at risk students

New Research: Teaching self-regulation increases school readiness

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“To researchers’ awe, music and movement experiences help children better self-regulate behavior and enjoy a safe, creative outlet for self-expression. Studies point to a specific cluster of social-emotional skills—called self-regulation skills—as particularly important for a variety of school successes.”  (Dr. Debby Pool, Vice President at Kindermusik International) According to a new study from Oregon State University co-authored by child development expert Megan McClelland, children with
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4 ways after-school programs help students who may be at risk

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For students who may be at risk, school can be a place to eat a warm meal, access and read books, and play safely outside with friends. When the bell rings at the end of the day, many underserved students leave the safety and structure of school for an environment less than ideal. However, quality after-school programs can provide many benefits for children, especially
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4 reasons why steady beat skills matter in early childhood education

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Thanks to the steady beat of our hearts, we are created to respond to a steady beat. It’s probably why we can’t help but tap our feet or nod our heads along to the beat of the music we hear. The ability to consciously recognize and demonstrate steady beat, however, takes practice. In our early childhood music classes and early childhood curriculum, we help
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At-risk students more likely to experience language development delays

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Any teacher at a Title I school can confirm that children do not start school on a level playing field. Some children walk into Kindergarten already reading on a third-grade level; whereas, other students walk into that same classroom without any knowledge of a single Pre-Primer sight word. While language and speech delays can occur in any socio-economic environment for various reasons, not surprisingly,
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At-risk students more likely to experience language development delays

Leave a Comment / Minds on Music /

Any teacher at a Title I school can confirm that children do not start school on a level playing field. Some children walk into Kindergarten already reading on a third-grade level; whereas, other students walk into that same classroom without any knowledge of a single Pre-Primer sight word. While language and speech delays can occur in any socio-economic environment for various reasons, not surprisingly,
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