The purpose of this school study is to show the philosophical‚ historical‚ and sociological theory/perspective I observed in The Lion of Judah Christian Academy. I start my day by walking into a school full of school spirit and pride. The environment is rich and full of life; the students are encouraged to engage their abilities to the greatest extent possible‚ by taking risk and building knowledge and skill in a safe‚ flexible environment. The students engage in the school pledge in response to
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Project #1 Part 1. After reading the California Infant/Toddler and Development Foundations book I found the information very helpful and surprising. Knowing that in California the infant and toddler development is aligned with the preschool learning foundations is something I was not aware of. Having infant/toddler programs focus on social emotional development along with the other areas of focus is very important at such a young age. The main areas all the programs focus on are very critical areas
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Watching news on TV every day we can notice a huge crowd of refugees trying to leave their country because of the difficult political situation. They are running from their lives hoping to find a better one somewhere in Europe. But not all of them are lucky to find a good place to stay. Most of the refugees live in the refugees’ camps where conditions are terrible. It’s hard for us‚ people living in peaceful county to imagine their living conditions: big‚ overcrowded and cold room with adults‚ teenagers
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mahogany floors decorated with an array of yoga mat colors that were strategically placed in rows. This allowed the participants to have ample leg and arm space. The orange panel walls that surround the studio until you are met with a giant open wooden cubby that has dividers mounted onto the back wall for participants to place their personal belongs and shoes as they entered and exits the building. The room is filled with ample
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Newtown‚ Connecticut. Buses filled the roads‚ collecting happy children to be brought to school. Parents kissed and waved goodbye‚ and for some‚ it was a final goodbye. The children poured into their classrooms‚ put their belongings in their personal cubbies‚ and strolled to their seats to learn. 7-year-old Daniel bounces into his first-grade classroom. For him‚ it was a morning of pancakes‚ foosball‚ Christmas songs on the piano‚ and smiles. His father Mark spent precious moments with him that morning
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conversation in the classroom environment‚ which is in time to her social and emotional development according to Table 5.5 on "Who Am I in the Lives of Children?" (166). The child completed her coloring page‚ showed it to the teacher‚ placed her work in her cubby‚ and moved on to a "Child-Initiated" activity. Although fully engaged in this activity‚ the child’s personality was subdued
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an individual’s world. Anything can be used as a comparison‚ from trees to furniture. My life would best be described as an everyday piece of furniture. This piece is unlike any other piece because of the things hidden inside. There are little cubby holes where objects of importance can be shoved away and hidden or just tucked away for future use. That is why I think the bast way to describe my life using a metaphor is to say my life is a dresser. My existence just like the compartments on
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Marcella Hawk EDC 383 10-23-13 Affective Domain Lesson Plan Standards: 4.3 Apply skills to find out how others are feeling. 4.4 Apply skills to predict the potential feelings of others. Objective: Students will draw faces of the emotions of mad‚ sad‚ happy‚ silly‚ scared‚ and excited and be able to identify what each expression looks like on his or her face. Goal: Students will be able to apply skills about how others are feeling Rationale: This lesson gives students an opportunity
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unlike most classrooms I enter for my own classes. There was a large skylight in the center of the ceiling as well as several windows that let in natural light. There are also green plants in a couple corners of the room. Each student has their own cubbies to put their crafts in the top and their jackets and lunch boxes in the bottom. All of the students wear slippers so that they don’t bring in any dirt from what might be on the bottom of their shoes and to create a quieter environment. On the wall
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