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She would first demonstrate stringing the beads to the children, then allow children to string beads on as they please. The teacher should make comments as the children play, such as "How many beads do you have so far?" or "What color beads did you use?". These questions are a good way to get an idea of a childs knowledge base. This activity meets the ITERS requirement because the stringing of the beads helps strengthen fine motor control and knowledge of colors and numbers is reinforced, which contributes to academic readiness.
In this activity, the teacher would set out several knob puzzles on a table and allow children to come to the table as a free choice center. At first, the teacher should play with a puzzle, to model for the children. Then, she should let the children play with the puzzles. If children get frustrated, the teacher may show the child how to turn a puzzle piece around, but she should not do it for the child. This activity meets the ITERS requirement because it strengthens fine motor control and helps develop memory skills, which contributes to academic readiness.
Before the activity, the teacher will need to make the dough and refrigerate it, so that it can be firm for the activity. This activity is best to do with individuals or small groups (2 to 3 children). The teacher should allow each child to make a sculpture, then put the sculptures on a baking sheet. Once the children have finished sculpting, their creations can be baked into tasty snacks at 350 degrees Fahrenheit for 5-10 minutes. This activity meets ITERS standards because it is an open ended activity that allows them to express themselves creatively.
This is a two part activity, best done with two children or one child at a time. In the first part, the teacher takes each childs handprint in green paint, on the bottom center of the white paper. In the second part of the activity, the teacher allows the child to finish
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Being able to make an impact in their classroom or at home, through music, also increases a child's self-esteem, self-confidence and self-efficacy. Using instruments in a classroom is also conductive to learning to share, as children are given turns with different instruments.
After talking with the parents, it was discovered that the child liked to watch things fall, so the teacher set up an opportunity for the child to make toys fall. She set up toys for him to drop off of the play structure outside. He was able to do what he enjoyed without it being wrong; he learned when it was and when it wasn't okay to make things fall.
(2) Where such a question is raised before any court or tribunal of a Member State, that court or tribunal may, if it considers that a decision on the question is necessary to enable it to give judgment, request the Court of Justice to give a ruling thereon.
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Essentially, there is a concern with experimentation that presents an evident new ground to the art of dance. There is a memorable moment especially in the climax of the performance (Stilwell 127). The image of the
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