Graphic Classics use a variety of styles and each work has a unique identity.
MOUNT HOREB, Wisconsin- Graphic Classics, the acclaimed series of comics adaptations of literary classics from publisher Eureka Productions, has had multiple titles included in the Diamond Distribution Core Curiculum List. Of the nearly 100 books on the list, 23 were from the Graphic Classics series, including VOLUME 2: ARTHUR CONAN DOYLE, VOLUME 4: H.P. LOVECRAFT, VOLUME 8: MARK TWAIN, VOLUME 18: LOUISA MAY ALCOTT, and VOLUME 22: AFRICAN-AMERICAN CLASSICS.
To help educators and librarians select materials to fit into their Common Core Standards curricula, Diamond Book Distributors have created the Diamond Graphic Novel Common Core List. Arranged by grade level, the Diamond Graphic Novel Common Core List offers 98 graphic novels from our publishers that will fit into a Common Core curriculum, along with resources including Library Classifications, Subject Headings, and Core Standards which apply to each book. The list is intended both as an aide to educators and librarians and to show that Diamond supports the Common Core Standards as an effective tool to prepare students for the challenges in college and the workforce.
Graphic Classics publisher Eureka Productions has also partnered with Overdrive and Comics Plus: Library Edition to make Graphic Classics digital editions available to libraries across North America and around the world. Among the library systems which have already started carrying digital editions of Graphic Classics are the Boston Public Library, Seattle Public Library, and the Dayton Metro Library.
Library users can borrow digital editions of Graphic Classics from their local library system for reading on smart phones, tablets, and computers. Digital editions are also available to consumers through the ComicsPlus and Ave Comics apps. Check with your local Library for Graphic Classics digital editions. CP
“Pay attention students, write this down for memorization.” The Trivium and Quadrivium, medieval revival of classical Greek education theories, defined the seven liberal arts necessary as preparation for entering higher education: grammar, logic, rhetoric, astronomy, geometry, arithmetic, and music. Even today, the education disciplines identified since Greek times are still reflected in many education systems. Numerous disciplines and branches have since emerged, ranging from history to computer science…
Now comes the Information Age, bringing with it Big Data, cloud computing, artificial intelligence as well as visualization techniques that facilitate the learning of knowledge.
All this technology dramatically increased the amount of knowledge we could access and the speed at which we could generate answers to our questions.
“New and more innovative knowledge maps are now needed to help us navigate the complexities of our expanding landscape of knowledge,” says Charles Fadel. Fadel is the founder of the Center for Curriculum Redesign, which has been producing new knowledge maps that redesign knowledge standards from the ground up. “Understanding the interrelatedness of knowledge areas will help to uncover a logical and effective progression for learning that achieves deep understanding.”
Joining us inThe Global Search for Educationto talk about what students should learn in the age of AI is Charles Fadel, author ofFour-Dimensional Education: The Competencies Learners Need to Succeed.
“We need to identify the Essential Content and Core Concepts for each discipline – that’s what the curation effort must achieve so as to leave time and space for deepening the disciplines’ understanding and developing competencies.” — Charles Fadel
Charles, today students have the ability to look up anything. Technology that enables them to do this is also improving all the time. If I want to solve a math problem, I use my calculator, and if I want to write a report on the global effects of climate change, I pull out my mobile. How much of the data kids are being forced to memorize in school is now a waste of time?
The Greeks bemoaned the invention of the alphabet because people did not have to memorize the Iliad anymore. Anthropologists tell us that memorization is far more trained in populations that are illiterate or do not have access to books. So needing to memorize even less in an age of Search is a natural evolution.
However, there are also valid reasons for why somecarefully curatedcontent will always be necessary. Firstly, Automaticity. It would be implausible for anyone to constantly look up words or simple multiplications – it just takes too long and breaks the thought process, very inefficiently. Secondly, Learning Progressions. A number of disciplines need a gradual progression towards expertise, and again, one cannot constantly look things up, this would be completely unworkable. Finally, Competencies (Skills, Character, Meta-Learning). Those cannot be developed in thin air as they need a base of (modernized, curated) knowledge to leverage.
Sometimes people will say “Google knows everything” and it is striking, but the reality is that for now, Googlestoreseverything. Of course, with AI, what is emerging now is the ability toanalyzea large number of specific problems and make predictions, so eventually, Google and similar companies will know a lot more than humans can about themselves!
Closeup of mobile phone with language learning application in jeans pocket. focus on screen
“What we need to test for is Transfer – the ability to use something we have learned in a completely different context. This has always been the goal of an Education, but now algorithms will allow us to focus on that goal even more, by ‘flipping the curriculum’.” — Charles Fadel
If Child A has memorized the data in her head while Child B has to look up the answers, some might argue that Child A is smarter than Child B. I would argue that AI has leveled the playing field for Child A and Child B, particularly if Child B is digitally literate, creative and passionate about learning. What are your thoughts?
First, let’s not conflate memory with intelligence, which games like Jeopardy implicitly do. The fact that Child A memorized data does not mean they are “smarter” than Child B, even though memory implies a modicum of intelligence. Second, even Child B will need some level of content knowledge to be creative, etc. Again, this is not developed in thin air, per the conversation above.
So it is a false dichotomy to talk about KnowledgeorCompetencies (Skills/Character/Meta-learning), it has to be Knowledge (modernized, curated) and Competencies. We’d want children to both Know and Do, with creativity and curiosity.
Lastly, we need to identify the Essential Content and Core Concepts for each discipline – that’s what the curation effort must achieve so as to leave time and space for deepening the disciplines’ understandinganddeveloping competencies.
Given the impact of AI today and the advancements we expect by this time next year, when should school districts introduce open laptop examinations to allow students equal access to information and place emphasis on their thinkingskills?
The question has more to do with Search algorithms than with AI, but regardless, real-life is open-book, and so should exams be alike. And yes, this will force students to actually understand their materials, provided the tests do more than multiple-choice trivialities, which by the way we find even at college levels for the sake of ease of grading.
What we need to test for is Transfer – the ability to use something we have learned in a completely different context. This has always been the goal of an Education, but now algorithms (search, AI) will allow us to focus on that goal even more, by “flipping the curriculum”.
Today, if a learner wants to do a deep dive into any specific subject, AI search allows her to do this outside of classroom time. What do you say to a history teacher who argues there’s no need to revise subject content in his classroom?
For all disciplines, not just History, we must strike the careful balance between “just-in-time, in context” vs “just-in-case”. Context matters to anchor the learning: in other words, real-world projects give immediaterelevancefor the learning, which helps it to be absorbed. And yet projects can also be time-inefficient, so a healthy balance of didactic methods like lectures are still necessary.McKinseyhas recently shown that today that ratio is about 25% projects, which should grow a bit more over time as education systems embed them better, with better teacher training.
Second, it should be perfectly fine for any student to do deep dives as they see fit, but again in balance: there are other competencies needed to becoming a more complete individual, and if one is ahead of the curve in a specific topic, it is of course very tempting to follow one’s passion. And at the same time, it is important to make sure that other competencies get developed too. So, balance and a discriminating mind matter.
Employers consider ethics, leadership, resilience, curiosity,mindfulness and courage as being of “very high” importance to preparing students for the workplace. How does your curriculum satisfy employers’ demands today and in the years ahead?
These Character qualities are essential foremployersand life needs alike, and they have converged away from the false dichotomy of “employability or psycho-social needs.” A modern curriculum ensures that these qualities are developeddeliberately, systematically, comprehensively, and demonstrably. This is achieved by matrixing them with the Knowledge dimension, meaning teaching Resilience via Mathematics, Mindfulness via History, etc. Employers have a mixed view and success as to how to assess these qualities, so it is a bit unfair that they would demand specificity they do not have. And it is also unfitting of school systems to lose relevance.
people, education, technology and exam concept – close up of students with smartphones taking picture of books page and making cheat sheet in school library
“Educators have been tone-deaf to the needs of employers and society to educate broad and deep individuals, not merely ones that may go to college. The anchoring of this problem comes from university entrance requirements.” — Charles Fadel
There is a significant gap between employers’ view of the preparation levels of students and the views of students and educators. The problem likely exists partly because of incorrect assumptions on both sides, but there are also valid deficiencies. What specific inadequacies are behind this gap? What system or process can be devised to resolve this issue?
On one side, employers are expecting too much and shirking their responsibility to bring up the level of their employees, expecting them to graduate 100% “ready to work” and having to spend nothing more than job-specific training at best. On the other side, educators have been tone-deaf to the needs of employers and society to educate broad and deep individuals, not merely ones that may go to college.
The anchoring of this problem comes from university entrance requirements (in the US, AP classes, etc.) and their associated assessments (SAT/ACT scores). They have for decades back-biased what is taught in schools, in a very self-serving manner – narrowly as a test of whether a student will succeed at university. It is time to deconstruct the requirements to broaden/deepen them to serve multiple stakeholders. For the Silo, C.M. Rubin.
Join me and globally renowned thought leaders including Sir Michael Barber (UK), Dr. Michael Block (U.S.), Dr. Leon Botstein (U.S.), Professor Clay Christensen (U.S.), Dr. Linda Darling-Hammond (U.S.), Dr. MadhavChavan (India), Charles Fadel (U.S.), Professor Michael Fullan (Canada), Professor Howard Gardner (U.S.), Professor Andy Hargreaves (U.S.), Professor Yvonne Hellman (The Netherlands), Professor Kristin Helstad (Norway), Jean Hendrickson (U.S.), Professor Rose Hipkins (New Zealand), Professor Cornelia Hoogland (Canada), Honourable Jeff Johnson (Canada), Mme. Chantal Kaufmann (Belgium), Dr. EijaKauppinen (Finland), State Secretary TapioKosunen (Finland), Professor Dominique Lafontaine (Belgium), Professor Hugh Lauder (UK), Lord Ken Macdonald (UK), Professor Geoff Masters (Australia), Professor Barry McGaw (Australia), Shiv Nadar (India), Professor R. Natarajan (India), Dr. Pak Tee Ng (Singapore), Dr. Denise Pope (US), Sridhar Rajagopalan (India), Dr. Diane Ravitch (U.S.), Richard Wilson Riley (U.S.), Sir Ken Robinson (UK), Professor Pasi Sahlberg (Finland), Professor Manabu Sato (Japan), Andreas Schleicher (PISA, OECD), Dr. Anthony Seldon (UK), Dr. David Shaffer (U.S.), Dr. Kirsten Sivesind (Norway), Chancellor Stephen Spahn (U.S.), Yves Theze (LyceeFrancais U.S.), Professor Charles Ungerleider (Canada), Professor Tony Wagner (U.S.), Sir David Watson (UK), Professor Dylan Wiliam (UK), Dr. Mark Wormald (UK), Professor Theo Wubbels (The Netherlands), Professor Michael Young (UK), and Professor Minxuan Zhang (China) as they explore the big picture education questions that all nations face today.
C. M. Rubin is the author of two widely read online series for which she received a 2011 Upton Sinclair award, “The Global Search for Education” and “How Will We Read?” She is also the author of three bestselling books, includingThe Real Alice in Wonderland, is the publisher ofCMRubinWorldand is a Disruptor Foundation Fellow.
The world is full of writers but has this led to the rise of mediocrity? image: philosophyslam.org
When I was growing up, I imagined being a novelist meant I would write for a living. This is not always the case. There is a darker side to the writing and publishing profession, even more disturbing than the constant criticism, rejection and pirating of e-books. We’re not all dedicating our lives to the manipulation of words for entertainment value. Most habitual readers I know don’t realize that gone are the days when writers were intellectuals and academics spending their whole lives with their nose in a book. In 2013 every other person I meet online claims to be a writer, many of them bestselling authors at that.
A writer in this decade is an everyman. You probably know one yourself because anybody can claim the tag now. They could be writing e-books, blogs or letters to the editor of a newspaper to supplement their income, but the fact remains that if you are trying to make a living from writing, your time will mostly be spent promoting and networking, and networking means you’ll come across the type of people who will inspire you to write a murder mystery just so you can make them the victim.
Life just might be creative literature…or at least a series of punctuation marks
What’s brought about this change in the profession? I’m not one of those intellectuals or academics, so I can’t say. I am a person who has had a series of dead-end jobs but naively dedicated the last twelve years of her life to the craft of creative writing, making numerous sacrifices to find fulfillment. To me it’s a vocation rather than a career or hobby because no matter what I do I can’t stop writing. I mentally plot the story of job interviews during the event to cope with the pressure. When my husband had a stroke, I imagined the blood clot that caused it as a series of ellipses in our lives, whereas the birth of my son was an exclamation mark. People I don’t like have faces like twisty question marks and any bad luck I have is merely a comma. I ceased to become part of my own reality a long time ago. It verges on mental illness. This is not particular to a writer in the 21st Century and could be said of anyone so obsessive about the craft at any time.
Now there are so many would-be writers, there is no people’s revolution against the publishing giants, despite what many independent authors, including myself, have thought and said in the past couple of years. There are hundreds like me to whom writing is like breathing but thousands of bandwagon jumpers who rush out book after book then market them in questionable ways. I even had one man send me private messages on Twitter every day for almost a year in an attempt to get reviews for each book his wife has written – a total of twenty three in the last two years.
“Tractor beam” – Dr. Evil
I self published through choice, without knocking on agents’ doors because I knew my novel was too contemporary to wait and within a few years would be dated. Self publishing is what the majority of wannabes do but it tars us all with that opportunist brush. The Internet is awash with distinctly average literature written on a whim by someone who never had ambitions to be a writer and was bored one day so self published on one of the many websites that allow you to do so without a book deal. I suspect many of them aren’t even readers.
Stories of people who have written twenty or more titles over the course of a few months and sold hundreds of thousands of copies both impress me and rile me in equal measure because despite having spent years working at it, as an independent writer without a publishing deal and only Amazon et al behind me, we are all on the same level. For the Silo, Lacey Dearie.
NEW YORK, NY (PRWEB)- According to the White House, by 2018, 51 percent of STEM jobs will be in computer science-related fields. However, the number of tech employees has not increased along with the number of jobs available. Why? The answer is simple: lack of relevant education. The White House maintains that just one quarter of K-12 schools offer high-quality computer science with programming and coding. In addition, in 2016, the PEW Research Center reported that only 17% of adults believed they were “digitally ready.” Technology is changing the way that we live and work, and it’s happening fast. So how do we ensure that individuals (especially girls and women) are digitally literate?
In my new interview below with C.M. Rubin (founder of CMRubinWorld), Derek Lo says he started Py because he wanted to demystify “coding”. His app does this by making coding fun. The program also avoids using any programming jargon until the learner is ready. Lo states that “gamification isn’t a hindrance to learning—-it accelerates it.” He further notes that coding “instills a greater aptitude for systematic thinking and logical decision making.” Lo recently partnered with the not for profit Girls Who Code to further reduce the gender gap and “change people’s image of who a coder is.”
“We specifically write our content using language that even young children can understand.” — Derek Lo
Why were 600,000 high-paying tech jobs unfilled in 2015 in the United States alone, or is the better question: Is technology developing faster than humans can learn to handle it?
When we look at diversity, things only get worse. In 2015, 22 percent of students taking the AP Computer Science exam were girls while 13 percent were African-American or Latino. These statistics are not U.S. specific; in 2015, Australia reported that only 28 percent of ICT jobs were held by women.
Coding has always been regarded as a mysterious field, something Derek Lo, co-founder of the new application “Py”, wants to change. Launched in 2016, the application offers interactive courses on everything from Python to iOS development. The “unique value proposition,” as Lo puts it, has been a revolutionary success. The fun-oriented application has so far resulted in over 100,000 downloads on both iTunes and Google Play.
Most parents frown when kids use their phones at the dinner table, but what if the kids were learning to code over Sunday roast? “Ok, so maybe not the Sunday roast, but seriously, could a more accessible and fun coding application make all the difference?”
The Global Search for Education is excited to welcome one of Py’s founders, Derek Lo, to discuss how Py’s revolutionary approach is literally making coding cool.
“Coding can provide people with the awesome ability of being able to create tangible things like websites and apps. It also instills less tangible things like a greater aptitude for systematic thinking and logical decision making.” — Derek Lo
People say education today is often treated as a business and that individual students’ needs have not been prioritized enough. As the number of qualified applicants increases, can individualized learning tools, such as Py, help today’s generations remain competent in our globalized world, even with “broken” education systems?
Yes. As college acceptance rates decline, more people will need alternatives for learning career-essential skills, and we believe Py will be a big part of that. Using machine learning algorithms, we’re able to adapt the user experience based on prior skill and behavior within the app, creating a tailored curriculum. Having a personal tutor in your pocket that knows how you learn and what you should be learning is powerful and why we are investing in personalization.
Py provides its users with a simple and easy platform while many other coding applications (e.g. Solo Learn) have opted for more traditional and serious lesson plans. Does making learning applications appear more serious fuel the conception that coding is a hard and scary thing to learn? Are we over-complicating the field of coding and making it seem inaccessible for people or should students really be this wary of programming?
One of the reasons that my co-founder and I started Py is to demystify “coding”. We make it easy by making it fun. When you’re dragging pretty blocks around and pressing colorful buttons, it doesn’t feel like work. Yet users are still soaking up all the same knowledge they would be by slogging through a boring textbook. We also intentionally avoid programming jargon until the learner is ready. A good example is when we teach users about loops—-we use words like “repeat” instead of “iterate”. Almost all of Py’s courses are focused on teaching the fundamental concepts using simple language and in an interactive fashion.
Also, many people are scared away from learning how to code because they hear from friends that computer science is such a difficult major in school. An important thing to realize is that there’s a big difference between theoretical computer science and making a simple website. An art major might not need to understand Dijkstra’s algorithm, but would greatly benefit from knowing a bit of HTML and CSS.
“We’re extremely excited about helping to change people’s image (and self-image) of who a coder is and actively encourage more girls to get into coding.” — Derek Lo
What would you say to skeptics who question whether a game-like application like Py can truly help people learn how to code properly?
Gamification isn’t a hindrance to learning—-it accelerates it. By keeping you excited and engaged, Py teaches you better than if you got bored or zoned out. When you’re having fun, you actually learn faster and better.
Another way to phrase this question might be, “Even if Py is fun, do you walk away having learned something from it?” The answer is yes, definitely. We’re very data-driven, constantly improving our courses by analyzing our users’ progress. We can see (and track) real progress in our users’ ability to understand everything from basic semantics to high-level algorithms and design principles.
Do you think Py’s game-like surface allows younger generations to become more involved with coding?
Yes. We specifically write our content using language that even young children can understand. In fact, a parent emailed us just the other day telling us he was using Py to teach his 10-year old son Python! Currently our target demographic is definitely a bit older than that though. We think of Py as the learn-to-code solution for the SnapChat generation.
What general skills does coding teach kids/ young adults?
Coding can provide people with the awesome ability of being able to create tangible things like websites and apps. It also instills less tangible things like a greater aptitude for systematic thinking and logical decision making.
“Once you understand how an algorithm works, typing it out should be an afterthought. The important thing is to understand it—once you do, it’s yours forever.” — Derek Lo
Py has recently partnered with Girls Who Code. Why do you think coding has been branded throughout history as a ‘male’ profession and how do you hope to eliminate this gender gap?
Historically some of the most important computer scientists are women. Ada Lovelace and Grace Hopper are considered pioneers of programming. Stereotypes aside, men and women are obviously equally capable of becoming great software engineers. We’re extremely excited about helping to change people’s image (and self-image) of who a coder is and actively encourage more girls to get into coding. We’re huge fans of Girls Who Code and we’re so excited to provide them free premium subscriptions for some of their students.
When we think of coding, we mostly envision computer screens, yet we tend to use our phones more often than we do our computers. How does Py bridge the gap between using a computer screen as opposed to learning how to code on smaller devices? Is the coding world shifting to using smartphones or is coding still a generally ‘computer’ based field?
People actually don’t need to type lots of code to learn the concepts necessary to become great programmers. We’ve built interaction types like “fill-in-the-blank” that let users quickly edit code on the fly without any typing. Recently we’ve also created a custom keyboard that allows users to type real code on their phones in a friction-less way. This is great for short programs and practicing the fundamentals, and it’s how we’re making the transition from computer to phone and vice versa easier. Applying this knowledge to create a website or app does still primarily take place on computers. But the world is seeing a wave of new mobile learning applications, and I think we’re at the forefront of that trend.
How do you envision the world of coding changing in the next 15-20 years? How will Py keep up with these changes in the field?
Coding will become less about rote memorization of basic syntax and more about high-level understanding of what’s really going on. At a minimum, programming languages have morphed from low-level (shifting bits and allocating memory) to high-level (abstract data structures and functional programming), from obtuse (assembly, machine code) to human friendly (Python, Swift).
That’s why Py focuses on high-level concepts. Once you understand how an algorithm works, typing it out should be an afterthought. The important thing is to understand it—once you do, it’s yours forever.
(l) C. M. Rubin & (r) Derek Lo
(All photos are courtesy of CMRubinWorld except featured image by J. Barker)
For the Silo, David Wine /CMRubinWorld with contributions by Zita Petrahai.
“Do it for the love of it. Ignore the scary things you read about book publishing industry. In fact, don’t read news at all. They will only distract you from writing. Hole up and create.” Ksenia Anske
For aspiring writers- I thought very hard about what to write, and decided to settle on a little advice for aspiring writers. Because if you’re one of those hopefuls, you might get scared too easily and give up. The world of book publishing is changing. It looks frightening. The big publishers are fighting for survival, buying off little companies, merging, you name it. Why? Because big companies like Amazon made it possible for anyone to publish a book.
And the world of indie books is growing. I can imagine any starting writer look at this, get the scare of her life and run and hide, and give up on her dream. Because how can you possibly make it? Moreover, how can you possibly make a living? It’s harder than ever to get through to agents. It’s very intimidating to try to self-publish, with all these scary things to be done: finding an editor, a book cover designer, a text formatter, figuring out how the online uploading tools work, promoting your book once it’s published. If you have any kind of embonpoint in any part of your body, metaphorically speaking, it’s enough to lose it, and your brains too. Just by reading this you’re probably already getting scared. There is no way you will make it, is there? There is.
Let’s for a second imagine that none of this exists. Let’s think that writing a book is something you always wanted to do. Not to make a lot of money. Not to become rich and famous. Not to flaunt it into your former classmates faces at your high school reunion. None of it. Let’s imagine you simply always wanted to write a book because you have a story to tell. It’s bursting out of you. You can’t help it. Like a chronic tosspot with this irresistible draw toward alcohol, you simply can’t hold yourself back. May I say something to you? I might not have enough credibility, or clout, or whatever you want to call it. I have only started writing full time 2 years ago and have self-published only 4 novels so far, but I’ve
Ksenia Anske
been never happier in my life. In fact, I can’t remember the last time I saw a doctor. I started writing for therapy, and never in the million years did I think anyone would be interested in reading my writing. But people do! People read my books! Can you imagine? I still can’t. I still pinch myself. It’s a miracle. There is a lesson I learned from it, and I keep shouting it at every corner. I want to shout it here, to you, so that you will hear me. It’s very simple. You can do the same.
Don’t be intimidated by the amount of books already published (I know I am, still). Don’t worry about making a living (I know I am, still). Don’t even think about wether or not anyone will read your books (I think about it, too). That doesn’t really matter. What matters is, while you write your book, you get a high which no other drug can give you. You are so happy. When you hold your finished book in your hands, the only other experience that can be compared to it is maybe that of holding your child in your hands for the first time. It is your child. It’s your story. You did it. Funny enough, if you write it for yourself, you’re more likely to find readers. If you forget about the business of book writing and think about the art of book writing, you will produce something extraordinary.
The Writers Retreat inspired by the garden retreats of two literary greats – Virginia Woolf and George Bernard Shaw – whose properties are under the care of the Trust. – See more at: http://www.scottsofthrapstonblog.co.uk/2012/06/a-magical-connection/#sthash.xvVzvEtp.dpuf
Know what it is? You will make yourself a little happier, and with that you will make people around you a little happier, and with that you will make the world around you a little happier. Now, imagine what happens when you write your second book, and your third, and your fourth. Do it for the love of it. Ignore the scary things you read about book publishing industry. In fact, don’t read news at all. They will only distract you from writing. Hole up and create. Pour your everything into it, do it so well, that people will want to see what the deal is about. It’s what happened to me, still happening. It’s what will happen to you. So go ahead, write that book. You know you want to. You know you can. I know you can. The rest will happen on its own. For the Silo, Ksenia Anske.
Brantford ON – Grand Erie is excited to offer, for the first time, two Parenting and Family Literacy Centres (PFLCs) at Major Ballachey and Princess Elizabeth elementary schools in Brantford. These centres are places where parents and children can come to play and learn together, families can be introduced to the school system, and children can prepare for Kindergarten.
“We know that a parent is the child’s first and most important teacher,” said Brenda Blancher, Superintendent of Education. “The Parenting and Family Literacy Centres will help prepare children in these school communities for starting school and encourage families to be a part of their children’s learning.”
PFLCs are programs for parents and children of preschool age – from babies to age six. The program offers play-based learning activities that focus on the development of the child and an early love of reading and math. Children’s early learning and development are supported through play while the foundations are laid for a successful transition to school.
On behalf of the Trustees, Chair Rita Collver said she is pleased the Board will offer two centres serving parents and children in the school communities of Major Ballachey and Princess Elizabeth. Trustees advocated for a Parenting and Family Literacy Centre in Grand Erie since the Government of Ontario introduced the initiative in 2007. “Children and parents will engage in play-based learning activities that include music, story time, reading and counting,” said Collver. “Research shows that early childhood education and parent engagement help improve student achievement once children start attending school.”
The sites will be ready for parents and children early in the new year. There is no pre-registration needed and the centres are free for all families.
For more information about Parenting and Family Literacy Centres, visit the Parent Tab at www.granderie.ca
