Give your child a well-rounded diet. A healthy body leads to a healthy, active mind. 
•  Provide books and magazines for your child to read at home. By reading new material, a child learns new words that might appear on a test. Ask your child's teacher or media specialist for a suggested outside reading list. Where can I go for more information about MAP testing? You can talk with your child's teacher, go directly to the NWEA website at http://www.nwea.org, or read the whole Parent's Toolkit document at http://www.greenville.k12.sc.us/parise/parents/MAPtoolkit.pdf

Enjoy,

Ms. Nora Sierra

EC Assistant Principal

Discovery School

September 12, 2016

Reading is a vital foundation for educational and life success, and it must start early!

Reading is the gateway to learning, opening doors to faraway adventures, new possibilities and promising futures. Without strong reading skills, children will face a host of difficult challenges throughout their lives. That’s why we know Reading Matters. And that’s why SMART helps thousands of Oregon children each year develop the skills and self-confidence they need to read and succeed.

For years, the consensus in early childhood education has been that reading aloud is the most important thing you can do for your child’s academic success. And, new research is proving that how you read to your child can also have a major impact on learning.

A story from National Public Radio explores how bringing preschoolers’ attention to the print – not just the pictures – while reading books can have positive impacts on their literacy development. Here’s a short summary:

For the past 15 years, education researchers such as Anita McGinty of the University of Virginia’s Curry School of Education have studied what behaviors help children learn to read. Their research included eye-tracking studies to observe children’s habits. They found that, when you simply read a book to kids, they tend to ignore the print on the page. “More than 90 percent of the time the children are focusing on the pictures, or they are looking up at the parent,” says Shayne Piasta, a professor at Ohio State University. In other words, they’re not paying attention to the printed letters.

So how do we shift a child’s focus from pictures to text? The answer is surprisingly simple! McGinty, Piasta, and researcher Laura Justice conducted a study focusing on modest changes to the way preschool teachers read to disadvantaged children. Two groups of teachers received 30 weeks worth of books to be read four times a week. One group read the books normally. The other group was instructed to ask questions that would require the child to pay attention to the print in the book. Children read to by the second group of teachers had better literacy outcomes by the first grade than those in the first group.

It’s important to keep in mind that no single intervention by itself will permanently sustain positive results. Children need continued intervention over time, especially if they come from impoverished families and weak schools. However, we believe this simple change to the way you read to your child can increase his or her success down the road.

Enjoy,

Ms. Nora Sierra

EC Assistant Principal

Discovery School

Sept. 5, 2016

For years I have enjoyed the books written and illustrated by Kevin Henkes, even the volumes that have not been chosen as award winners. His newest picture book, Waiting, is delightful and fun. The waiting theme made me think of the years I was a kindergarten teacher.

Prior to coming to kindergarten, many children experience a strong build-up by family members. Everyone exclaims, “You get to go to kindergarten in the fall. You must be so excited!” The anticipation for a five-year-old must be enormous. More than once, I had a child express concerns after the first few days of kindergarten. “Is this it?” they would say. It always kept me on my toes to make sure that my classroom was an engaging and exciting experience. I knew I had to live up to the big build-up kindergarten had received, because I wanted them to feel, “WOW! This IS it!”

Waiting also made me think about the number of times I have been in classrooms and watched children waiting…Waiting for other children, waiting for the teacher, waiting for their turn, waiting for their snack, etc. We know that when children are not engaged, the chance of them displaying negative behavior goes up dramatically. A smart teacher will be organized enough to minimize any waiting time for their students, especially early childhood age children. Here are a few things that worked in my classroom to help children avoid waiting:

• ·         There was always something to do. Whenever the children were engaged in a project, there were always more activities to do when they finished the planned activity. I often posted picture of each activity on the board so that the children could look up and know what to do next. This way, they never waited for other students to finish.
• ·         There was a procedure for everything. The children knew the procedures for going to the bathroom, getting a drink, getting a sharpened pencil, getting paper, staying put when the teacher was giving directions, etc. I reminded the children often about the procedures and used those reminders as teaching tools.
• ·         “I’m next” name tags. I created (thanks to a suggestion from my friend, Sharon MacDonald) some nametags that said, “I’m Next.” Whenever taking a turn was the procedure (using the computer, iPad, sand table, play dough table, etc.), I had the child(ren) who would be next wear the necklace. That way they knew they were next and didn’t keep asking me about it. ALSO, the other children in the classroom didn’t waste time waiting, because they knew they were not next.
• ·         A daily visual schedule. I found it important to have a daily schedule posted so the children knew what was coming next. I was always surprised at the number of children who waited for the next activity. I always told the children that we would move to the next scheduled part of the day when we finished the one we were working on. I would give them a signal when we were ready. I do think that this visual reminder gave them a sense of security and a strong feeling that they didn’t need to wait.

These were the main strategies that helped children avoid waiting. Teachers should always strived to make their classroom an engaging, joyous environment, where the children are never waiting and the activities met their high expectations for kindergarten.

Enjoy,

Nora Sierra

Early Childhood Assistant Principal

Discovery School

(504)221-7790

(504)221-7791(fax)

(504)9500-1720(school cell)

(504)9985-0732(mobile)

nsierra@discoveryschool.edu.hn

Aug. 29, 2016

Is my child too sick to go to school?

Many parents have a hard time deciding if their kids are well enough to go to school. After all, what well-intentioned parent hasn't sent a child off with tissues in hand, only to get that mid-morning "come get your child" phone call?

But making the right decision isn't as tough as you might think. It basically boils down to one question: Can your child still participate in school activities? After all, having a sore throat, cough, or mild congestion does not necessarily mean a child can't be active and participate in school activities.

So trust your instincts. If your son/ daughter have the sniffles but haven’t slowed down at home, chances are their well enough for the classroom. On the other hand, if they have been coughing all night and need to be woken up in the morning (if they typically wake up on their own), they may need to take it easy at home.

Of course, never send a child to school, which has a fever, is nauseated, vomiting, or has diarrhea. Kids who lose their appetite, are clingy or lethargic, complain of pain, or who just don't seem to be acting "them" should also take a sick day.

If you decide that your child is well enough to go to school, check in first. Most childcares, preschools, and grade schools have rules about when to keep kids home. For example, pinkeye or strep throat usually necessitates a day home with appropriate treatment. Usually, kids can't return to school or childcare until at least 24 hours after a fever has broken naturally (without fever-reducing medicines).

And remember, go with your feeling. You know your kids best, and you know when they're able to motor through the day — and when they're not.

Enjoy,

Nora Sierra

Early Childhood Assistant Principal

Discovery School

(504)221-7790

(504)221-7791(fax)

(504)9500-1720(school cell)

(504)9985-0732(mobile)

nsierra@discoveryschool.edu.hn

August 22, 2016

The Value of Art for the Preschool Child

Art is basic. Of course, every subject area is important, but no program for young children could succeed without emphasizing art. Through making, looking at, and talking about their own artwork and the art of others, three-, four-, and five-year-old children are doing the following:

• ·         Expressing their feelings and emotions in a safe way. They learn to control their emotions and recognize that they can express and handle negative as well as joyous feelings through positive action.
• ·         Practicing and gaining fine muscle control and strengthening eye-hand motor coordination. By holding paintbrushes and learning how to control paint, crayons, scissors, and other art tools, children gain the skills necessary for later writing activities as well as a feeling of control over themselves and their world.
• ·         Developing perceptual abilities. Awareness of colors, shapes, forms, lines, and textures result as children observe these and try to replicate them through art.
• ·         Being given the opportunity to make choices and solve problems. How do you get the legs to stick on a clay figure? What color should I use? Making art offers children a multitude of choices and many decisions to make.
• ·         Seeing that others have differing points of view and ways of expressing these than they do. Comparing children’s drawings, paintings, or models gives children concrete, dramatic examples of how different people express the same thing in different ways. While learning that their way is not the only way, they learn to value diversity.
• ·         Becoming aware of the idea that, through art, culture is transmitted. Becoming acquainted with the art of the past, children are involved in learning something of their origins and themselves.
• ·         Experiencing success. Because art leaves the end open to the creator, all children experience a measure of success. This is why art activities are appropriate for children with special needs. Regardless of the physical or mental need of the child, there is some art media and activity through which he or she can experience success.

·         Making connections between the visual arts and other disciplines. Art integrates the curriculum. Content from every subject matter can find form through art.

Enjoy,

Nora Sierra

Early Childhood Assistant Principal

Discovery School

(504)221-7790

(504)221-7791(fax)

(504)9500-1720(school cell)

(504)9985-0732(mobile)

nsierra@discoveryschool.edu.hn

August 15, 2016

                              The First Days of School

The start of preschool is a milestone that's often anticipated with great excitement and joy, but also with lots of crying, uncertainty, and heel digging -- from both kids and parents! "For children, the main source of anxiety around entering preschool is that they have absolutely no idea what to expect," says Katrina Green, a certified early childhood and early childhood special education teacher at the Just Wee Two program in Brooklyn, New York. "They have spent the first three to four years learning the rules and routines of their family life and they are completely unfamiliar with the new rules and routines they will encounter. For parents, the main source of separation anxiety is worrying that their child will feel abandoned."

Have your child bring a little reminder of home to the preschool to ease his separation anxiety and reassure him. If he doesn't have a favorite doll or blankie, even a beloved book or a sippy cup filled with his favorite drink can do the trick. "I had a child enter my preschool program who was experiencing major anxiety," Green reveals. "In the beginning, we encouraged him to bring photos of his family and items from home. He filled an entire Whole Foods bag with toys from home!" Comfort objects may seem like small stuff to you, but they can provide a real sense of security to kids in an unfamiliar environment. "Children almost always outgrow the need to bring a comfort object to school,"

Enjoy,

Ms. Nora Sierra

EC Assistant Principal

nsierra@discoveryschool.edu.hn

(504) 2221-7790

 (504)221-7791(fax)

(504)9500-1720(school cell)

(504)9985-0732(mobile)

Aug. 9,2016

The Importance of Early Childhood Activity

 Early childhood education focuses on children’s development during ages three to five. While this developmental period should ideally focus equally on mental and physical development, in recent decades an emphasis has been placed on mental development, creating a concurrent de-emphasis on physical development. However, the two actually go hand-in-hand and should not be considered two separate entities during early childhood development and education.

Integrating physical activity into young children’s lives is essential for creating a foundation of movement and activity that they will carry with them throughout the rest of their lives. Physically active children learn habits in early childhood that greatly increase their chances of remaining physically active through their young adult and teenage years and into adulthood.

There are a vast number of benefits for children who experience increased movement and physical activity in early childhood. In addition to creating healthy habits and fostering a lifelong commitment to physical activity, children whose early childhood education is based in movement enjoy the following benefits in both early childhood and for the rest of their lives:

·        Better social and motor skill development

·        Increased school readiness skills

·        Building developing muscles, bones, and joints faster

·        Reducing fat and lowering blood pressure

·        Reducing depression and anxiety

·        Increased learning capacity

·        Developing healthier social, cognitive, and emotional skills

·        Building strength, self-confidence, concentration, and coordination from an early age

Further, active children have fewer chronic health problems, are sick less frequently, miss less school, and have a significantly reduced risk for a number of childhood and adult diseases, including heart disease, diabetes, obesity, depression, and mental illness.

Enjoy,

Nora Sierra

Early Childhood Assistant Principal

Discovery School

(504)221-7790

(504)221-7791(fax)

(504)9500-1720(school cell)

(504)9985-0732(mobile)

nsierra@discoveryschool.edu.hn

nivesierra@yahoo.com