Table-Top Mathematics—A Home-Study Program For Early Childhood

1991 ◽  
Vol 38 (8) ◽  
pp. 6-12 ◽  
Author(s):  
Marilyn Sue Ford ◽  
Caroline Gibson Crew
Keyword(s):  
First Grade ◽  
After School ◽  
Study Program ◽  
Home Study ◽  
Hands On ◽  
Hands On Learning ◽  
Return Home ◽  
Learning At Home ◽  
Grade Classroom ◽  
At Home

When parents come into the kindergarten or first-grade classroom for their first conference, the teacher often hears one of two concerns: “How can I help my child at home?” and “I can't work with my child at home; it's too frustrating.” Coming from parents who have little or no experience in the teaching of young children. these statements are valid and understandable. First, parents often do not know what to do to assist their child in extending the classroom learning at home. Their attempt is often directed back to the teacher by asking for extra worksheets to be completed after school. However, the young child who has worked hard at school should not be expected to return home, it down, and do worksheets. Children should be allowed a time to relax, just as adults require after a day at work. Homework should be in the form of an activity similar to the developmental, hands-on learning experiences used in the classroom.

scholarly journals The Implementation Of The Epstein’s Model As A Partnership Framework At Saudi Kindergartens

2019 ◽  
Vol 16 (2) ◽  
pp. 11-20
Author(s):  
Nahla M. Gahwaji
Keyword(s):  
Decision Making ◽  
Saudi Arabia ◽  
Saudi Arabian ◽  
After School ◽  
Social Programs ◽  
Jeddah City ◽  
Community Institutions ◽  
Female Teachers ◽  
Learning At Home ◽  
At Home

The aim of the study is to reveal the implementation of a partnership framework at Saudi kindergartens in accordance to the Epstein’s Model which is considered from the perceptions of Kindergartens’ female teachers. Analytical descriptive methodology was employed, and the study sample included 48 public kindergartens’ teachers and 44 private kindergartens’ teachers in Jeddah city, Saudi Arabia. The study tools included a questionnaire that was related to the six fields of Epstein’s Model including; parenting, communicating, volunteering, learning at home, decision making, and collaborating with community. The results revealed that implementation of a partnership framework at Saudi kindergartens in accordance to the Epstein’s Model were overall average. There were no statistically significant differences between the means of implementing partnership’s frameworks in Saudi Arabian kindergartens with its six fields, which attributed to the specific type of Kindergarten (Public – Private). The significant recommendation of the study is formulating partnerships between community institutions and kindergartens to arrange recreational, educational and social programs after school hours, which would be beneficial for children and their families.

scholarly journals Preliminary Nutrition and Gardening Knowledge from Children in a Plot to Plate Community Initiative

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 177-177
Author(s):  
Rachel Darr ◽  
Martin Arford ◽  
Alanna Shannon ◽  
Christine Noller
Keyword(s):  
Nutrition Education ◽  
Fruits And Vegetables ◽  
Local Community ◽  
Healthy Lifestyle ◽  
The Body ◽  
After School ◽  
Wide Range ◽  
Hands On ◽  
Community Initiative ◽  
At Home

Abstract Objectives There is a need for programs that can teach children valuable skills such as gardening along with nutrition education in order to sustain good health throughout the life cycle. The Plot to Plate Community Initiative utilized practical ways for children between the ages of 5–12 years old to learn about nutrition, gardening, and other related topics. Prior to the hands-on lesson plans an initial knowledge base was investigated via pre surveys in order to later provide post surveys for evaluating the effectiveness of the program. This analysis of the program evaluation focuses on the pre-surveys. Methods Fifty-five surveys were initially collected from children participants between the ages of 5–12 at two different local community centers within the same county during the Spring and Summer months in after school and summer programs. They consisted of 10 questions focusing on basic nutrition/hydration, health and the body, gardening, food choices and food safety and hand washing which were to be covered in subsequent hands on nutrition and gardening experiences. Results Initial reports indicate that, 84% of participants have different fruits and vegetables to pick from at home, 93% wash their hands before making or eating food, 69% thought that green vegetables were the best vegetables for you, and 93% concluded that staying hydrated keeps you healthy. Alternatively, t-tests indicated participants regularly had fruits and vegetables at home and stated green vegetables were the best but didn't regularly wash food or hands (P = 0.0497, P < 0.001). Participants that knew the purpose of the digestive system were able to cite watermelon having the most water in it out of 3 choices(P = 0.266) but didn't relate that plants were started with a seed in the ground (P = 0.048). Conclusions Initial data signifies that participants started the program with a wide range of solid knowledge pertaining to the different topics. This preliminary data shows a need to continue bringing together the importance of all the topics reviewed and their interplay and importance to the participants in living a healthy lifestyle. Funding Sources Project funded internally by Saginaw Valley State University Allen Grant Foundation, Saginaw, MI and externally by the Midland Community Foundation and Midland Rotary Club in Midland, MI.

KID Museum

2019 ◽  
pp. 1-20
Keyword(s):  
After School ◽  
Montgomery County ◽  
Underrepresented Populations ◽  
Public And Private ◽  
Hands On ◽  
The Future ◽  
Hands On Learning ◽  
School Day ◽  
Permanent Home ◽  
And Mathematics

Once a museum without walls, the KID museum is a place where everything is meant to be touched. KID offers unique, maker experiences for elementary and middle school-aged children that integrate hands-on science, technology, engineering, art, and mathematics (STEAM) learning with an exploration of world cultures and global citizenship. The museum has four focus areas or studios including woodworking, textiles, electronics, and a fabrication lab. KID Museum's current site at Davis Library in Bethesda, Maryland provides schools and the wider community with programs and workshops during the school day, on weekends, after-school, and in the summer. It is a first step toward the museum's vision of a larger, permanent home in Montgomery County, focused on empowering the next generation to invent the future with creativity and compassion. Programming in the space is designed, developed, and facilitated by KID Museum's educators. KID Museum's educational approach blends formal and informal learning by intersecting STEAM principles with hands-on learning. It also supports public and private school educators in their endeavors to lead quality maker learning experiences in the classroom. KID Museum has developed unique partnerships, including with Montgomery County Public Schools, the 18th largest system in the US, to meet the needs of underrepresented populations. With an eye to the future, KID Museum expects to leave the Davis Library and will open a new, larger, 50,000 to 60,000 square foot museum that will serve 250,000 visitors per year. However, situated in a well-to-do Bethesda, Maryland neighborhood, the museum is challenged with meeting the needs of underrepresented populations due to location and costs associated with running the space. This chapter explores KID Museum.

Emergent Instructional Strategies for a Performance-Based Course That Is Taught Virtually

2021 ◽  
pp. 266-276
Author(s):  
Joe D. Cornelius
Keyword(s):  
Instructional Strategies ◽  
Learning Outcomes ◽  
Personal Experience ◽  
Lessons Learned ◽  
Hands On ◽  
Hands On Learning ◽  
Hybrid Module ◽  
Learning At Home ◽  
Intended Learning Outcomes ◽  
A Performance

This chapter will focus on strategies for educators teaching courses relying on a performance-based set of practices but are forced to teach virtually. By reflecting on the author's personal experience of teaching a hybrid module course in Spring 2019 and teaching completely online towards the end of the semester of Fall 2020, Cornelius will touch on several observations from recent times to propel proposed solutions, tips, and advice. Highlighting lessons learned during the transition and useful resources, this chapter will focus on strategies to lessen the blow of teaching a course rooted in practice during a pandemic and how to dial it back towards a theory-based course while maintaining most or all intended learning outcomes. In light of the pandemic, there will be a large amount of weight on the theory side; how does one find the counterweight? While lending towards an innovative side while thinking of solutions, the chapter will describe ideas that educators may want to attempt to facilitate hands-on learning at home.

scholarly journals Parenting as an Acculturation Process: The Case of a Group of Indonesian Families

2018 ◽  
Vol 14 (9) ◽  
pp. 1
Author(s):  
Meilanny Budiarti Santoso ◽  
Nurliana Cipta Apsari
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
School Children ◽  
First Grade ◽  
Acculturation Process ◽  
Depth Interview ◽  
Mothers And Children ◽  
Learning At Home ◽  
At Home

Understanding role of the mothers in delivering their functions within families is an important factor to the formulation of profile of their children. Three main roles of mothers studied included parenting, learning at home and communicating, emphasizing to parenting only. The research was conducted to 13 mothers and children who are in their first grade of elementary school using in-depth interview and observation techniques. The research found that all informants are housewives, with level education of elementary school, and in their late thirties. The research confirm all of the children in the study are interacting with their mothers. The informats utilize trial-error strategy, and does not have sufficient comprehension in playing their roles. In this study, parenting function is conducted through verbal actions such as giving advices, prohibition, and forcing the children. However, there is also mothers who involve the children without forces, thus bringing awareness of the child to help the mother. Informants are not too actively involve in learning at home and communicating with school is limited to taking the child to school. Children experience psychic issues because of their environment, and academic achievement are below average. These indicated the need of performing competency enhancement for the mothers to help them in delivering their roles.

scholarly journals Model Penugasan Belajar di Rumah Yang Menyenangkan Bagi Siswa di Masa Pandemi Covid 19

2020 ◽  
Vol 6 (1) ◽  
pp. 199-210
Author(s):  
Slamet Basuki
Keyword(s):  
Distance Learning ◽  
Model Learning ◽  
Home Study ◽  
Assignment Model ◽  
Learning At Home ◽  
At Home

A FUN HOME STUDY ASSIGNMENT MODEL FOR STUDENTS DURING THE COVID 19 PANDEMIC Abstract: This Fun Learning Home Assignment Model Article for Students in the Covid Pandemic Period 19 is an article that contains ideas derived from the author's experience in distance learning during the covid pandemic 19. The purpose of this article is; 1. Provide teachers with creative ideas (ideas) about learning assignments at home that are fun for students in the Covid 19 pandemic; 2. Explain a fun assignment model for students in the covid pandemic 19; 3. The teacher can carry out creative and fun learning in the emergency of the Covid 19 pandemic; 4. Teachers can carry out creative and fun assignments during the Covid 19 pandemic emergency; 5. As a literacy study in preparedness to deal with the Covid 19 pandemic outbreak; The method in the article on the assignment model of learning at home that is fun for students in the pandemic covid 19 period is an explanation of the assignment of learning at home that is fun with a few points outlined in detail. Keywords: assignment model, learning fun, covid pandemic 19

Educational Robotics Meets Inquiry-Based Learning

2012 ◽  
pp. 327-366 ◽  
Author(s):  
Amy Eguchi ◽  
Lisbeth Uribe
Keyword(s):  
Learning Environment ◽  
Private School ◽  
School Setting ◽  
After School ◽  
Educational Robotics ◽  
Inquiry Based Learning ◽  
Hands On ◽  
Hands On Learning ◽  
After School Program ◽  
Chaotic Nature

The chapter introduces an experimental approach to integrating inquiry-based learning into educational robotics in an after school program at a private school in New York City. Educational robotics is a learning tool that can provide a hands-on learning environment in which students constantly encounter problems that trigger inquiries. However, because of the chaotic nature of the educational robotics hands-on learning environment, especially in an after school setting, student inquiry based learning was not obvious to the students and teachers. The authors developed a digital Robotics Engineering Journal to ensure that learning through inquiry became visible. Through the experiment, the authors learned the importance of scaffolding the process of students documenting their learning, while remaining flexible and responsive to the needs and desires of the students.

FEMALES EXCELLING MORE IN MATH, ENGINEERING, AND SCIENCE (FEMMES): AN AFTER-SCHOOL STEM PROGRAM FOR GIRLS THAT FOSTERS HANDS-ON LEARNING AND FEMALE-TO-FEMALE MENTORSHIP

2011 ◽  
Vol 17 (4) ◽  
pp. 313-324 ◽  
Author(s):  
Chi-Fung Jennifer Chen ◽  
Angela Jiang ◽  
Ellen Litkowski ◽  
Allison R. Elia ◽  
Jessica A. Shuen ◽  
...  
Keyword(s):  
After School ◽  
Hands On ◽  
Hands On Learning
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