Early - Discussions - Actionable Innovations Global2024-03-28T21:09:05Zhttps://actionableinnovations.global/forum/topics/feed/tag/EarlyMather's, children, teachers, implementing Early reading education 21integrated with health care promotion measure, session strand use the tag 2019SDGshttps://actionableinnovations.global/forum/topics/mather-s-children-teachers-implementing-early-reading-education-22019-10-26T16:45:24.000Z2019-10-26T16:45:24.000ZBaluku Danielhttps://actionableinnovations.global/members/BalukuDaniel<div><p>Your Name and titel Dr baluku daneil masindi,executive director School or Organization Name: Masindi Health Development Program (MHDP) Co-Presenter Name(s):baluku hannington gift,voice chairperson (MHDP) Area of the World from Which You Will Present: Ntoroko District, Western UgandaLanguage in Which You Will Present: English Target Audience(s): Mothers, Children &Teachers implementing Early Reading Education 21 integrated with Healthcare Promotion measure. Session Strand (use the “tag”): "2019SDGs Short Session Description (one line): Integration of Early Reading Education 21 and Healthcare Promotion measures. Abstract Providing early learning through collaborating with the parents, children, teachers, education department Ntoroko District and other stake holders will improve early reading in Ntoroko District through extending services nearer to the people. Learning Objectives: The presentation will help to reveal what is being done to promote early reading in Ntoroko District. The presentation will help participants understand the challenges of early reading in Ntoroko District. Presentation Methods: Lecture PowerPoint Discussion Session Description The pre-primary education has been under the management of the private sector which limits access to the communities because of being demand driven. In rural areas 91% of Uganda’s children are not accessing pre-primary education where early reading is promoted. (NPA2015). Masindi Health Development Program (MHDP) has established Centre’s where early reading is being exercised. The parents are also learning how to read. They also engage in saving and credit to improve their income. We apply early reading technics like engaging the mothers and children, the use of words with real objects and making learning participatory has improved the learning for the children. Our children’s reading skills has improved. Our online activity i.e. Facebook, Peaceflame network brings the Early reading Program through the office 365 platform. Early reading is an alternative way of reading which eliminates dyslexia and has children reading when they start primary. Challenge There is uneven distribution of Early Child Development Centres (ECD) in Ntoroko where early reading is being exercised. Areas whose population earns a high income tend to attract the ECD Proprietors with an assumption that the parents and guardians will afford fees. Our plan to improve learning We plan to lobby the Government to consider revising its current policy to increase financial allocation for pre-primary education. Sensitizing parents on the advantages of Early Reading. Establish more learning Centre’s for early reading within the hard to reach areas in Ntoroko District Partnership with community Development Partners for access to further education opportunity and healthcare services. Websites / URLs Associated with Your Session: Everyone is invited to join our Peace Flame by registering at <a href="http://www.enabling.org/register">www.enabling.org/register</a> Masindi Health Development Program (MHDP) <a href="https://www.facebook.com/Masindi-Health-Development-Program-110786873623523/?ref=bookmarks">https://www.facebook.com/Masindi-Health-Development-Program-110786873623523/?ref=bookmarks</a></p></div>Mather's, children, teachers, implementing Early reading education 21integrated with health care promotion measure, session strand use the tag 2019SDGshttps://actionableinnovations.global/forum/topics/mather-s-children-teachers-implementing-early-reading-education-12019-10-26T16:39:16.000Z2019-10-26T16:39:16.000ZBaluku Danielhttps://actionableinnovations.global/members/BalukuDaniel<div><p>Your Name and titel Dr baluku daneil masindi,executive director School or Organization Name: Masindi Health Development Program (MHDP) Co-Presenter Name(s):baluku hannington gift,voice chairperson (MHDP) Area of the World from Which You Will Present: Ntoroko District, Western UgandaLanguage in Which You Will Present: English Target Audience(s): Mothers, Children &Teachers implementing Early Reading Education 21 integrated with Healthcare Promotion measure. Session Strand (use the “tag”): "2019SDGs Short Session Description (one line): Integration of Early Reading Education 21 and Healthcare Promotion measures. Abstract Providing early learning through collaborating with the parents, children, teachers, education department Ntoroko District and other stake holders will improve early reading in Ntoroko District through extending services nearer to the people. Learning Objectives: The presentation will help to reveal what is being done to promote early reading in Ntoroko District. The presentation will help participants understand the challenges of early reading in Ntoroko District. Presentation Methods: Lecture PowerPoint Discussion Session Description The pre-primary education has been under the management of the private sector which limits access to the communities because of being demand driven. In rural areas 91% of Uganda’s children are not accessing pre-primary education where early reading is promoted. (NPA2015). Masindi Health Development Program (MHDP) has established Centre’s where early reading is being exercised. The parents are also learning how to read. They also engage in saving and credit to improve their income. We apply early reading technics like engaging the mothers and children, the use of words with real objects and making learning participatory has improved the learning for the children. Our children’s reading skills has improved. Our online activity i.e. Facebook, Peaceflame network brings the Early reading Program through the office 365 platform. Early reading is an alternative way of reading which eliminates dyslexia and has children reading when they start primary. Challenge There is uneven distribution of Early Child Development Centres (ECD) in Ntoroko where early reading is being exercised. Areas whose population earns a high income tend to attract the ECD Proprietors with an assumption that the parents and guardians will afford fees. Our plan to improve learning We plan to lobby the Government to consider revising its current policy to increase financial allocation for pre-primary education. Sensitizing parents on the advantages of Early Reading. Establish more learning Centre’s for early reading within the hard to reach areas in Ntoroko District Partnership with community Development Partners for access to further education opportunity and healthcare services. Websites / URLs Associated with Your Session: Everyone is invited to join our Peace Flame by registering at <a href="http://www.enabling.org/register">www.enabling.org/register</a> Masindi Health Development Program (MHDP) <a href="https://www.facebook.com/Masindi-Health-Development-Program-110786873623523/?ref=bookmarks">https://www.facebook.com/Masindi-Health-Development-Program-110786873623523/?ref=bookmarks</a></p></div>Mather's, children, teachers, implementing Early reading education 21integrated with health care promotion measure, session strand use the tag 2019SDGshttps://actionableinnovations.global/forum/topics/mather-s-children-teachers-implementing-early-reading-education2019-10-26T16:31:49.000Z2019-10-26T16:31:49.000ZBaluku Danielhttps://actionableinnovations.global/members/BalukuDaniel<div><p>Your Name and titel Dr baluku daneil masindi,executive director School or Organization Name: Masindi Health Development Program (MHDP) Co-Presenter Name(s):baluku hannington gift,voice chairperson (MHDP) Area of the World from Which You Will Present: Ntoroko District, Western UgandaLanguage in Which You Will Present: English Target Audience(s): Mothers, Children &Teachers implementing Early Reading Education 21 integrated with Healthcare Promotion measure. Session Strand (use the “tag”): "2019SDGs Short Session Description (one line): Integration of Early Reading Education 21 and Healthcare Promotion measures. Abstract Providing early learning through collaborating with the parents, children, teachers, education department Ntoroko District and other stake holders will improve early reading in Ntoroko District through extending services nearer to the people. Learning Objectives: The presentation will help to reveal what is being done to promote early reading in Ntoroko District. The presentation will help participants understand the challenges of early reading in Ntoroko District. Presentation Methods: Lecture PowerPoint Discussion Session Description The pre-primary education has been under the management of the private sector which limits access to the communities because of being demand driven. In rural areas 91% of Uganda’s children are not accessing pre-primary education where early reading is promoted. (NPA2015). Masindi Health Development Program (MHDP) has established Centre’s where early reading is being exercised. The parents are also learning how to read. They also engage in saving and credit to improve their income. We apply early reading technics like engaging the mothers and children, the use of words with real objects and making learning participatory has improved the learning for the children. Our children’s reading skills has improved. Our online activity i.e. Facebook, Peaceflame network brings the Early reading Program through the office 365 platform. Early reading is an alternative way of reading which eliminates dyslexia and has children reading when they start primary. Challenge There is uneven distribution of Early Child Development Centres (ECD) in Ntoroko where early reading is being exercised. Areas whose population earns a high income tend to attract the ECD Proprietors with an assumption that the parents and guardians will afford fees. Our plan to improve learning We plan to lobby the Government to consider revising its current policy to increase financial allocation for pre-primary education. Sensitizing parents on the advantages of Early Reading. Establish more learning Centre’s for early reading within the hard to reach areas in Ntoroko District Partnership with community Development Partners for access to further education opportunity and healthcare services. Websites / URLs Associated with Your Session: Everyone is invited to join our Peace Flame by registering at <a href="http://www.enabling.org/register">www.enabling.org/register</a> Masindi Health Development Program (MHDP) <a href="https://www.facebook.com/Masindi-Health-Development-Program-110786873623523/?ref=bookmarks">https://www.facebook.com/Masindi-Health-Development-Program-110786873623523/?ref=bookmarks</a></p></div>Early Childhood Technology (ECT) Graduate Certificate programhttps://actionableinnovations.global/forum/topics/early-childhood-technology-ect-graduate-certificate-program2019-07-25T20:05:21.000Z2019-07-25T20:05:21.000ZAngie Kalthoffhttps://actionableinnovations.global/members/AngieKalthoff628<div><p><span style="font-weight: 400;">The ECT Program: </span></p>
<p></p>
<p><span style="font-weight: 400;">Are you interested in learning about using new technologies with young children in playful ways? Consider joining the</span> <a href="http://go.tufts.edu/ECT"><span style="font-weight: 400;">Tufts Early Childhood Technology (ECT)</span></a> <span style="font-weight: 400;">[ go.tufts.edu/ECT ]certificate program, directed by Prof. Marina Umaschi Bers!</span></p>
<p></p>
<p><span style="font-weight: 400;">The Tufts Early Childhood Technology (ECT) certificate program is designed for educators and practitioners working with young children in pre-kindergarten through second grade in diverse educational settings such as schools, museums, libraries, and daycares. The program will develop students' knowledge and skills in technology and engineering with a focus on early childhood. Our online classes make learning flexible for busy professionals and parents. To join ECT this September,</span> <a href="http://go.tufts.edu/ECT"><span style="font-weight: 400;">apply by August, 1st, 2019.</span></a><span style="font-weight: 400;">[ go.tufts.edu/ECT ]</span> <b>All students receive a KIBO robotics kit!</b></p>
<p></p>
<p><b>Early Application Promotion:</b> <span style="font-weight: 400;">Submit your completed</span> <a href="https://asegrad.tufts.edu/academics/explore-graduate-programs/early-childhood-technology#3"><span style="font-weight: 400;">application</span></a> <span style="font-weight: 400;">for ECT by July 26th and receive a</span> <b>FREE copy</b><span style="font-weight: 400;">of Dr. Amanda Sullivan's new book</span> <a href="https://www.amazon.com/gp/product/147584204X/ref=dbs_a_def_rwt_bibl_vppi_i1"><i><span style="font-weight: 400;">Breaking the STEM Stereotype: Reaching Girls in Early Childhood.</span></i></a> <span style="font-weight: 400;">In the book, you'll learn how to boost girls confidence & interest in STEM with hands-on activities and developmentally appropriate technologies. </span></p>
<p></p>
<p><span style="font-weight: 400;">Join our</span> <a href="https://tufts.webex.com/mw3300/mywebex/default.do?nomenu=true&siteurl=tufts&service=6&rnd=0.6760570135216611&main_url=https%3A%2F%2Ftufts.webex.com%2Fec3300%2Feventcenter%2Fevent%2FeventAction.do%3FtheAction%3Ddetail%26%26%26EMK%3D4832534b000000046d6ae6ba85575c851527b8fa832b3fb14e20b133087f7f7f485635c9798db949%26siteurl%3Dtufts%26confViewID%3D132441244631572661%26encryptTicket%3DSDJTSwAAAATQH9gGNeiSD5UNABDHvlgwP2Ja9D6gLbuI59CAYzGbGQ2%26"><span style="font-weight: 400;">virtual open house</span></a> <span style="font-weight: 400;">to learn more!</span></p>
<p><span style="font-weight: 400;">Saturday, July 27, 2019</span></p>
<p><span style="font-weight: 400;">4:00 p.m. EST</span></p>
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<p><b>Questions? Please reach out to me!</b></p></div>Mather's, children, teachers, implementing Early reading education 21integrated with health care promotion measure, session strand use the tag 2019SDGshttps://actionableinnovations.global/forum/topics/mather-s-children-teachers-implementing-early-reading-education-32019-10-26T16:45:29.000Z2019-10-26T16:45:29.000ZBaluku Danielhttps://actionableinnovations.global/members/BalukuDaniel<div><p>Your Name and titel Dr baluku daneil masindi,executive director School or Organization Name: Masindi Health Development Program (MHDP) Co-Presenter Name(s):baluku hannington gift,voice chairperson (MHDP) Area of the World from Which You Will Present: Ntoroko District, Western UgandaLanguage in Which You Will Present: English Target Audience(s): Mothers, Children &Teachers implementing Early Reading Education 21 integrated with Healthcare Promotion measure. Session Strand (use the “tag”): "2019SDGs Short Session Description (one line): Integration of Early Reading Education 21 and Healthcare Promotion measures. Abstract Providing early learning through collaborating with the parents, children, teachers, education department Ntoroko District and other stake holders will improve early reading in Ntoroko District through extending services nearer to the people. Learning Objectives: The presentation will help to reveal what is being done to promote early reading in Ntoroko District. The presentation will help participants understand the challenges of early reading in Ntoroko District. Presentation Methods: Lecture PowerPoint Discussion Session Description The pre-primary education has been under the management of the private sector which limits access to the communities because of being demand driven. In rural areas 91% of Uganda’s children are not accessing pre-primary education where early reading is promoted. (NPA2015). Masindi Health Development Program (MHDP) has established Centre’s where early reading is being exercised. The parents are also learning how to read. They also engage in saving and credit to improve their income. We apply early reading technics like engaging the mothers and children, the use of words with real objects and making learning participatory has improved the learning for the children. Our children’s reading skills has improved. Our online activity i.e. Facebook, Peaceflame network brings the Early reading Program through the office 365 platform. Early reading is an alternative way of reading which eliminates dyslexia and has children reading when they start primary. Challenge There is uneven distribution of Early Child Development Centres (ECD) in Ntoroko where early reading is being exercised. Areas whose population earns a high income tend to attract the ECD Proprietors with an assumption that the parents and guardians will afford fees. Our plan to improve learning We plan to lobby the Government to consider revising its current policy to increase financial allocation for pre-primary education. Sensitizing parents on the advantages of Early Reading. Establish more learning Centre’s for early reading within the hard to reach areas in Ntoroko District Partnership with community Development Partners for access to further education opportunity and healthcare services. Websites / URLs Associated with Your Session: Everyone is invited to join our Peace Flame by registering at <a href="http://www.enabling.org/register">www.enabling.org/register</a> Masindi Health Development Program (MHDP) <a href="https://www.facebook.com/Masindi-Health-Development-Program-110786873623523/?ref=bookmarks">https://www.facebook.com/Masindi-Health-Development-Program-110786873623523/?ref=bookmarks</a></p></div>It's not just a bedtime story anymorehttps://actionableinnovations.global/forum/topics/it-s-not-just-a-bedtime-story-anymore2013-11-12T20:04:22.000Z2013-11-12T20:04:22.000ZCourtney Campbell-Colemanhttps://actionableinnovations.global/members/CourtneyCampbellColeman<div><div class="text_layer"><div class="ie_fix"><div class="ff6"><span class="a">Y<span class="l12">our Name and Title:Courtney Campbell-Coleman</span></span></div>
<div class="ff6"><span class="a">School or Organization Name: Campbell Consulting</span></div>
<div class="ff6"><span class="a">Co-Presenter Name(s):</span><span class="a"> </span></div>
<div class="ff6"><span class="a">Area of the W<span class="l6">orld from Which Y<span class="l12">ou Will Present: Atlanta, Georgia</span></span></span></div>
<div class="ff6"><span class="a">Language in Which Y<span class="l8">ou Will Present: English</span></span></div>
<div class="ff6"><span class="a">Target Audience(s): Parents of young children and early learning educators</span></div>
<div class="ff6"><span class="a">Short Session Description (one line): In this discussion I will explain how a re-told bedtime story can be used to teach various beginning reading skills.</span></div>
<div class="ff6"><span class="a">Full Session Description (as long as you would like): This discussion will help parents of young children and early learning educators use beloved stories to help develop a strong foundation of skills that will make learning to read easier. The discussion will involve simulations, explanations and experience based methods from a veteran teacher.</span></div>
<div class="ff6"><span class="a">Websites / URLs Associated with Y<span class="l8">our Session: <a href="http://www.campbellsclass101.com">www.campbellsclass101.com</a></span></span></div>
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<div class="link_layer"><div class="ie_fix"><a class="ll" target="_blank" href="http://www.globaleducationconference.com/group/presenters2013" rel="nofollow"></a><a class="ll" target="_blank" href="http://www.globaleducationconference.com/group/presenters2013" rel="nofollow"></a><a class="ll" target="_blank" href="http://globaleducationconference.com/" rel="nofollow"></a><a class="ll" target="_blank" href="http://globaleducationconference.com/" rel="nofollow"></a></div>
</div></div>Collaborate Globally to Shrink Gaps Among Young Learners Before Formal Educationhttps://actionableinnovations.global/forum/topics/shrinking-gaps-before-formal-education2012-10-26T01:02:58.000Z2012-10-26T01:02:58.000ZDan Yanghttps://actionableinnovations.global/members/DanYang<div><p><strong>Shrinking Gaps Before Formal Education</strong></p>
<p><span style="text-decoration: underline;">Facts:</span></p>
<p>1) Few education standard exists for children before K, regardless countries. For example, US Common Core standard deals with kids after 5. Kindergartens in China, although starting at 3 years old, are not directly under the control of Ministry of Education.</p>
<p>2) Children start kindergarten at very inconsistent levels. What shall the child be prepared before starting school? Shall the child recognize all the letters and count till 10 and know he/she is part of the universe?</p>
<p>3) Unprepared children will obvious have trouble building their self-confidence or love school because, without teacher mentioning, they see they are lagging behind their little friends.</p>
<p>4) Many young children spend their time with parents, relatives, nannies, home based daycare centers where there is no requirement for children's intellectual development. So the "Windows of Opportunities" as per developmental scientists are largely missed</p>
<p><span style="text-decoration: underline;">Proposed Solution:</span></p>
<p>Home and daycare centers shall be regulated, submit to educational standards, preparing children through real-life learning experience for school readiness. As such, their path to school is leveled and their chance to succeed maximized.</p>
<p>With the computers, tablets and other mobile devices such as smart phones becoming popular, it takes only a few hundred dollar investment to cover 4 to 5 years of preschool learning, in other words, at about hundred dollar per year, this is much smaller investment compared to when the child grows into adulthood.</p>
<p>Government and corporations can change millions people's life by implementing standards, raising awareness of the importance of early childhood education and by providing low cost computer equipment and learning software which are built according to a standard.</p>
<p>Education starts when the child is born. If it starts only when school starts, chances are it's too late.</p>
<p></p>
<p>Dr. Dan Yang</p>
<p><br/> Rullingnet Corporation</p>
<p><br/> Co-presenter: Sarah Cowan</p>
<p><br/> Country from Which You Will Present: Canada</p>
<p><br/> Language in Which You Will Present: English</p>
<p><br/> Target Audience (such as primary school teachers, high school administrators, students, etc.): Policy makers, primary and kindergarten teachers and administrators</p>
<p><br/> Short Session Description (one line): Shrinking Gaps Before Formal Education</p>
<p><br/> Full Session Description (one paragraph minimum):</p>
<p>Due to the fact young children start school at very unpredictable and inconsistent knowledge level causing learning gaps which become only wider with the increase of grades, we propose an early learning standard to be implemented for toddlers and preschoolers in order to level their path to school success. At a cost of about hundred dollar a year, computers, tablets and mobile devices can assist families to help their children to lay a foundation of knowledge informally which increases gradually with the child growing up till the school time. VINCI preschool learning curriculum is an example of our tentative effort in establishing such standard.</p>
<p><br/> Websites / URLs Associated with Your Session: <a href="http://www.vincigenius.com">www.vincigenius.com</a></p></div>Global Education Intern, Sesame Workshophttps://actionableinnovations.global/forum/topics/global-education-intern-sesame-workshop2011-09-19T16:19:50.000Z2011-09-19T16:19:50.000ZLucy Grayhttps://actionableinnovations.global/members/LucyGray<div><p>Via my friend David Kleeman's Children and Media Professionals Facebook group</p>
<p> </p>
<p><strong>Global Education Intern, Sesame Workshop</strong><br/><br/>The Global Education department at Sesame Workshop is seeking an intern to assist a Director and Content Specialist on international co-productions of Sesame Street for the Fall 2011 semester. Responsibilities include reviewing scripts and outreach materials for educational content, reviewing research materials, translations, organizing and tracking information about content and logistics for the projects, assisting in coordinating international calls and meetings, and administrative tasks as needed. The intern will have the opportunity to attend script reviews, education, research, and outreach meetings, project planning meetings, as well as internal cross-departmental meetings. Applicants should be able to read, write and speak Urdu, as well as possessing strong communication skills, be self-motivated and able to work independently. Applicants must be currently enrolled in school (undergrad and above) and available to work 2-3 full days in the SW office. Please send resumes to ldollard@sesame.org or romilla.karnati@sesame.org.</p>
<p> </p>
<p><em>Do not respond here in the Global Education Collaborative. Contact Sesame Workshop at the address listed above.</em></p></div>European children’s traveling language library - EU project for other countrieshttps://actionableinnovations.global/forum/topics/european-childrens-traveling2011-03-05T06:53:57.000Z2011-03-05T06:53:57.000ZJoel Josephsonhttps://actionableinnovations.global/members/JoelJosephson<div><p><a target="_self" href="http://storage.ning.com/topology/rest/1.0/file/get/1001641561?profile=original"><img width="300" src="http://storage.ning.com/topology/rest/1.0/file/get/1001641561?profile=original" class="align-left"/></a></p>
<p><span class="font-size-3" style="color: #ff0000;">Global Association</span></p>
<p> </p>
<p> </p>
<p><span class="font-size-2">Schools in other countries will be able to use the library by helping to form Eurolib networks in their countries. These will be part of a World Association that will be formed at the end of the project. If you are interested in the using the Eurolib in your country please let us know via the ‘Get Involved’ form</span>.<br/> </p>
<p> </p>
<p> </p>
<p><span class="font-size-2"><a target="_blank" href="http://www.eulib.eu/">Eurolib</a> is a European Union funded education project. It is targeted at motivating children in their first year of learning a foreign language, to:</span></p>
<ul>
<li><div><span class="font-size-2">Exposure them to the rich heritage of European languages and cultures</span></div>
</li>
<li><div><span class="font-size-2">Be motivated to learn languages</span></div>
</li>
<li><div><span class="font-size-2">Build a love of reading as the best form of autonomous lifelong learning</span></div>
</li>
<li><div><span class="font-size-2">Reinforce emerging literacy</span></div>
</li>
</ul>
<p><span class="font-size-2">Travelling libraries of beautifully illustrated children's books in six European languages (English, Spanish, Turkish, Italian, Czech and Finnish) will travel from school to school across Europe. Each school keeps the library for a period and has to carry out a number of educational and collaborative activities before, during, and after the visit of the Library.</span></p>
<p><span class="font-size-2">Initial piloting of the project has been hugely successful with the children pleading to take the library books home.</span></p>
<p><span class="font-size-2"> </span></p>
<p><span class="font-size-3" style="color: #ff0000;">Booking the Library</span></p>
<p><span class="font-size-2">If you are working in a school in the Czech Republic, Finland, Italy, Spain, Turkey and the UK, you can now show your interest in booking a visit of the library to your school by completing the ‘Get Involved’ form on the website. There is no charge during the life of the project.</span></p>
<p><span class="font-size-2">You can also join our community on <a target="_blank" href="http://www.facebook.com/pages/EuroLib-European-Childrens-Travelling">Facebook</a> were you can find updates about the project and join in discussions.</span></p></div>European Union Project Opportunity for Schools - invitation to take parthttps://actionableinnovations.global/forum/topics/european-union-project2009-09-08T10:12:13.000Z2009-09-08T10:12:13.000ZJoel Josephsonhttps://actionableinnovations.global/members/JoelJosephson<div>Below I have posted information about a European Union funded education project <a href="http://www.chainstories.eu">Chain Stories</a> for early language learning via 'Inter-comprehension'. The posting is about how schools, that learn in one of the Romance languages, can take part in the project. The posting is in English, French, Italian, Portuguese, Romanian and Spanish. There is no limit to the number of schools that can participate.
Joel
European Union project for language learning
r.e. Chainstories – motivating early language learning
Chainstories is a European Union project for pupils who do their schooling through a Romance language (French, Spanish, Italian, Romanian, Portuguese). Five schools, each speaking one of the Romance languages, work together to complete a single story. Each school writes their part of the story in their language and has to understand the other schools’ parts, based on the inter-comprehension of the Romance languages used.
The project has been piloted with 25 classes of pupils, between the ages of 8 to 12 in Italy, Spain, Romania, France and Portugal, with wonderful results. Teachers have been amazed at the capacity of the children to understand the other languages and the pupils have shown a measurable increase in their understanding of languages, the European Union and their motivation to learn languages.
Due to the pedagogic success of the project, Chainstories is now being opened up to schools in Europe. Schools and teachers can join an existing chain or form their own Chainstories and share in the positive results for the pupils and also the professional development of teachers.
There is much more information on the project website <a href="http://www.chainstories.eu">http://www.chainstories.eu</a> , where you can see some of the actual stories produced, or you can reply to this newsletter for further information.
I look forward to seeing your Chainstories.
Best wishes
Stephen Moran
Coordinator Chainstories
CNAI, Pamplona, Spain
Stephen@chainstories.eu
<b>Francais</b>
Projet de l’ Union Européenne pour l’apprentissage de langues
Réf. Chainstories – Motivation des jeunes élèves pour l’apprentissage des langues
Chainstories est un projet de l’Union Européenne pour les élèves des écoles qui utilisent une langue romance (français, espagnol, italien, portugais, roumain). Cinq écoles de primaire, chaque une avec une langue romance différente, travaillent ensemble pour compléter une seule histoire. Chaque école écrit une des parties dans sa langue maternelle et doit comprendre les parties crées par le reste des écoles de la chaîne, n’utilisant que la intercompréhension des langues utilisées.
On a fait une expérimentation avec 25 groupes d’élèves, âgées de 8 à 12 ans en Italie, Espagne, Roumanie, France et Portugal, avec un grand succès. Les professeurs ont surpris para la capacité des enfants pour comprendre les autres langues et les élèves qui ont montré une amélioration de la compréhension d’autres langues, de l’Union Européenne et de leur motivation pour apprendre une nouvelle langue.
Grâce au succès pédagogique du projet, Chainstories s’ouvre maintenant aux autres écoles européens. Des écoles et des professeurs peuvent joindre une chaîne qui existe déjà ou créer sa propre chaîne et partager les résultats positives avec les élèves et profiter aussi pour développer leur carrière professionnel comme professeur.
Vous pouvez consulter plus d’autres détailles sur le site web du projet <a href="http://www.chainstories.eu">http://www.chainstories.eu</a> , où vous trouverez toutes les chaînes finis ou répondre à ce bulletin de nouvelles-ci pour demander des renseignements complémentaires.
Dans l’attente de trouver votre Histoire en Chaîne.
Stephen Moran
Coordinator Chainstories
CNAI, Pamplona, Spain
Stephen@chainstories.eu
<b>Espana</b>
Proyecto de la Unión Europea para el aprendizaje de idiomas
Ref. Chainstories – Motivar el aprendizaje de idiomas a edad temprana
Chainstories es un proyecto de la Unión Europea para alumnos escolarizados en centros que utilicen una lengua romance - francés, castellano, italiano, portugués, rumano. Cinco centros escolares, cada uno con una lengua romance diferente, trabajan juntos para completar una única historia. Cada centro escribe en su lengua materna una parte de la historia y debe comprender las partes creadas por el resto de colegios de la cadena, basándose en la inter-comprensión de los idiomas utilizados.
Se ha realizado un pilotaje del proyecto con 25 grupos de alumnos, de entre 8 y 12 años en Italia, España, Rumania, Francia y Portugal, con excelentes resultados. Los profesores se han sorprendido por la capacidad de los niños para comprender el resto de idiomas y los alumnos han mostrado una gran mejora de su comprensión de otros idiomas, de la Unión Europea y de su motivación para aprender idiomas.
Debido al éxito pedagógico del proyecto, Chainstories se abre ahora a otros centros escolares europeos. Colegios y profesores pueden unirse a una cadena ya existente o crear la suya propia y compartir los resultados positivos con los alumnos que además servirá para desarrollar la carrera profesional del profesor
Puede consultar más detalles sobre el proyecto en el sitio web <a href="http://www.chainstories.eu">http://www.chainstories.eu</a> , donde podrá encontrar las cadenas ya terminadas, o puede también responder a este Boletín de Noticias solicitando más información.
Esperando ver su Cuento encadenado.
Stephen Moran
Coordinator Chainstories
CNAI, Pamplona, Spain
Stephen@chainstories.eu
<b>Portuguese</b>
Projecto Europeu para a aprendizagem de línguas
Chainstories – motivar para o ensino precoce de línguas
O projecto Chainstories – Histórias em Cadeia – é um projecto Europeu destinado a alunos que frequentam a escolaridade em países cuja língua oficial é um idioma pertencente à família das línguas Românicas (Francês, Espanhol, Italiano, Português, Romeno). No âmbito deste projecto, cinco escolas, cada uma situada num país de língua românica, trabalharão em conjunto para completar uma única história. Cada escola escreverá a sua parte da história na língua oficial do país a que pertence, tendo de compreender as outras partes escritas pelas demais escolas participantes, com base em actividades de intercompreensão das línguas românicas utilizadas.
O projecto teve uma fase piloto em 25 turmas, com alunos de idades compreendidas entre os 9 e os 11 anos, em Itália, Espanha, Roménia, França e Portugal, tendo-se obtido óptimos resultados Foi uma surpresa para todos os professores descobrir a capacidade manifestada pelos alunos na compreensão de outras línguas, competência em que também se verificou um desenvolvimento significativo. Além disso, os alunos revelaram um maior interesse pela União Europeia e pela aprendizagem de línguas.
Devido ao sucesso pedagógico do projecto, Chainstories estará acessível a todas as escolas na Europa. Assim, as instituições escolares e os professores poderão inscrever-se numa cadeia já criada ou propor uma nova cadeia e experimentar igualmente os resultados positivos no que se refere não só aos alunos como também ao desenvolvimento profissional dos professores.
Poderá encontrar mais informação no website do projecto <a href="http://www.chainstories.eu">http://www.chainstories.eu</a>, em que estão disponíveis algumas das histórias já produzidas. Se preferir, pode responder-nos directamente, solicitando informações complementares.
Aguardamos com expectativa a sua participação no projecto Chainstories.
Stephen Moran
Coordinator Chainstories
CNAI, Pamplona, Spain
Stephen@chainstories.eu
<b>Italiano</b>
Progetto dell’Unione Europea per l’insegnamento delle lingue
r.e.Chainstories – motivare l’apprendimento precoce delle lingue
Chainstories, o storie a catena, è un progetto dell’ Unione Europea per bambini che hanno come lingua principale nella scuola una lingua romanza (francese, spagnolo, italiano, portoghese, romeno) Cinque scuole, ognuna delle quali utilizza una delle lingue romanze, lavorano insieme per completare una sola storia. Ciascuna scuola scrive un capitolo nella propria lingua madre e deve capire quelli provenienti dalle altre scuole, basandosi sulla possibilità di intercomprensione fra lingue romanze.
Il progetto ha avuto una fase pilota che ha coinvolto 25 classi di bambini, in età compresa fra i 8 e gli 12 anni in Italia, Spagna, Romania, Francia e Portogallo, con ottimi risultati.I maestri sono stati sorpresi dalla capacità che i loro allievi hanno di capire altre lingue e i bambini hanno mostrato una crescente e sensibile capacità nel comprendere altre lingue neolatine e inoltre hanno sviluppato le loro conoscenze relative all’ l’Unione Europea e la loro curiosità verso le altre lingue.
Dato il successo pedagogico di questo progetto, Chainstories è ora stato aperto all’accesso da parte di tutte le scuole in Europa. Scuole e maestri possono unirsi ad una catena già esistente o formarne una e così potranno condividere i risultati positivi degli allievi e questa esperienza di crescita professionale degli insegnanti.
Troverete maggiori informazioni sul progetto sul sito web: <a href="http://www.chainstories.eu">http://www.chainstories.eu</a> , dove potrete inoltre vedere le storie già realizzate o potrete anche rispondere a questa lettera per avere ulteriori chiarimenti .
Certi di un Vostro interesse e in attesa di una Vostra possibile adesione.
Stephen Moran
Coordinator Chainstories
CNAI, Pamplona, Spain
Stephen@chainstories.eu
<b>România</b>
Proiectul Uniunii Europene pentru învăţarea limbilor
Poveşti în lanţ – motivarea învăţării limbilor străine la vârste mici
Poveşti în lanţ este un Proiect al Uniunii Europene pentru elevii a căror limbă maternă este una dintre limbile romanice. Cinci şcoli, fiecare vorbind una dintre limbile romanice, lucrează împreună pentru a alcătui o singură poveste. Fiecare şcoală scrie partea ei de poveste în limba maternă şi trebuie să înţeleagă părţile celorlalte şcoli, pe baza intercomprehensiunii limbilor romanice utilizate.
Proiectul a fost pilotat cu 20 de clase de elevi, cu vârste între 8 şi 12 ani, din Italia, Spania, România, Franţa şi Portugalia, cu rezultate extraordinare. Profesorii au fost uimiţi de capacitatea copiilor de a înţelege celelalte limbi, iar elevii au înregistrat o creştere a capacităţii de a înţelege alte limbi, de înţelegere a conceptului de Uniune Europeană şi a motivaţiei de a învăţa noi limbi.
Datorită succesului pedagogic al proiectului, Poveşti în lanţ este acum deschis pentru alte şcoli din Europa. Şcolile şi profesorii pot crea propriile lor Lanţuri de poveşti şi pot face schimb de impresii asupra rezultatelor pozitive obţinute de către copii şi asupra dezvoltării profesionale a profesorilor.
Sunt mult mai multe informaţii despre proiect pe website-ul <a href="http://www.chainstories.eu">http://www.chainstories.eu</a>, unde puteţi vedea câteva dintre poveştile deja realizate, sau puteţi răspunde acestei scrisori de informare solicitând pachetul de informaţii.
Aşteptăm cu nerăbdare să vizualiăm Poveştile dumneavoastră în lanţ..
Stephen Moran
Coordinator Chainstories
CNAI, Pamplona, Spain
Stephen@chainstories.eu</div>Kindersite Project Global resourcehttps://actionableinnovations.global/forum/topics/kindersite-project-global2009-05-14T04:22:37.000Z2009-05-14T04:22:37.000ZJoel Josephsonhttps://actionableinnovations.global/members/JoelJosephson<div>The <a href="http://www.kindersite.org/">Kindersite Project</a> is a global education resource that has received registrations from 18,000 schools in 157 countries.
Founded in 2003 it is used for:
Introduction of technology to very young children
Introduction to English
Educational games (most subjects)
Special needs (Communication skills)
It consists of games, songs and stories for the very young. The educational games are designed for older learners 7 to 12.
Joel</div>