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by Stephanie Ginter / July 6, 2011
The next types of gardens that we will highlight are vegetable and fruit gardens. In a previous blog post, Learn Healthy Eating in the Garden, we highlighted the benefits of giving children the tools to plant, grow and harvest nutritional fruits and vegetables on their own. But what else are children getting from these edible […]
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by Clark Kugler / June 20, 2011
As I discussed on Thursday, prepositions are a wonderfully significant part of language, and they are surprisingly fun to teach to young children. Children first develop the comprehension for spatial location (“in,” “on,” “under,” “over”). A tracking panel will delight their senses as they watch the ball move through tubes, pipes, and shoots – now […]
by Clark Kugler / June 16, 2011
Think back to your days in elementary school. Chances are, your teacher spent some time discussing prepositions – you know, words like “in,” “around,” “near,” and “after.” Words that describe a spatial or temporal relationship or direction. Here is a little known fact: there are between 85 and 150 prepositions in the English language (depending […]
by Clark Kugler / September 3, 2009
During the preschool years, a lot of math deals with classifying and categorizing objects into groups and sets. What better place the outdoors to classify natural items such as grass, rocks, sticks, and leaves. An example would be a box full of rocks. If children are provided with a pile of rocks of different and […]
by Stephanie Ginter / May 4, 2009
Who knew that the simple act of painting at the Art Easel prepares a child for learning math–in addition to Algebra (See Post 4/27/09) they are learning Geometry concepts. According to the state Early Learning Standards when children draw or paint a vertical and horizontal line, a cross or circles, squares, triangles and rectangles–they are […]
by Stephanie Ginter / April 27, 2009
It is so amazing how a preschooler painting at the art easel is fulfilling the states Early Learning Standards for math–specifically Algebra. When the child paints a simple flower and repeats the color scheme–yellow, red, yellow, red–they are repeating a simple AB pattern of concrete objects. Predicting what comes next in the AB pattern is […]
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