Magic unfolds at preschool in retirement home

A Filmmaker Evan Briggs had spent a long time thinking about aging in America, our relationship to the elderly and how dysfunctional it seemed. “What is it about our value system that makes it so these people don’t really have a place here anymore after a certain age? Why are we OK with that?” she thought. “There is so much wisdom and life experience that our elderly members of society have that we're just not availing ourselves of, and that just seems like a huge loss.”

B When she learned there was a preschool in her town set inside a retirement home, where the residents and the children interacted on a daily basis, she knew she wanted to film a documentary there. Briggs spent the 2012-13 school year filming three days a week at the Intergenerational Learning Center for children 6 weeks to 5 years old inside Providence Mount St. Vincent, a retirement home for about 400 adults in West Seattle. Her first feature-length film, “Present Perfect,” explores “the very real experience of aging in America – both growing up and growing old.”

C The five-minute trailer, which was released in early June as part of a crowdfunding campaign, is filled with loving and life-affirming interactions between the little ones and the elderly residents. A little boy named Max patiently repeats his name as a hard-of-hearing resident keeps getting it wrong. A resident reaches down and strokes a toddler’s hair.

D Intergenerational programs exist at approximately 500 long-term care facilities, senior centers and other facilities across the country. The Seattle day-care center, now nearly 25 years old, was developed to enhance the sense of community in the long-term care facility, said director Marie Hoover. “It was clear to the leadership, at the time, that creating the feeling of ‘a village’ was going to require the addition of children along with a robust plan to bring the two age groups together,” Hoover said.

E This week, Briggs set a new stretch goal of $100,000, which she says would allow her to finish the film without seeking additional funding sources. “It’s so exciting to me that the idea is resonating. It’s just the most amazing surprise,” she said. She imagined people are responding to the film’s implicit message of hope. “Look at this simple thing that’s being done, and there’s no reason this can’t be replicated everywhere.” Since the trailer was released, the Seattle school has had a huge response from local families looking to enroll in the program, and inquiries from people around the world who would like to know how to create the intergenerational model in their own community.

Adjusted to (1)

avail – využívat

crowdfunding – společné financování

1) Read the article and match each of the headings to a paragraph.

1 Film trailer

2 Evan Briggs’ initial thoughts

3 Impact of the film

4 Intergenerational program

5 Spending a year in Providence Mount St. Vincent

2) Read the article and answer the questions.

1 What were Evan Briggs’ initial thoughts?

2 Where did she start making her film?

3 What was the trailer about?

4 Why are new intergenerational centres opened?

5 What is the impact of the film?

3) Explain the following words and phrases.

1 relationship to the elderly

2 Intergenerational Learning Center for children

3 life-affirming interactions

4 long-term care facilities

5 to enroll in the program

4) Answer the following questions.

What is a care home? What new skills do children get through interaction with seniors? What is social intelligence? How are seniors stimulated by children? Is there a similar program in the Czech Republic?

Video:

http://goo.gl/Nt2Bj9

https://goo.gl/azPJYh

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Tips, sources of information:

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Source:

(1)

SASHIN, Daphne. Magic unfolds at preschool in retirement home. CNN News [online]. 2014 [cit. 2015-09-22]. Available at: http://edition.cnn.com/2015/06/19/living/preschool-nursing-home-seattle/

Preschool Options: Why The Type Of Early Education You Pick Might Not Matter

Preschool Options: Why The Type Of Early Education You Pick Might Not Matter

A One morning, my husband dragged himself out of bed at 5 a.m. and rode his bike to a nearby preschool. The school was empty but a sleepy line started forming outside the school’s doors -- he was the sixth person to join it. Eventually, my husband was invited inside, where he handed a stranger an application and a check for $50 and promptly left. So began our son’s preschool application process for the 2013/2014 academic year, 12 months in advance.

B It wouldn’t be New York if preschool admissions were easy. But upper-middle-class parents keep ranking schools and agonizing over which educational “philosophy” is right for their kid. The kids who truly need early education have parents who can’t afford it. Compared with kids who skip preschool, kids who attend usually have more well-to-do, encouraging parents who read and do puzzles with them at home. Children who don’t go to preschool are usually from more disadvantaged families, which means they watch lots of TV and are yelled at more than they are praised, which some researchers believe can stunt cognitive development.

C Research suggests that preschool only benefits children from these disadvantaged families (families below the poverty line, uneducated mothers, or racial minorities). The preschool acts as a kind of “equalizer,” ensuring that for at least a few hours a day, these kids get the same high-quality interaction with adults as more advantaged children do. In other words, a bad home situation becomes a much smaller problem when your kid goes to preschool; when you have a good home environment, preschool doesn’t really matter.

D So if preschool doesn’t really matter for advantaged kids, then the type of preschool matters even less. Waldorf, Montessori, Reggio Emilia, Catholic school? Some approaches may be a better fit for certain personalities: Waldorf schools, which teach through imitation and imagination and don’t ever give tests, might mesh well with artistic children; the Reggio Emilia approach is a project-based philosophy in which children spend days, weeks, or even months exploring a particular topic, like seashells; and the Montessori method teaches skills through the use of special manipulative materials, perhaps good for an engineer-to-be.

E So if you’re providing your child with a stimulating environment at home don’t stress about preschool. Instead, take to heart the words of social psychologist Richard Nisbett, co-director of the Culture and Cognition program at the University of Michigan. When I asked him how important it is to send your child to the best preschool, he told me that as far as he knows, “It doesn’t make a damn bit of difference.”

Adjusted to (1)

drag – dokopat se, přemoci se

mesh – zapadat, hodit se

1) Read the article and match each of the headings to a paragraph.

1 Type of preschool isn’t important

2 Children who attend preschools don’t really need it

3 Preschool equalizes knowledge and skills

4 Our son’s application

5 Which preschool to choose?

2) Read the article and answer the questions.

1 How do upper-middle-class parents from New York apply for preschools?

2 Who really needs to attend a preschool? Why?

3 What does the article say about disadvantaged families and their upbringing?

4 What types of preschools are mentioned? How are they compared?

5 Who is Richard Nisbett? What does he say?

3) Explain the following words and phrases.

1 application

2 preschool admissions

3 families below the poverty line

4 manipulative materials

5 stimulating environment

4) Answer the following questions.

What types of preschools do you know? What is their education philosophy? Describe Czech educational preschool system. What rights do children with special educational needs have? What possibilities do disadvantaged preschoolers in the Czech Republic have?

Video:

https://goo.gl/CwMwiL

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https://goo.gl/wPTgf9

Tips, sources of information:

http://goo.gl/MWQLoj

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Source:

(1)

WENNER MOYER, Melinda. Preschool Options: Why The Type Of Early Education You Pick Might Not Matter. Huffington Post [online]. 2013 [cit. 2015-09-22]. Available at: http://www.huffingtonpost.com/2013/01/20/preschool-options_n_2516420.html

Training centre for children and youth opens in Atiquizaya

Training centre for children and youth opens in Atiquizaya

A The U.S. Agency for International Development (USAID), the Municipality of Atiquizaya and members of the Izcaquilio community opened the Vocational and Recreational Youth Center, which will benefit 600 children and youth from the community and 1,200 families from surrounding areas.

B Construction of the center began in September 2013 with a total investment of $101,408 ($75,000 from USAID and $26,408 from the municipality and the Salvadoran Foundation for Development and Minimum Housing, FUNDASAL, in charge of implementing the project). The center has five rooms for vocational courses in computing, music, tutoring, among others, providing more opportunities for at-risk children and youth.

C Due to the excellent performance in managing its resources, Atiquizaya was one of 20 winning municipalities of the Domestic Finance for Development initiative, funded by the U.S. government and implemented by the USAID Municipal Competitiveness Project. The initiative encourages developing countries to mobilize financial resources to lower levels of corruption, reform tax systems and better manage their expenses. In this case, the contest award was used to build a center for vocational training, recreation, sports and cultural activities for children and youth.

D This initiative contributes to the goals of the Partnership for Growth, announced by President Barack Obama during his visit to El Salvador and signed by the Government of El Salvador and the U.S. Government in November 2011. Through the Partnership for Growth, the United States is working with El Salvador to achieve greater security and prosperity for Salvadoran families.

E Jason Seuc, Acting Director of the USAID/El Salvador Economic Growth Office, congratulated the citizens of the Izcaquilio community and Atiquizaya for obtaining the best performance in the 2013 Municipal Competitiveness Index, conducted among 108 municipalities nationwide. The opening ceremony was chaired by the Mayor of Atiquizaya, Ana Luisa Rodriguez de Gonzalez; Jason Seuc, and Isabel Moreno, a community leader. Members of the Municipality of Atiquizaya, FUNDASAL and Izcaquilio residents also attended the event.

Adjusted to (1)

municipality – samostatná správní jednotka, obecní úřad

funded by – financovaný

1) Read the article and match each of the headings to a paragraph.

1 US agency opened a youth centre in Salvador

2 The opening ceremony was seen by many

3 Contract between US and Salvadorian governments

4 Atiquizaya won a contest

5 Costs and description of the centre

2) Read the article and answer the questions.

1 What did the Municipality of Atiquizaya succeed in?

2 What do we know about the Domestic Finance for Development?

3 What do we know about the center? Costs? Equipment?

4 What did President Barack Obama do?

5 Why could the community of Atiquizaya be very happy?

3) Explain the following words and phrases.

1 Vocational and Recreational Youth Center

2 at-risk children and youth

3 vocational training

4 achieve greater security and prosperity

5 opening ceremony

4) Answer the following questions.

What is an excluded locality? What does everyday life look like there? What problems do they have? Who helps the people there? How does our school cooperate with Roma children? What is the difference between mainstream and practical schools? How are Roma preschoolers supported to attend mainstream schools?

Video:

https://goo.gl/bLmcO8

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Tips, sources of information:

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Source:

(1)

Training center for children and youth opensin Atiquizaya. USAID [online]. 2013 [cit. 2015-09-20]. Available at: http://www.usaid.gov/el-salvador/news-information/press-releases/training-center-children-and-youth-opens-atiquizaya

FDL art teachers talk about the importance of art

FDL art teachers talk about the importance of art

A At The Reporter’s request, Fond du Lac School District Fine Arts Director Polly Mueller sent out a query asking district art teachers why art is important and how it is being taught in the schools.

B Anoush Cowles, art teacher at Evans and Rosenow elementary schools replied: “The skills that we teach in the arts are skills that children can use throughout their lives. These processes are important, and part of the human experience. Art is used in our schools as a way for children to translate the world through their own lens to create something new and personal. It is a way for children to express their experiences to others. Art can be a critical part of the learning experiences of every child.”

C “Art classes can assist students to become better problem solvers, and develop decision making and critical thinking skills. Working on hands-on art projects can build fine motor skills. All of these areas carry over to assist in other classroom learning and social situations. Art reinforces what is taught in the classrooms and opens students up to be more expressive in their work,” added Trudy Perry, art teacher at Parkside and Lakeshore elementary schools. “We give students opportunities they may not otherwise have and introduce art from other cultures. This may open doors to future career choices and help students become more global learners. Art classes encourage students to be creative and use their imagination and also develop self esteem.”

D “Art provides opportunities for self-expression and the opportunity to reflect on their artwork. It also provides students with self-esteem, motivation, creativity and self-expression. Students are able to develop independence and collaboration throughout their experiences,” Cassie Morasch, art teacher at Theisen Middle School, expressed. She is convinced that arts education promotes the skills children need to be successful. In addition, exposure to art education promotes self-directed learning and teaches students that problems can have more than one solution.

E Michele Schneider, art teacher at Sabish Middle School, holds the view that students must communicate ideas, collaborate to give constructive criticism to peers and be able to receive those criticisms. “Critical thinking is vital in today’s world and in the art classroom students are able to utilize the creative side of the brain while also engaging the logical side. Art teaches the child to look at problems from other angles.”

Adjusted to (1)

query – dotaz

utilize – využít, zužitkovat

1) Read the article and match each of the headings to a paragraph.

1 Children develop independence, creativity, self-expression

2 Children describe their world

3 Polly Mueller questioned art teachers

4 Art supports critical thinking

5 Art develops thinking and prepares for future life

2) Read the article and answer the questions.

1 What did Polly Mueller want to find out?

2 Why does Anoush Cowles think art skills are important?

3 What do art classes develop according to Trudy Perry?

4 Which qualities does art boost according to Cassie Morasch?

5 What does Michele Schneider say about critical thinking?

3) Explain the following words and phrases.

1 translate the world through their own lens

2 become better problem solvers

3 fine motor skills

4 art reinforces what is taught

5 develop independence and collaboration

4) Answer the following questions.

What is art education? What are developmental benefits of art? What does art education develop? What is social role of art education? How should art teachers educate their students?

Video:

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Tips, sources of information:

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Source:

(1)

ROZNIK, Sharon. FDL art teachers talk about the importance of art. FDL Reporter [online]. 2015 [cit. 2015-09-21]. Available at: http://www.fdlreporter.com/story/news/local/2015/03/06/fdl-art-teachers-talk-importance-art/24500883/

Inspiring Creativity in Young Children

Inspiring Creativity in Young Children

A Sometimes, as I showed my 4-year-old students some new materials to work with, they would ask me: “What does it do?” This question would make me think twice about what people give children to play with: Too often it’s toys and manipulatives that are designed to “do” something interesting, but not to require the child to “do” very much at all! My favourite choices for manipulatives have always been materials that teachers call “open-ended”. These are materials that require children to think and construct for themselves.

B For example, my class and I once read the story of the laziness of Cuckoo, who wanted to look beautiful and sing but would not stoop to help other animals of the rainforest – until a fire threatened their seeds. This book features beautiful folk art and vivid colours. We could have followed up this story with a “follow-the-directions” type of assignment, in which the children cut out birds from printables . Instead, I gave the children a collection of geometric shapes of many colours and asked them to design their own cuckoo. Then we did a mini-lesson on geometric shapes, colours and how birds have certain body parts. The children created amazing birds! None of the resulting original works of art looked the same. The children were proud of their creations.

C The lesson here is that the open-ended materials selected did not “do” anything, but they could be used in a creative way to inspire the child to “do”. In the end, the students experienced a wonderful piece of children’s literature. They also discovered some science content that was made more interesting and relevant to them by its relationship to that story: how birds look, what they do, what they eat, where they live and how they can be represented. On top of that, they learned more about the names and characteristics of basic geometric shapes.

D What can you learn from this as a parent? Look for toys and think of projects that allow children to be creative and to construct, even though they might be a slightly messy endeavour. And try to think about the things that are already in your household as inspirations for creativity. While you are cooking, for example, your child can arrange macaroni into interesting patterns. Multi-coloured lentils and beans can lead to interesting designs, and a little bit of glue turns those designs into something that they can hang on a wall.

E And sometimes, the best manipulatives aren’t inside the home or classroom at all – they’re outside, provided by nature. I believe that my own creativity was originally encouraged and inspired by my ability to make absolutely awesome mud cakes, decorated with leaves from our backyard tree. The ability to be creative may be your child’s most important future asset. So the next time you’re at the toy store, ask yourself: What will inspire my child to “do”?

Adjusted to (1)

stoop – snížit se

endeavour – snažení

1) Read the article and match each of the headings to a paragraph.

1 Inspiration is all around us

2 Creative activities at home

3 Extra activities

4 A lot of toys aren’t creative

5 Cuckoo story and activity

2) Read the article and answer the questions.

1 What is the majority of toys in toyshops like?

2 Who is the story teller? What is she speaking about?

3 How was the lesson improved?

4 What should the parents think about more?

5 Where can they find inspiration for the creative activities?

3) Explain the following words and phrases.

1 manipulatives

2 “follow-the-directions” type of assignment

3 printables

4 basic geometric shapes

5 child’s most important future asset

4) Answer the following questions.

What creative activities do children learn in preschool institutions? What kind of toys are found there? How does a preschool teacher support children’s creativity? What knowledge should children acquire before they start primary school?

Video:

https://goo.gl/QsKeTk

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Tips, sources of information:

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Source:

(1)

PALACIOS, Rebecca. Inspiring Creativity in Young Children. The Huffington Post [online]. 2012 [cit. 2015-09-21]. Available at: http://www.huffingtonpost.com/rebecca-palacios/inspiring-creativity-in-y_b_1391400.html

Music curriculum aims to nurture preschoolers’ language skills

A Researchers Maria Runfola and Elisabeth Etopio want to show how music can help preschoolers learn language with an actual curriculum they will bring to 350 children from the ages of 1 to 5 in the city of Buffalo.

B Preschool children are not getting music instruction that could make a real difference in improving overall development, particularly their reading readiness, according to the researchers. This is especially true of children labeled “at-risk.” “This project has the potential for setting a national model on how music can benefit overall development of children in preschool and help classroom teachers guide music activities in preschool,” Runfola, associate professor of music education in the Department of Learning and Instruction says.

C Their work comes at a time when many school programs are cutting music from the curriculum. Losing the opportunity for exposure to music at such a formative age is bad enough, the two researchers say. But the deck is stacked against preschool children even more because Runfola and Etopio’s research has shown how music can make young children more ready to benefit from classroom instruction and become better readers.

D Runfola and Etopio conducted a study of 165 preschoolers who participated in music activities taught by 11 teachers with intensive training in musicianship skill and teaching strategies for guiding young children’s music development. Now they will practice it in broad range. Children and teachers will experience the “magic of music in weekly music/movement sessions guided by “music teaching artists.” The content of the curriculum includes songs and chants that enhance rhythm and rhyme; opportunities for aural discrimination — listening skills — that strengthen neural pathways for language learning; tonal-pattern and rhythm-pattern dialogue for improvised musical conversations; movement emphasizing flow, weight, space and time; playing and exploring simple instruments.”

E “This project not only guides children’s music learning,” Runfola says, “but also the professional development of their teachers so that future classes of children will benefit from something so powerful and universal — music— something that students can learn to appreciate and cultivate their whole lives.”

Adjusted to (1)

the deck is stacked – karta se obrací proti

enhance – zdůraznit

1) Read the article and match each of the headings to a paragraph.

1 The project educates also teachers

2 Children in Buffalo will experience a music project

3 Music supports children’s development

4 Contents of music curriculum

5 Many schools are cutting music out of their curriculum

2) Read the article and answer the questions.

1 What does Runfola say about influence of music education on learning abilities?

2 What is the situation concerning music in the US like?

3 What kind of project did Runfola and Etopio start? Who are they?

4 What skills will be practiced?

5 How will teachers benefit from this project?

3) Explain the following words and phrases.

1 curriculum

2 reading readiness

3 rhythm and rhyme

4 exploring simple instruments

5 professional development

4) Answer the following questions.

What are benefits of music education? How does music influence children’s learning? Describe how to teach music to preschoolers. What equipment might be used?

Video:

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Tips, sources of information:

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Source:

(1)

ANZALONE, Charles. Music curriculum aims to nurture preschoolers' language skills. News Center University at Buffalo [online]. 2014 [cit. 2015-09-21]. Available at: http://www.buffalo.edu/ news/releases/2014/07/041.html

An education in the arts is limited to the economically privileged

A Do we truly understand the purpose of education? Do we really think that going to school is only about achieving good exam results? The reason why a rounded education is successful is particularly the role of the arts. You can teach students to do well in exams without teaching them in any depth. A good education requires the development of the whole child, not merely their intellect. Research shows that self-discipline is a better predictor of success in life than IQ tests – and it has further shown that good character and resilience can be taught at schools.

B Wellington College is not unusual among independent schools. Two thirds of pupils learn a musical instrument; all take part in singing competitions and are given opportunities to act and present on stage. All are offered the chance to draw and paint, are encouraged to write creatively and have the opportunity to dance. The school is alive with performances, the corridors and walls are a permanent art gallery, and music is heard everywhere.

C Why should students at independent schools enjoy such a rich education in the arts, whereas in most state schools – where it could be the most needed – it is a hit-and-miss business? Every single child in a state school should have access to the five forms of the arts to the same degree as pupils at independent schools.

D Let’s start with music. Every pupil should be taught a classical instrument. And every child should experience the thrill of playing in a musical ensemble. They will learn about self-discipline, teamwork and trust. Drama is vital to emotional and intellectual development. Acting gives young people confidence and augments their ability to express themselves in public. Visual art is the most universal language of all and the earlier it is taught, the better. Doing so will give them the means to enjoy and understand art and architecture – the environment they live in. Creative writing plays second fiddle to literary appreciation in most schools. Yet learning how to express ourselves, whether in poetry, prose or drama, provides a crucial psychological outlet, and an invaluable professional skill. Dance, the fifth art form, has fared least well in schools, despite its growing popularity amongst the young.

E These opportunities are a long-term investment in talent and happiness of the young. They will develop interests that blossom, giving them skills of self-confidence, presentation and articulation. These will improve their professional progress, and will enrich their personal lives immeasurably.

Adjusted to (1)

hit-and-miss – nazdařbůh činěný

resilience – odolnost, houževnatost

augment – zvýšit

fiddle – housle

1) Read the article and match each of the headings to a paragraph.

1 State school students necessarily need art education

2 These skills can enrich everybody’s life

3 5 types of art in education

4 Wellington College is based on art education

5 Rounded education is important

2) Read the article and answer the questions.

1 Why is rounded education successful?

2 What is special about Wellington College?

3 Who mainly needs to be taught art at school?

4 How does art improve future life of students?

5 What skills does it improve?

3) Explain the following words and phrases.

1 purpose of education

2 rounded education

3 independent schools

4 have access to the five forms of the arts

5 invaluable professional skill

4) Answer the following questions.

What does art mean? Why is arts in education important? How should it be taught in preschool? Where can children and youth devote to arts in their free time? Describe the facilities.

Video:

https://goo.gl/DRb89T

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Tips, sources of information:

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Source:

(1)

3 Keys to Teaching Kids to Write. U.S. News [online]. 2014 [cit. 2015-09-21]. Available at: http://www.usnews.com/news/articles/2014/10/27/3-keys-to-teaching-kids-to-write?page=2