My Alphabet Kit Handbook

Author: Jane Pinsker

Publisher: Blake Education

ISBN: 9781865091211

Category: English language

Page: 136

View: 3159


A comprehensive teacher resource book that provides vital strategies for teaching early sounds._

My First Alphabet Game

Author: Dorling Kindersley, Inc.

Publisher: N.A

ISBN: 9780789454676

Category: Juvenile Nonfiction

Page: N.A

View: 9145


"Innovative games promote learning through play - the proven path to success in school. At last Dorling Kindersley quality is available in a new group of games designed for the younger set. Full-color photos and bold graphics plus traditional and original, specially created games make these the playthings children will return to again and again. My First Alphabet Game: An introduction to the ABC's."

The Book of parlour games

comprising explanations of the most approved games for the social circle ...

Author: Catharine Harbeson Waterman

Publisher: N.A


Category: Games

Page: 288

View: 2859



Hidden Treasure Maze Book

Author: Dave Phillips

Publisher: Courier Corporation

ISBN: 9780486245669

Category: Juvenile Nonfiction

Page: 48

View: 3664


Get ready for 34 intricate mazes accompanied by breathtaking tales of heroic adventure. As you journey through the mazes you'll encounter evil dragons, people-eating plants, bloodthirsty giants, fierce desert nomads, marauding pirates, sharks, ghosts, dinosaurs, and many more dangerous adversaries at every twist and turn. Solutions.

innovations in Learning

New Environments for Education

Author: Leona Schauble,Robert Glaser

Publisher: Routledge

ISBN: 1136491988

Category: Education

Page: 392

View: 6373


This volume documents the growth of a new kind of interdisciplinary teamwork that is evolving among practitioners, researchers, teacher educators, and community partners. Its premise: the design of learning environments and the development of theory must proceed in a mutually supportive fashion. Scientific researchers have learned that a prerequisite to studying the kinds of learning that matter is helping to shoulder the responsibility for ensuring that these forms of learning occur. To support and study learning, researchers are increasingly making major and long-term investments in the design and maintenance of contexts for learning. Practitioners are assuming new roles as well, reflecting an increasing awareness of the need to move beyond skillful doing. If developing learning contexts are to be protected within and expanded beyond the systems that surround them, it is necessary to foster professional communities that will support reflection about practice, including the generation and evaluation of rich and flexible environments for student thinking. One consequence of recent reforms is that teachers are increasingly regarding such tasks as central to their professional development. Innovations in Learning: New Environments for Education describes coordinated interaction between educational design on the one hand, and the development of learning theory on the other, through a series of examples. These examples have been chosen because they are continuing, proven programs with evidence of success. Contributors to the volume are researchers and practitioners who have played a role in inventing these programs and have guided their development over a period of years. Rather than choosing illustrations of a pipeline or "application model of research" from research and then to practice, the editors of this volume have selected interventions in which researchers and practitioners work together persistently to forge common understanding. Such activity is necessarily interdisciplinary, often encompassing long spans of time, and is more akin to engineering in the field than to laboratory science. The common themes that emerge from this activity -- for example, the role of tools, talk, and community -- belong exclusively neither to theory nor to practice, but to their intersection in commitment to specific contexts of learning and continuing contributions to practice and underlying theory. This volume is organized into three sections that reflect different levels and kinds of learning contexts. Each of these levels has been the focus of recent cognitive and reform applications to learning and schooling. The first offers examples of effective learning in informal settings; the second discusses innovative approaches to schooling at the classroom level; and the third reviews reforms that regard the entire school as the appropriate unit of change.

To Do

A Book of Alphabets and Birthdays

Author: Gertrude Stein

Publisher: Yale University Press

ISBN: 0300170971

Category: Fiction

Page: 127

View: 2319


Written in 1940 and intended as a follow-up to Stein's children's book "The World Is Round," published the previous year, "To Do" is a fanciful journey through the alphabet.

Interactive Books

Playful Media before Pop-Ups

Author: Jacqueline Reid-Walsh

Publisher: Routledge

ISBN: 113509814X

Category: Literary Criticism

Page: 254

View: 3679


Movable books are an innovative area of children’s publishing. Commonly equated with spectacular pop-ups, movable books have a little-known history as interactive, narrative media. Since they are hybrid artifacts consisting of words, images and movable components, they cross the borders between story, toy, and game. Interactive Books is a historical and comparative study of early movable books in relation to the children who engage with them. Jacqueline Reid-Walsh focuses on the period movable books became connected with children from the mid-17th to the early-19th centuries. In particular, she examines turn-up books, paper doll books, and related hybrid experiments like toy theaters and paignion (or domestic play set) produced between 1650 and 1830. Despite being popular in their own time, these artifacts are little known today. This study draws attention to a gap in our knowledge of children’s print culture by showing how these artifacts are important in their own right. Reid-Walsh combines archival research with children’s literature studies, book history, and juvenilia studies. By examining commercially produced and homemade examples, she explores the interrelations among children, interactive media, and historical participatory culture. By drawing on both Enlightenment thinkers and contemporary digital media theorists Interactive Books enables us to think critically about children’s media texts paper and digital, past and present.