healthy lunchbox

healthy lunchbox

Lunch often gets lost in the hustle and bustle of getting kids off to school in the morning. You may prefer to give your child money for lunch rather than pack a midday meal. But it's worth reconsidering bag lunches because they often far healthier than standard cafeteria fare.

To make sure your child actually eats the healthy lunches you provide, try this advice from Hillary Wright, MEd, RD, a Boston-based nutritionist at Harvard Vanguard Medical Associates and the mother of three boys. 

 

The most nutritious lunches include foods from at least three food groups, but that doesn't mean children must have the traditional sandwich, fruit, and milk for good health," says Wright. As long as youngsters eat a balanced and varied meal, it's perfectly fine to pack hummus, whole-grain crackers, and yogurt or leftovers from last night's dinner every day, as well as sandwiches.

The key is to respect your child's eating style and preferences. Some kids derive comfort from eating the same foods day in and day out while others balk at it. Work with your child, Wright says, and your child is less likely to drop lunch in the playground trash bin. 

importance of children's games

 

importance of children's games

 

 

Play takes many forms, but the heart of play is pleasure — an important component in learning.

Some people think of play as the opposite of work. They think of it with goofing off, being lazy, lack of achievement, or, at best, recreation. "Stop playing and get to work!" Yet, as many of you probably know, it is through play that we do much of our learning. We learn best when we are having fun. Play, more than any other activity, fuels healthy development of children — and the continued healthy development of adults.

Play takes many forms, but the heart of all play is pleasure. If it isn't fun, it isn't play. We play from birth on — we play using our bodies (building with blocks) and our minds (fantasy play). We use words to play (jokes, wit, humor) and we use props (blocks, toys, games). While the exact nature of play evolves, becoming more complex as we grow, play at all ages brings pleasure. 

 

What Young Children Know

Play enhances every domain of a child's development. Gross-motor skills, such as walking, kicking, or skipping, can be strengthened when a toddler pushes a toy grocery cart or an older child jumps rope. When a young child kicks a ball across the room, she is practicing coordination by balancing on one foot to kick with the other.

Fine-motor and manipulation skills are developed while a child builds and colors a sign for a backyard tree house. When throwing and catching a ball, a child practices hand-eye coordination and the ability to grasp.

Children practice and develop language skills during play. A child's play with words, including singsong games and rhymes that accompany games of tag, can help him master semantics, practice spontaneous rhyming, and foster word play.

The child's cognitive capacity is enhanced in games by trial and error, problem solving, and practice discriminating between relevant and irrelevant information. Play requires the child to make choices and direct activities and often involves strategy, or planning, to reach a goal. 

 

Writing and Spelling

Writing and Spelling

Proactively addressing content related to the correction in the Spanish language written expression, the theme includes accentuation, punctuation, appropriate use of expressions, letters that represent problems in their use, drafting of documents and small literary samples, correcting errors typo and improving the drafting of documents.

 

Professional Practice V

Professional Practice V

It is conceived as an activity in which consolidates educational theory in the process of formation of science degree in education with specialization in preschool education,

 

the curriculum is dominated application therefore, the practitioner is integrated into the various activities carried out in direction and in the classroom.

 

Professional Practice IV

Professional Practice IV

Curriculum development of the subject is referred to the application of the curriculum in the process of teacher training.

 

Professional Practice is where a student is required to extend knowledge and skills within a practical environment.

 

For example, an Occupational Therapy/Physiotherapy or teacher  student will be required as part of their degree to go out into their field, either at a hospital or clinic and train under supervision to gain the experience and skills required in a practical environment.

Professional Practice III

Professional Practice III

This course is the continuation of professional practice II, 

where practicing teachers become involved in a more intense in the pedagogic and didactic activities,

 

as not only will be watching and supporting elabarando educational tutor and teaching resources that support their practice so it will learn about the most relevant aspects of early childhood education.

Professional Practice II

Professional Practice II

The subject of the characteristics with which it is developed, phase dominates educational assistance and professional futures intengramos the different activities taking place in the classroom and in the middle of practice. 

Continue making the remark, but it starts with the execution of educational activities, didactic.

Professional Practice I

Professional Practice I

The course is directed toward understanding the reality of education in schools from nursery level through participatory observation in the teaching-learning processes, 

educational organization of the institution, school, relationships with family and community.

 

Reading and English conversation

Reading and English conversation

Is focused on developing good reading habits that allow the increase of vocabulary in students, and improve English language proficiency. 

 

Also given necessary and basic strategies for reading and understanding a foreigner language, 

 

as well as techniques and activities that can transform a receptive vocabulary productive vocabulary, study and analysis of simplified and graded readings on various aspects.

 

English Grammar

English Grammar

Aims to bring students to a systematic study on the grammar of English with prescriptive and descriptive approach, covering the categories of traditional grammar through the parts of speech to a modern structural analysis. 

 

Were carried out literature and field investigations, which are exposed to so gruposde exposures required to build the knowledge necessary to develop skills in linguistic analysis, with a focus on those structures that the teacher needs to know deeply.

 

Professional Development

Professional Development

Its purpose perception that students have both personal and interpersonal experience the understanding of the variables cognositivas, existential, emotional and personality that affect their teaching style and management of professional and personal situation, leading to the valuation of cultural conditions Social, economic, carrying with it the practice of the teaching 

 

Expression and Creativity II

Expression and Creativity II

  

It is a subject that requires practice based on theory for its development and understanding, which aims to provide basic knowledge in different branches of art through the exploration of artistic abilities and skills that each student possesses, powering the maximum and contribute to increased sensitivity creative, self-worth, valuing of their skills and weaknesses through the practice of creative techniques to beplaced at the service their personal and professional life .

 

Expression and Creativity I

Expression and Creativity I

this course completes three major elements in the integral formation of children such as: child expression, in the fields of music, the plastic and play.

 

Development of the course combines theory with practice that will allow the teachers in training, managing the basic tools for their professional performance in a creative way.

 

Methodology for Early Learning

Methodology for Early Learning

 

Suggests that students analyze the precursors of education and pedadodicos force, the precursors of early childhood education, an overview of various educational methodologies, appropriate to the educational diversity, with emphasis on the development indiviadual combined with teamwork and application equipment and application of strategies that stimulate multiple intelligences, with the adjustments to the reality that living in the community in which they operate and their group.

 

 

Enseyos and demonstrations are conducted in educational settings by developing and using educational resources and teaching to facilitate learning through play-work.

 

Intensive Intermediate English II

Intensive Intermediate English II

In this course, students practice the English language to express their views on common issues of daily living, such as climate, clothing, telephone conversations, natural phenomena, disasters, plans for the future, food grade, suggestions, talk about past activities or future, to accept or reject invitations in the past tense to narrate events, studies, giving advice, describe objects, health problems, apologize, projects or plans for the future, etc.

 

All this will enable the students to assimilate and practice the skills needed for success in a reunion of friends, work or reading material written in English.

 

Readiness for the calculation and literacy

Readiness for the calculation and literacy

Allows students to acquire the basics biological, psychological and pedadodicas to lead the children in their first acquisitions math and reading and writing, emphasizing the child development and child, as an important factor for the structuring of learning and readiness to offer appropriate initiation reading and mathematical calculations as well as the application of pedagogical processes.

 

which scientifically didactic, promote and provide answers to the needs and interests of children according to the economic and sociocultural environment to which it belongs.

 

Childhood Development II

Childhood Development II

It focuses on the study of the processes of physical development, cognitive and socially as well as the acquisition of mental skills and the role of the teacher as responsible for stimulating and enhancing these processes.

Piaget was a Swiss theorist who posited that children learn actively through the play process. He suggested that the adult's role in helping the child learn was to provide appropriate materials for the child to interact and construct.

 

He would use Socratic questioning to get the children to reflect on what they were doing. He would try to get them to see contradictions in their explanations. 

He also developed stages of development. His approach can be seen in how the curriculum is sequenced in schools, and in the pedagogy of preschool centers across the United States.

Evaluation of learning

Is a fundamental part of teaching-learning process in this regard is that the future teachers acquire the basic notions respecyo to review its nature, principles, characteristics and the role it plays in the process, so it you know and apply a series useful tools for evaluating the educational process.

 

Evaluation permits the critical question to be asked and answered: have the goals and objectives of new curriculum have been met?  It assesses individual achievement to satisfy external requirements, and provides information that can be used to improve curriculum, and to document accomplishments or failures. Evaluation can provide feedback and motivation for continued improvement for learners, faculty, and innovative curriculum developers. To ensure that important questions are answered and relevant needs met, it is necessary to be methodical in designing a process of evaluation.

In the last decade, we have observed the rapid evolution of assessment methods used in medical education from the traditional ones towards more sophisticated evaluation strategies.

Single methods were replaced by multiple methods, and paper-and-pencil tests were replaced by computerized tests. The normative pass/fail decisions moved to assessment standards, and the assessment of knowledge has been replaced by the assessment of competence. 

Efforts have been also made to standardize subjective judgments, to develop a set of performance standards, to generate assessment evidence from multiple sources, and to replace the search for knowledge with the search for "reflection in action" in a working environment.