Early childcare and education is now universally regarded as an important component of basic education. The World Conference on Education for All held in March 1990 at Jomtien, Thailand promoted the idea that "Learning begins at birth". According to United Nations Educational, Scientific and Cultural Organization, UNICEF, proper early childhood programs can produce more agile minds, better school attendance, lower repetition and dropout rates and stronger academic skills. And at a time, when most parents are increasingly finding it difficult to spend adequate time with their children in USA, playschools or preschools in USA, by providing early childhood care and education, have come to play a very significant role in the proper development of skills and ethics of the future American citizens. Therefore, it is very important to take stock of the emerging trends in the preschool education of USA and analyze the implications they bear for the future.
Preschool Education in USA:
United States of America has a federal structure and education is primarily a State and local responsibility. This is reflected well in the expenditure pattern on America's education. While the local communities, private organizations and State agencies contribute more than ninety percent of education budget; federal expenditure generally remains below ten percent. States and communities, as well as public and private organizations of all kinds are involved in establishing schools and colleges, develop curricula, and determine requirements for enrollment in educational institutes of USA.
Emerging trends in Preschool education of USA:
While, by allowing private players to provide elementary education, a healthy competition is sought to be promoted among the playschools in USA, the government is also taking some measures to make preschool education available for all. In order to make early childhood education and care available for the disadvantaged section of American society, the U.S department of education sets aside the Title-I grants. Moreover, the Early Reading First program, established in the No Child Left Behind Act, provides competitive grants to school districts and pre-school programs, such as Head Start centers. The grants fund the development of model programs to support the school readiness of preschool-aged children, particularly those from low-income families. In order to make the children with disabilities succeed in their life, the Special Education Preschool Grants and State Grants program are constituted. They would provide formula grants to states to make quality preschool education in USA available for the 3- to 5-year-old children with disabilities. Thus, while several preschools in USA are making profit by taking care of the young children, some measures are also being taken to make quality early child care available to the marginalized sections of the society as the Bush administration has promoted the "Good Start, Grow Smart" policy when it comes to preschool education in USA. However, all is not hunky-dory when we look at the state of preschool education in USA and despite all the efforts to provide quality preschool education to all, preschool fees in several parts of USA have gone sky high. According to the Forbes magazine, the admission fee in some of the preschools has crossed $30,000. The admission fee in New York's Ethical Culture Fieldstone School has gone up to $ 30, 440. Another preschool in New York, bank Street charges $ 27, 450 and the Center for Early Education in Los Angels charges $ 15, 400. This rising admission cost of preschools in USA paints a picture of preschool education in USA that is in sharp contrast to the European model where most countries prefer to provide state sponsored free quality preschool education.
Conclusion:
While competition among the preschools to provide best facilities and education cannot be dubbed as bad, a check on the rising cost of preschool education in some of the preschools in USA would definitely help driving away feelings of alienation from the various sections of American population and help in producing quality human capital for the nation.
Vivek Gupta
http://preschools.indiaedu.com/america-preschools/
Article Source: http://EzineArticles.com/?expert=Vivek_Kumar
Showing posts with label Kids Learning. Show all posts
Showing posts with label Kids Learning. Show all posts
Saturday, December 29, 2007
Wednesday, December 12, 2007
West Island School Visit North Aceh
It was months ago when Paul Bayne, Activity Coordinator from West Island School, Hong Kong (WIS) and two of his students came to North Aceh Regency to examine learning conditions in 3 ExxonMobil Oil Indonesia (EMOI) - sponsored schools. Remote from big cities, the schools at Matangkuli, Tanah Luas and Syamtalira Aron are still conducting teaching-learning activities in traditional fashion—Teachers lectured in front of the class while students passively listened as there really wasn’t any concrete model to discuss or debate.
Though a limited number of laboratory equipment is provided, Science lessons were still mainly delivered through lectures. There weren’t many practical sessions for students to experiment in order to maximize what they learned in class. Often, a lot of the lab equipment was stored behind the cupboard and wasn’t put into good use.
Noticing the little use of laboratory equipment to support hands-on learning, what the WIS representatives saw was simply a need they could match. What about a group of WIS students coming down to these schools to teach and perform lab practical sessions as part of their social activity project?
Hence, the student group visit ensued on 5th – 9th November 2007. “During this one-week social activity project our students taught English and helped in Science class as teachers as a way to hone their leadership skills by leading other students in a different leadership context,” Jane Foxcroft, Principal of West Island International School, Hong Kong, explained.
About 40 – 60 students from each EMOI school participated in the knowledge-sharing sessions. For a week, they learned Optometry through dissecting a cow’s eye; Chemistry through examining acid-base reaction in the laboratory; New English words through lots of gesturing and learning supplements; as well as sports games such as Frisbee, basket ball, volleyball, and etc.
The sharing sessions sparked so much enthusiasm among the students and teachers alike as it challenged the old-school learning method they were accustomed to. “We learn in a very creative way” said Fakhururrazy, a final - year student of SMAN 1 Tanah Luas. “The English class was very engaging as we learn new words by gesturing their meanings. Everyone has to act out each new word,” he added.
Similarly, Yusrizal, a Science teacher, was inspired with the way lessons were brought to life. “The way they teach really captured our students’ interest and engaged everyone into learning,” he said. “The cow’s eye dissection was particularly interesting as it provided a new interesting way for both teachers and students to learn how the eye functions,” he added.
Despite the short visit, the social activity prodded the local schools to reflect on their classroom routine. “As a teacher, I really feel the need to improve our way of teaching to incite students’ enthusiasm to learn. Often, we didn’t emphasize enough on practical sessions, and the learning atmosphere wasn’t fun,” Yusrizal expressed. The schools are now determined to emphasize more on pedagogy skills training and subject content knowledge for their teachers to improve the schools’ teaching-learning activity.
Overall, ‘Mutual benefits’ best conclude the outcome of the project. While the communities in EMOI schools were enriched with an array of new ideas to learn better, WIS students learned much about a different culture, education system and learning settings. “I can see how important religion is in this area and how it affects the way of life here. It was an eye opening experience as we start considering things that we normally didn’t think about in other places, like making sure we’re appropriately dressed, and not causing any offenses,” Naomi Durbin, a student of WIS Hong Kong, said.
There is also a possibility for WIS to establish long-term ties with EMOI schools. So far there are plans to create worksheets to supplement their English textbooks, or to sponsor some outstanding EMOI schools’ students to pursue higher education. “Some of the students are very good in English, and obviously they’ve been working hard, but not so much of opportunity to go elsewhere to pursue higher education. We’ll discuss this further when we get back,” Naomi added.
Though a limited number of laboratory equipment is provided, Science lessons were still mainly delivered through lectures. There weren’t many practical sessions for students to experiment in order to maximize what they learned in class. Often, a lot of the lab equipment was stored behind the cupboard and wasn’t put into good use.
Noticing the little use of laboratory equipment to support hands-on learning, what the WIS representatives saw was simply a need they could match. What about a group of WIS students coming down to these schools to teach and perform lab practical sessions as part of their social activity project?
Hence, the student group visit ensued on 5th – 9th November 2007. “During this one-week social activity project our students taught English and helped in Science class as teachers as a way to hone their leadership skills by leading other students in a different leadership context,” Jane Foxcroft, Principal of West Island International School, Hong Kong, explained.
About 40 – 60 students from each EMOI school participated in the knowledge-sharing sessions. For a week, they learned Optometry through dissecting a cow’s eye; Chemistry through examining acid-base reaction in the laboratory; New English words through lots of gesturing and learning supplements; as well as sports games such as Frisbee, basket ball, volleyball, and etc.
The sharing sessions sparked so much enthusiasm among the students and teachers alike as it challenged the old-school learning method they were accustomed to. “We learn in a very creative way” said Fakhururrazy, a final - year student of SMAN 1 Tanah Luas. “The English class was very engaging as we learn new words by gesturing their meanings. Everyone has to act out each new word,” he added.
Similarly, Yusrizal, a Science teacher, was inspired with the way lessons were brought to life. “The way they teach really captured our students’ interest and engaged everyone into learning,” he said. “The cow’s eye dissection was particularly interesting as it provided a new interesting way for both teachers and students to learn how the eye functions,” he added.
Despite the short visit, the social activity prodded the local schools to reflect on their classroom routine. “As a teacher, I really feel the need to improve our way of teaching to incite students’ enthusiasm to learn. Often, we didn’t emphasize enough on practical sessions, and the learning atmosphere wasn’t fun,” Yusrizal expressed. The schools are now determined to emphasize more on pedagogy skills training and subject content knowledge for their teachers to improve the schools’ teaching-learning activity.
Overall, ‘Mutual benefits’ best conclude the outcome of the project. While the communities in EMOI schools were enriched with an array of new ideas to learn better, WIS students learned much about a different culture, education system and learning settings. “I can see how important religion is in this area and how it affects the way of life here. It was an eye opening experience as we start considering things that we normally didn’t think about in other places, like making sure we’re appropriately dressed, and not causing any offenses,” Naomi Durbin, a student of WIS Hong Kong, said.
There is also a possibility for WIS to establish long-term ties with EMOI schools. So far there are plans to create worksheets to supplement their English textbooks, or to sponsor some outstanding EMOI schools’ students to pursue higher education. “Some of the students are very good in English, and obviously they’ve been working hard, but not so much of opportunity to go elsewhere to pursue higher education. We’ll discuss this further when we get back,” Naomi added.
Friday, November 09, 2007
Prepare for college, too, parents told
Three professionals who work in the fields of finance or education tried to better prepare parents on what to expect to pay for college at the “ Paying for College Without Going Broke” seminar Tuesday evening at the Fayetteville Public Library.
Anne Butt, a Fayetteville High School college and career advisor, Bryan Hembree, director of academic scholarships at the University of Arkansas, and financial advisor Bill McCumber spoke about issues related to applying for college and seeking financial aid.
Butt said she tries to host a similar seminar every year for high school students, and this is the second year in a row they have had a seminar outside the school in a public setting.
McCumber noted college costs are often cited as a top concern among parents, even higher than sickness or death.
The estimated cost of attending the University of Arkansas this year is $ 17, 382 for an in-state student, McCumber noted.
However, the most important number for parents is the “ estimated family contribution, ” the amount of money the government estimates the parents should contribute to their child’s college application based on the parents’ income and assets. There is a gap between what the government usually estimates the family’s contribution to education should be and what parents believe they can afford, McCumber said. “ There seems to be an enormous disconnect, ” he said. Grants and scholarships are ways to help make up the difference, he said. Grants are based on need, while a scholarship is based on meeting some form of merit or criteria. “ A loan is aid, ” he added. McCumber said parents should always fill out the Free Application for Financial Student Aid from the federal government, even if they think they already make too much or have too many assets, he said. While the costs can be intimidating, the estimated family contribution will be the same no matter how expensive the college is, McCumber said. He suggested there might be need-based awards they can receive. McCumber said it is a “ myth ” that private schools are more expensive. They just receive different funding sources.
“ I don’t want you to not consider private schools, ” he said. “ It is really only relevant to what you pay for the opportunity. ”
Hembree said one of the most important things to remember when applying for colleges and scholarships through those schools is that all institutional deadlines are different.
Any of the “ upper echelon” state schools or private colleges receive so many applications that they no longer offer merit-based scholarships for academic performance, Hembree said. They reserve their scholarships strictly for students who have financial need.
Hembree said UA offers a variety of scholarships for students. The early deadline for scholarships is in Nov. 15.
The late deadline is Feb. 1, he said, but the UA notifies prospective students who file before the Nov. 15 by Jan. 7 as to whether they received an award.
It costs nothing to apply for the scholarships, he said. There is a fee prospective students pay when filing for admission, but scholarships are only awarded to students approved for admission.
“ Most legitimate (scholarship ) programs will never ask for a fee to apply, ” he said.
Hembree encouraged attendees to avoid waiting until the last minute to apply. He noted last year the office was closed due to snow on Feb. 1, and he received many calls from concerned parents as to whether the application would be received on time.
“ Set yourself some arbitrary earlier deadline, ” Hembree suggested.
“ Open enrollment ” schools, like community colleges, will sometimes have more opportunities available for scholarships because they need to attract students, he said.
Hembree said it was also important for parents to sit down with their children and plan ahead as to what schools and scholarships the student will apply for. He encouraged them not to get discouraged if they are initially denied a scholarship.
“ You get scholarships on about 10 percent of what you apply for, ” Hembree said.
“ You need to apply for aid every year, ” McCumber added, as finances can change.
Parents have to report assets based on the day of the application, he added, so the day before might be a good time to buy the new washing machine in order to reduce the bank account balance.
Butt said one of the most challenging things about applying for college and getting financial aid is there is no single answer that works for everyone.
Source
Anne Butt, a Fayetteville High School college and career advisor, Bryan Hembree, director of academic scholarships at the University of Arkansas, and financial advisor Bill McCumber spoke about issues related to applying for college and seeking financial aid.
Butt said she tries to host a similar seminar every year for high school students, and this is the second year in a row they have had a seminar outside the school in a public setting.
McCumber noted college costs are often cited as a top concern among parents, even higher than sickness or death.
The estimated cost of attending the University of Arkansas this year is $ 17, 382 for an in-state student, McCumber noted.
However, the most important number for parents is the “ estimated family contribution, ” the amount of money the government estimates the parents should contribute to their child’s college application based on the parents’ income and assets. There is a gap between what the government usually estimates the family’s contribution to education should be and what parents believe they can afford, McCumber said. “ There seems to be an enormous disconnect, ” he said. Grants and scholarships are ways to help make up the difference, he said. Grants are based on need, while a scholarship is based on meeting some form of merit or criteria. “ A loan is aid, ” he added. McCumber said parents should always fill out the Free Application for Financial Student Aid from the federal government, even if they think they already make too much or have too many assets, he said. While the costs can be intimidating, the estimated family contribution will be the same no matter how expensive the college is, McCumber said. He suggested there might be need-based awards they can receive. McCumber said it is a “ myth ” that private schools are more expensive. They just receive different funding sources.
“ I don’t want you to not consider private schools, ” he said. “ It is really only relevant to what you pay for the opportunity. ”
Hembree said one of the most important things to remember when applying for colleges and scholarships through those schools is that all institutional deadlines are different.
Any of the “ upper echelon” state schools or private colleges receive so many applications that they no longer offer merit-based scholarships for academic performance, Hembree said. They reserve their scholarships strictly for students who have financial need.
Hembree said UA offers a variety of scholarships for students. The early deadline for scholarships is in Nov. 15.
The late deadline is Feb. 1, he said, but the UA notifies prospective students who file before the Nov. 15 by Jan. 7 as to whether they received an award.
It costs nothing to apply for the scholarships, he said. There is a fee prospective students pay when filing for admission, but scholarships are only awarded to students approved for admission.
“ Most legitimate (scholarship ) programs will never ask for a fee to apply, ” he said.
Hembree encouraged attendees to avoid waiting until the last minute to apply. He noted last year the office was closed due to snow on Feb. 1, and he received many calls from concerned parents as to whether the application would be received on time.
“ Set yourself some arbitrary earlier deadline, ” Hembree suggested.
“ Open enrollment ” schools, like community colleges, will sometimes have more opportunities available for scholarships because they need to attract students, he said.
Hembree said it was also important for parents to sit down with their children and plan ahead as to what schools and scholarships the student will apply for. He encouraged them not to get discouraged if they are initially denied a scholarship.
“ You get scholarships on about 10 percent of what you apply for, ” Hembree said.
“ You need to apply for aid every year, ” McCumber added, as finances can change.
Parents have to report assets based on the day of the application, he added, so the day before might be a good time to buy the new washing machine in order to reduce the bank account balance.
Butt said one of the most challenging things about applying for college and getting financial aid is there is no single answer that works for everyone.
Source
Thursday, November 08, 2007
Kids Ideas are Winners
by: Caroline Mackay
Kids Ideas are Winners
One of the best ideas for making a fun school program is to listen to the kids. Children have very active imaginations and they are not shy about expressing their ideas. If you are open to their ideas you can give your programs zip and humor. It also gives the children ownership to the program. Here are a few ideas that the students have come up with in some of my programs.
INSERT A COMMERCIAL. Our children are bombarded with commercials and they can sing most of the jingles from memory. One year I had 3 boys that felt our program needed some spicing up and they suggested the old Wendy’s commercial “Where’s the Beef”. They dressed up as three little old ladies and brought the house down with laughter.
SHY STUDENTS—One shy student wanted to be front and center on stage and speak, but he didn’t want anyone to see him. He came as the unknown comic with a sack over his head with holes cut for his eyes.
STROB LIGHTS—The students came up with many ideas to use a strob light. A baseball game, a wrestling match, a cop chasing the bad guy.
BLACK LIGHTS—Some girls suggested the use of black lights for a rock and roll song. They wore white shirts, white socks, and white hair ribbons. The black lights became so popular that they would make up other dances . Once they were used with white gloves and sign language.
TUMBLING—A group of students suggested putting mats across the front of the stage and doing tumbling routines to modern music. Cheerleading became popular and they were used for that.
SINGING---When two girls had to sing a sad song about having no friends they suggested sitting on the piano like the professional singers do.
SONGS---For Rudolph the Red Nose Reindeer the students suggested having one prop that they could use and do the silly part of the song such as “Dumbo” “Monopoly”.
You know the part that irritates music directors and teachers. So they made something in the shape of a giant 1 foot light bulb, with a small knob on the handle, that was yellow on one side and gray on one side. They used it for the light bulb, for an elephants trunk for Dumbo, a monopoly piece, and the knob was glittered red for Rudolph nose.
COSTUMES---Students ideas for costumes can save a lot of time. They were always to keep them to only things that they had at home and not ask mom for anything else. They used mops for hair, Styrofoam balls for noses, cowboy hats for a western, tinsel for belts, glitter to make them sparkle under the lights.
About The Author
Caroline Mackay is a retired teacher of thirty seven years and writer and producer of many school programs. She is the host of http://www.ezeducationplays.com/articles.html and http://www.ezelectronicelements.com/page/page/3966316.htm
Kids Ideas are Winners
One of the best ideas for making a fun school program is to listen to the kids. Children have very active imaginations and they are not shy about expressing their ideas. If you are open to their ideas you can give your programs zip and humor. It also gives the children ownership to the program. Here are a few ideas that the students have come up with in some of my programs.
INSERT A COMMERCIAL. Our children are bombarded with commercials and they can sing most of the jingles from memory. One year I had 3 boys that felt our program needed some spicing up and they suggested the old Wendy’s commercial “Where’s the Beef”. They dressed up as three little old ladies and brought the house down with laughter.
SHY STUDENTS—One shy student wanted to be front and center on stage and speak, but he didn’t want anyone to see him. He came as the unknown comic with a sack over his head with holes cut for his eyes.
STROB LIGHTS—The students came up with many ideas to use a strob light. A baseball game, a wrestling match, a cop chasing the bad guy.
BLACK LIGHTS—Some girls suggested the use of black lights for a rock and roll song. They wore white shirts, white socks, and white hair ribbons. The black lights became so popular that they would make up other dances . Once they were used with white gloves and sign language.
TUMBLING—A group of students suggested putting mats across the front of the stage and doing tumbling routines to modern music. Cheerleading became popular and they were used for that.
SINGING---When two girls had to sing a sad song about having no friends they suggested sitting on the piano like the professional singers do.
SONGS---For Rudolph the Red Nose Reindeer the students suggested having one prop that they could use and do the silly part of the song such as “Dumbo” “Monopoly”.
You know the part that irritates music directors and teachers. So they made something in the shape of a giant 1 foot light bulb, with a small knob on the handle, that was yellow on one side and gray on one side. They used it for the light bulb, for an elephants trunk for Dumbo, a monopoly piece, and the knob was glittered red for Rudolph nose.
COSTUMES---Students ideas for costumes can save a lot of time. They were always to keep them to only things that they had at home and not ask mom for anything else. They used mops for hair, Styrofoam balls for noses, cowboy hats for a western, tinsel for belts, glitter to make them sparkle under the lights.
About The Author
Caroline Mackay is a retired teacher of thirty seven years and writer and producer of many school programs. She is the host of http://www.ezeducationplays.com/articles.html and http://www.ezelectronicelements.com/page/page/3966316.htm
Sunday, November 04, 2007
Does Your Child Need A Math Tutor?
By: Kerri Stalton
Many students find math a challenging subject, and hiring math tutors can provide a great solution for trouble in the classroom. Difficulty with math is a widespread problem, particularly with the strong emphasis on testing for students in all grades. High stakes tests can create anxiety, especially for math students, and many students need outside help in order to gain confidence and adequately absorb the material. Tutors can access learning problems and devise a personalized instructional program.
Math tutors offer an opportunity for students to receive individualized instruction. Every student has different needs and no two pupils have the same learning style, but a large classroom setting can't always accommodate the individual student. Some otherwise strong students may need a tutor to get them over a difficult hump or to help them with a specific area, whereas other students can require on-going assistance with their math studies.
It is important to choose the right math tutors. Like a personal trainer, the tutor needs to be matched to the individual. The idea is to increase the student's confidence, reduce math anxiety and shore up skills. It is important to find a supportive tutor who can adjust his or her teaching style to the student.
Math tutors can be located by asking for personal recommendations from other families that have utilized tutors. The student's school may also have a list of tutors that they recommend. Local colleges often have job boards and lists of available tutors. Often, a graduate student or college math major may be the perfect choice for a high school age student. Retired teachers or teachers working part time while raising children may offer tutoring. There are also local and national tutoring firms that will match your student with a staff tutor.
It is important that the math tutor has professional training and expertise in the specific subject matter and grade level that the student needs to master. The math tutor's job is to teach key concepts and problem solving strategies. For young children simply helping with homework may be adequate, but in most cases you are looking for a tutor that can help the student approach problems in a new way so that they can master concepts they have been struggling with in the classroom. The tutor needs to construct a learning plan and adjust it as needed until the student can demonstrate mastery.
Math tutors need to help students with test taking, study skills and self-confidence. The tutor will provide a structure so the student gets the practice that math requires and develops a productive work routine. The tutor needs to bring math alive and make the experience as much fun as possible. Tutoring time should be viewed as positive and supportive. The tutor needs to be a good communicator that makes sure the student feels comfortable asking questions. The tutor needs to provide a balance between offering achievable goals that build confidence and challenging the student to take on increasing difficult material.
Article Source: http://www.articlemap.com
Kerri Stalton is a featured writer for Mathians.com. To learn more about learning math and for calculus help, visit us.
Many students find math a challenging subject, and hiring math tutors can provide a great solution for trouble in the classroom. Difficulty with math is a widespread problem, particularly with the strong emphasis on testing for students in all grades. High stakes tests can create anxiety, especially for math students, and many students need outside help in order to gain confidence and adequately absorb the material. Tutors can access learning problems and devise a personalized instructional program.
Math tutors offer an opportunity for students to receive individualized instruction. Every student has different needs and no two pupils have the same learning style, but a large classroom setting can't always accommodate the individual student. Some otherwise strong students may need a tutor to get them over a difficult hump or to help them with a specific area, whereas other students can require on-going assistance with their math studies.
It is important to choose the right math tutors. Like a personal trainer, the tutor needs to be matched to the individual. The idea is to increase the student's confidence, reduce math anxiety and shore up skills. It is important to find a supportive tutor who can adjust his or her teaching style to the student.
Math tutors can be located by asking for personal recommendations from other families that have utilized tutors. The student's school may also have a list of tutors that they recommend. Local colleges often have job boards and lists of available tutors. Often, a graduate student or college math major may be the perfect choice for a high school age student. Retired teachers or teachers working part time while raising children may offer tutoring. There are also local and national tutoring firms that will match your student with a staff tutor.
It is important that the math tutor has professional training and expertise in the specific subject matter and grade level that the student needs to master. The math tutor's job is to teach key concepts and problem solving strategies. For young children simply helping with homework may be adequate, but in most cases you are looking for a tutor that can help the student approach problems in a new way so that they can master concepts they have been struggling with in the classroom. The tutor needs to construct a learning plan and adjust it as needed until the student can demonstrate mastery.
Math tutors need to help students with test taking, study skills and self-confidence. The tutor will provide a structure so the student gets the practice that math requires and develops a productive work routine. The tutor needs to bring math alive and make the experience as much fun as possible. Tutoring time should be viewed as positive and supportive. The tutor needs to be a good communicator that makes sure the student feels comfortable asking questions. The tutor needs to provide a balance between offering achievable goals that build confidence and challenging the student to take on increasing difficult material.
Article Source: http://www.articlemap.com
Kerri Stalton is a featured writer for Mathians.com. To learn more about learning math and for calculus help, visit us.
Tuesday, October 30, 2007
Planning Your Own Educational Trip
By: Stanley Emerson
If it’s just for school, for your kids or for the neighborhood kids, it’s nice to have a purposeful educational trip that will surely be enjoyed by the children as well as teach them. Of course there is the usual trip to the museum or the so-so factory, but educational travel doesn’t necessarily end with the destination, one should also consider the preparations as well as the child before you uproot them from their playgrounds.
Who should plan the Trip?
If the trip is an out of school activity, whether organized by you or the neighborhood parents, there should always be somebody or a group of people willing to dedicate a snippet of their time to organizing, everything, destination, transportation, food, lodgings (if any) as well as the children involved.
What to Bring
A pack list is also essential before a trip. Here are a few things that should be in your or your child’s bag when you go on an educational trip.
- Snacks –there should be lots of drinks and walk foods that you can eat even while walking.
- First aid kit – an accident can easily happen, a small trip or a scratch should be mended easily. A medicine pack can also be handy for parents who develop headaches, or for children with stomach upset.
- Extra clothes – children are very active, and sometimes even parents can be over-active, so it is necessary that both bring a set of clothes for those unexpected spills.
- Walkie talkie – If your child can handle it, a walkie-talkie or a cellular phone can be very useful if he gets lost.
- Name tag – Attach a name tag to his shirt or to his bag containing your contact number (without a name) so that whoever finds him can contact you.
- One of his favorite toys – A good thing to distract a child when he gets uneasy during travel would be one of his favorite toys.
- Wipes and tissue- For that easy cleanup whenever you need it.
When you get there
Fall in line, and make travel buddy’s of two or three; the one buddy should be responsible for the other so as to prevent anyone getting left behind. This is best done with kids who don’t normally play together so they can bond and get to know each other more.
On the trip home
Encourage sleeping; children after a long walk can get cranky when tired, so bring some milk with you so they can sleep through the trip home.
Source
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