WHY ARE THEY UPSIDE DOWNNNNN….

I DONT KNOW… this isn’t all my pages, but scanning, uploading, and blogging them is painstakingly slow…. so BAM thats all yoru getting..

im trying to make is a work mark.. i don’t want to present an image for it. because i want the audience to know the message from the name.

yesm..

CurioCity

to

Curio

why? becuase matt made me realise what i have knowen all along. CurioCity didnt communicate correctly what i wanted.

plus i like how a curio or a curious thing is kind of a nice image of the imagination i was children to have

Definition – curiosity:
a strong desire to know or learn something
a strange or unusual object or fact.

i love the meaning of this is in every sense, i want children to develop or maintain their curiosity, but i want them to be shown different and unusual things!
the whole idea to why i beleive curiosity is beneficial is because it develops understanding later in life, nd i believe showing children unusual things (and i dont mean immoral things) helps them to understand diversity, to appreciate differences.

so basically im thinking of things for at the home, to keep children entertained, curious, imaginative, and learning. SPECIFICALLY AT HOME. child dare care centre such as ABC learning centre have great learning curriculum. but im trying to get parents to keep there kids away form the t.v. to create sumthin that will get them exploring and being curious.

some ideas so far:
books.
games.
maps.

i like the idea of a book. the whole concept of a book is curiosity. why else would you turn the page
i draw inspiration from Dr suess.. the colours, the unrealistic representations

i started to thinka bout what got me away from the tv when i was younger. adventure and challenges got m away from the tv.
i remember wen my grandparents house was just finished being built, they had a lot of left over materials around their house. My brother and i would start at the front door, then trying to climb our way around teh house on the plants of wood and piles of dirt/bricks, back to the front door. BUT OH NO!! the planks are running low, its a 2 metre jump to get to the clothesline!! how do i avoid the dragons in the lava grass.. do i…sacrifice my brother and use him as a stepping stone? no.. i cant..
look, imagination and problem solving. this reminds me of a poem i have long since lost. about a young boy who travels along his Persian hallway rug. the red parts are larva and the yellow parts are snakes. but is there enough black to make it across?

A box is just a box . . . unless it’s not a box. From mountain to rocket ship, a small rabbit shows that a box will go as far as the imagination allows.

Inspired by a memory of sitting in a box on her driveway with her sister, Antoinette Portis captures the thrill when pretend feels so real that it actually becomes real—when the imagination takes over and inside a cardboard box, a child is transported to a world where anything is possible.

Participation in Education: Attending Preschool

In 2001, 56% of all four year olds attended preschool.

Early learning in the years before school fosters children’s cognitive, social, emotional, and physical development and wellbeing. This lays the foundation for a smooth transition to school and later school success. In recognition of the importance of early childhood to children’s development, in 2003 the Australian Government launched a National Agenda for Early Childhood. The National Agenda focuses on children aged 0-5 years and highlights what needs to be done to ensure they get the best possible start in life.(SEE ENDNOTE 1)

Disadvantage in early childhood poses multiple risks to children’s development. Factors such as low socioeconomic status, long-term unemployment of parents, and social isolation may have lasting impacts on a child’s chance of reaching their full potential. Whilst not eliminating disadvantage, preschool education can help to lessen the effects of these risk factors and can provide children with a better start to school.(SEE ENDNOTE 2) However, some of these factors may also be barriers to preschool attendance for groups that would benefit most from preschool education.

In Australia, the early years of children’s education is the responsibility of many government and non-government agencies and it occurs in a range of settings.(SEE ENDNOTE 3) Preschool is aimed at children around four years of age to prepare them for compulsory schooling from the age of six years. In most states and territories, children can start full-time schooling at five years of age, when they enrol in a kindergarten or preparatory year.(SEE ENDNOTE 4) In 2001, just over half of five year olds (57%) were at school with about a third (34%) attending preschool. While in some states and territories children can commence preschool before they turn four, participation rates for three year olds are much lower than four year olds (24% compared with 56% for four year olds in 2001). The preschool participation rate of four year olds in 2001 (56%) was similar to the rate in 1991 (58%).

PRESCHOOL

There are several data sources that measure characteristics of preschool students. These include the ABS Child Care Survey, the Census of Population and Housing and the Department of Education, Science and Training National Indigenous Preschool Census. Individual states and territories also collect data relating to preschool students. All of the data sources have limitations, in part due to different definitions of preschool between states and territories but also the inability of collections to identify those children who attend preschool within a childcare centre.

This article uses data from the 2001 Census of Population and Housing for calculations of participation rates. The census provides detailed demographic and socioeconomic information about the Australian population at a detailed geographical level.

In this article preschool refers to the year which is two years prior to Year 1.

Preschools provide sessional education for children before they enter school. They generally cater for children aged 3-5 years and are usually open only during school terms. There are variations regarding the age of children attending preschool, hours of operation, location and management. As preschool is generally aimed at children aged four years, this article focuses on that age group i.e. four year olds.

The preschool participation rate is the number of four year olds who were reported as attending preschool expressed as a percentage of the total number of children aged four years.

http://www.abs.gov.au/Ausstats/abs@.nsf/2f762f95845417aeca25706c00834efa/30edac9d34afc189ca256e9e0028706f!OpenDocument

This article draws on data from the 1993 and 2002 Child Care Surveys (ABS cat. no. 4402.0). The article focuses on use of, and demand for, child care for children under 12 years of age. Data on costs of child care are the net costs paid by parents for a child to attend care (i.e. costs to parents after the Child Care Benefit has been deducted).

Child care refers to arrangements made for the care of children aged under 12 years. This does not include parental care or those occasions when the child is under someone else’s care for other reasons, such as school or sporting activities.

Formal care is regulated child care away from the child’s home and includes attendance at the following types of formal care:

Long day care is regulated, centre-based care which is available to children between birth and school age for the full or part day.

Family day care is offered in private homes by registered carers, available for a full or part day to children of all ages.

Occasional care is regulated care which is available to children between birth and school age for short periods of time, for example to allow parents to shop, attend appointments, or to take brief breaks from parenting.

Preschool includes educational and developmental programs for children in the year (or two years) before they begin full-time primary education.

Before/after school care is available to school-aged children before and/or after school hours.

Other formal care is formal care other than long day care, family day care, occasional care, preschool, and before and/or after school care.

http://www.abs.gov.au/Ausstats/abs%40.nsf/46d1bc47ac9d0c7bca256c470025ff87/88a1a5381a63caf1ca256e9e0027e0b7!OpenDocument

EXERT

http://steineroz.com/steinered.html

INTRODUCTION

Rudolf Steiner’s educational philosophy must be set within the context of his main endeavor – to address the latent possibilities in human beings of advancing beyond the present-day accepted limits of cognition to an awakening, by self-discipline and exercise, to a knowledge of the spiritual worlds underlying outer existence – higher worlds. His method of work called upon each individual human being to face and outgrow him/herself – so as to be the active initiator of the future rather than someone who drifts upon the tides of world events.

World events make these very challenging times! The threat of global warfare with weapons of mass destruction, the economic and political unrest, the increasing incidence of child abuse, callous and violent crime, economic uncertainty in the wake of collapses of huge companies, changes to family structures and many more bring into our lives great insecurity and anxiety – and even more so for young people. Often adolescents particularly feel trapped and helpless, if not wounded, in a world which defies their natural idealism.

Children enter our world with such trust and of course childhood is the shaping of the instrument for the life of the adult. For adults to develop the strengths they need to live in a way that builds up hope rather than distrust, Dr. Steiner believed they needed as children to experience a form of education which addressed the full measure of a human being in will, feeling and thought – body, soul and spirit. Through a curriculum and methodology based on his understanding of the stages of child development, he believed that educators could help greatly in the journey of discovery and self-discovery which leads to conscious and responsible adulthood.

Too often today education appears to concentrate on superficial results and fails to support the hidden potential of childhood. The educational environment is often pressured, mechanized and devoid of imagination and compassion – focusing on memory rather than the development of understanding.

“An education which fails to feed the deeper-living forces of childhood represents not only the absence of a good but becomes a source of ill”
L.Francis Edmunds

Steiner education is designed to be a health-giving education, nurturing and balancing the human faculties of thinking, feeling and will.

The prime purpose of Steiner Education is to support and educate children such that their own innate and unique human qualities may come to greater fulfillment. This is the task of the educator in each Steiner school.

LOVES IN THE WORLD
families that can stay together
kids imagintation
animal
curiosity
learning

HATES IN THE WORLD
drugs
older brothers
caged animals
poachers

humans are explorers who DISCOVER and ADAPT
acceptance and education without limitations, what would kids do?

educating kids to be more curious and therefore be more accepting adults