Education Commons^™

Perceptions And Use Of Teaching Strategies For Fundamental Movement Skills In Primary School Physical Education Programs, Danielle Salters, Sara Scharoun Benson

Human Kinetics Publications

Fundamental motor/movement skills (FMS) describe the basic skills necessary to complete physical tasks, and are a key aspect of primary school physical education (PE) programs. Yet, specific teaching styles for FMS development have been relatively unexplored. Through a mixed-methods design, experiences and perceptions of different PE teachers (preservice, specialist, and generalist) were explored. The Spectrum of Teaching Styles (STS) survey was used to quantify self-reported use of teaching styles that may be used by PE teachers (N = 102). Semi-structured, qualitative interviews with a subset of participants (N = 11) were employed to explore how PE teachers perceive …

Bringing Science To Life In The Fifth-Grade Classroom Through Hands-On Learning, Kelly Gately

Honors Program Theses and Projects

Science helps provide insight into the unknown and provides an outlet for exploration of living things. Children are innately curious about how thing work, and they are eager to ask questions. Science is the perfect outlook for students to fully engage in their inquisitiveness, but yet, many classrooms are skipping over science lessons or choosing to heavily focus on other subjects, such as reading and writing. Science is often taught as an elective, integrated with other subjects or it is only focused on for a short period of time. Unfortunately, when this subject does receive attention, lessons are heavily text-book …

Nf05-643 Infants Develop Language Naturally, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

Did you know?

• Infants are mastering language simply by listening to us talk.

• Babies begin learning about language in the first months of life. They can hear the difference between all the consonants and vowels used in any language.

• By the age of 6 months, infants have trained their ears to the sounds of their native language and they have learned to distinguish these sounds before actually learning words.

Baby talk, or "Parentese," makes it easier for the baby to learn a language because the sounds are greatly exaggerated.

This NebFact discusses how to communicate with children, …

Nf05-629 Helping Children Resolve Conflict Pitfalls To Avoid During Conflict Mediation, Marjorie Kostelnik, Mary Nelson, Sarah Effken Purcell, Eileen Krumbach, Janet S. Hanna, Debra E. Schroeder, Kathy Bosch, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

When using conflict mediation, children learn skills necessary to reach peaceful solutions. These skills include: communication, compromise, the ability to see how different aspects of a dispute are related, and the ability to consider their own perspective as well as that of another person. As children learn problem-solving procedures and words, they become increasingly capable of solving problems by themselves. There is evidence that these childhood learnings are maintained through the adult years.

Nf05-628 Helping Children Resolve Conflict Conflict Mediation Model, Marjorie Kostelnik, Debra E. Schroeder, Sarah Effken Purcell, Mary Nelson, Eileen Krumbach, Janet S. Hanna, Kathy Bosch, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

During conflict mediation children learn the skills necessary to reach peaceful resolutions. These skills involve communication, compromise, the ability to see how different aspects of a dispute are related and the ability to consider their own perspective as well as that of another person.

Adults play an important role in the socialization of children. They help children develop social skills. This NebFact discusses how to teach children to resolve conflicts.

Nf05-637 The Power Of Family Literacy, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

Virtually all families want their children to learn to read and write, and to succeed in school, and are eager to provide any support necessary.

Family involvement in everyday language- and literacy-related activities has a significant impact on children's language dvevelopment acquisition of early literacy skills. Early language and literacy activities at home contribute to differences when children enter school.

Nf95-641 Car — A Strategy For Learning, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

Language and literacy development starts at the very beginning of a child's life and is one of the main developmental events of early childhood. This process if facilitated by early adult-child interactions in which the adult guides and supports the child's learning by building on what the child already knows. Following the child's lead, a key strategy presented in Language Is the Key is one of the defining aspects of developmentally appropriate practice. It has been shown to successfuly facilitate early language development for children with and without disabilities.

Nf05-640 Early Literacy Checklist — Classroom, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

This checklist represents the kinds of language and literacy development practices often seen in high-quality early childhood environments. The checklist encompasses all children birth to age 5 and is inclusive of the needs of children with disabilities and English language learners.

Nf05-639 Early Literacy Checklist — In The Home, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

This checklist represents the kinds of language and literacy development practices often seen in high-quality early childhood environments. The checklist encompasses all children birth to age 5 and is inclusive of the needs of children with disabilities and English language learners.

Nf05-638 Sharing Stories, Songs And Books, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

Language and literacy begin with sharing stories, songs and books. When telling a story, you can talk about yourself, the child and his/her experiences, the child's family, things you've read, seen on TV and at the movies, things that happen to your at work, and stories your elders have told.

This NebFacts covers the different techniques of using storytelling strategies, songs, and books when interacting with your children.

Nf05-651 Learning From Children About Severe Weather, Leanne Manning, John Defrain, Dianne Swanson

University of Nebraska-Lincoln Extension: Historical Materials

On May 22, 2004, at 8:08 p.m. the National Weather Service in Omaha issued a tornado warning for Gage County in southeast Nebraska until 9:15 p.m. At 8:03 p.m. a tornado was on the ground six miles south of Wilber moving northeast at 25 mph. At 8:16 p.m. law enforcement officials reported a tornado on the ground near Wilber moving northeast at 15 mph. These warnings were heard by those listening to television or radio and struck fear in the hearts of many on that night.

In the days and weeks that followed, children who had gone through the stormy …