Problem Solving with Student Created Marble Runs

K6 Kinder-Explorers

Many thanks to the families who generously collected and donated so many materials for our building project. With the influx of long and short cylinders, some of the students undertook the challenge to create their own marble runs. Here is a sample of their work.

The first pictures represent the early stages of the students’ work.

In the following images, you can see that the project started by a couple of students naturally inspired more students to join their challenge.

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Emergent Curriculum, Reggio, and Inquiry: Coming to Terms with Terms

Technology Rich Inquiry Based Research

By: Diane Kashin, Ed.D, RECE. I have been an ardent proponent of emergent curriculum in early childhood education well before I became Reggio inspired. In the early nineties I became aware of the work of Elizabeth Jones and John Nimmo and used their textbook, Emergent Curriculum as the foundation for the curriculum courses that I taught to early childhood education students. I was thrilled to discover this book as I was struggling with moving beyond the thematic approach of pre-cuts and worksheets

Emergent Curriculum and the Project Approach

When I discovered the work of Sylvia Chard and Lillian Katz and the Project Approach I found an emergent curriculum structure that students seemed to be able to grasp and implement in their placements. The students would frame their work in placement on the three phases of the Project Approach. They began by identifying a topic of interest, followed by weeks of investigating the topic with children and ended…

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‘Time-Outs’ Are Hurting Your Child

Time in!!


Time-out is the most popular discipline technique used by parents and the one most often recommended by pediatricians and child development experts. But is it good for kids? Is it effective? Not according to the implications of the latest research on relationships and the developing brain.

Studies in neuroplasticity—the brain’s adaptability—have proved that repeated experiences actually change the physical structure of the brain. Since discipline-related interactions between children and caregivers comprise a large amount of childhood experiences, it becomes vital that parents thoughtfully consider how they respond when kids misbehave. Discipline is about teaching – not about punishment – and finding ways to teach children appropriate behavior is essential for healthy development.


So what about time-outs? In most cases, the primary experience a time-out offers a child is isolation. Even when presented in a patient and loving manner, time-outs teach them that when they make a mistake, or when…

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¿Por qué el cerebro humano necesita el arte?

Escuela con cerebro

El arte en todas sus manifestaciones constituye una característica esencial que identifica al ser humano, ha permitido transmitir la cultura en toda su extensión y  ha sido y es básico para su supervivencia. Nuestro cerebro plástico necesita el arte. Ya en los primeros años y de forma natural el niño juega, canta, baila, dibuja y todas estas actividades son imprescindibles para su correcto desarrollo sensorial, motor, cognitivo, emocional y en definitiva cerebral que le van a permitir aprender a aprender. Y realizando todas estas actividades el niño se divierte, muestra orgulloso sus resultados a los demás, intenta mejorar y ésta es una forma efectiva de entrenar una de las grandes virtudes del ser humano: el autocontrol. La educación artística es una necesidad no porque nos haga más inteligentes sino porque nos permite adquirir toda una serie de competencias y rutinas mentales que están en plena consonancia con la naturaleza…

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