Tuesday, February 15, 2011
Explore the beauty of Marrakech
e There is much to see and do in Marrakech. An entire day can be dedicated to wandering around all the different souks, seeking out the best bargains. The city also offers several historical and architectural sites as well as some interesting museums.
Djemaa El-Fna is the highlight of any Marrakech night. Musicians, dancers, and story tellers pack this square at the heart of the medina, filling it with a cacophony of drum beats and excited shouts. Scores of stalls sell a wide array of Moroccan fare (see the Eat section) and you will almost certainly be accosted by women wanting to give you a henna tattoo. Enjoy the various shows, but be prepared to give some Dirhams to watch. By day it is largely filled with snake charmers and people with monkeys, as well as some of the more common stalls.
The Souks (suuqs), or markets of Marrakech, just adjacent to Place Djemaa El-Fna, are where you can buy almost anything. From spices to shoes, jellabas to kaftans, tea pots to tagines and much, much more. Undoubtedly, being a foreigner means you will end up paying higher prices than a native would, but be sure to bargain nonetheless. If you happen to run out of dirhams, you'll also find plenty of people in the souks who will eagerly exchange your dollars or euros (though a fair rate here is less likely than at an official exchange). All that said, the sellers here are much less aggressive than say, Egypt or Turkey, so have fun!
Tanneries Visiting the Tanneries can be an interesting experience. Even if some people tell you the area is only for locals, it is possible to visit the Tanneries without paying a youngster. After finding a Tannery, ask one of the workers if you can visit it and take pictures.
Koutoubia Mosque, right besides Djemaa El-Fna, is named after the booksellers market that used to be located here. It is said that the minaret of the Koutoubia mosque is to Marrakech as the Eiffel Tower is to Paris. The minaret is visible from Gueliz which is connected to the Medina by Avenue Mohammed V. At night, the mosque is beautifully lit.
Saadian Tombs were not discovered until the beginning of the 20th century. They have been preserved just like they were during the glory days of the Saadian rulers. Unlike the El Badi Palace, they were not destroyed, probably for superstitious reasons. The entrance was blocked so they remained untouched for hundreds of years. Inside you will find an overload of Zelij (Morrocan tiles) and some beautiful decoration. It doesn't take a lot of time to explore, but it is definitely worth the visit. While here, look for the tombs of Jews and Christians; they are noted by their different markings and direction of the tomb.
Majorelle Gardens [8], in Gueliz has an entrance fee of Dh 40 and is more expensive than other attractions. However, it provides an excellent respite from the hustle and bustle of the city streets. The park boasts a collection of plants from across the globe, including what seems like every cactus species on the planet. Get here early to avoid the crowds. Inside the gardens is also the Museum of Islamic Art, for which an additional entrance fee is charged.
Dar Si Saïd Museum, on Rue Riad Zitoun Jdid, is a museum 5 mins away from Djemaa El-Fna. Set in an old palace, it houses many different artifacts from Morocco through the ages, such as wood carvings, musical instruments, and weapons. It is dedicated to the Moroccan craft industry of wood, gathering a very beautiful collection of popular art: carpets, clothing, pottery and ceramics. All these objects are regional, coming from Marrakech and all the south, especially from Tensift, High Atlas, Soussthe, Anti Atlas, Bani, and Tafilal.
Ben Youssef Madrassa is one of the largest Madrassas in the North Africa. It is a school attached to the Ben Youssef Mosque and is home to beautiful art and architecture.
El Bahia Palace is an ornate and beautiful palace, popular with guided tours and stray cats. The palace is well worth a visit and gives a great impression of what it must have been like to be a 19th century nobleman in Morocco. There is a nice garden with banana flowers, tranquil courtyards, and other lovely plants. Admission is Dh 10.
El Badi Palace is a palace now in ruins and inhabited by storks and stray cats. There are some underground passageways to explore. Admission is Dh 10. The view from the terrace is majestic.
The Menara gardens, which are located west of the city, and consist of a mixture of orchards and olive groves surrounding a central pavilion which is a popular sight on tourist postcards. The pavilion was built during the 16th century Saadi dynasty, and renovated in 1869. It has a small cafe.
[edit][add listing] Do
The MedinaThe old, historic district of the city.
The main square in the Medina is Djemaa El-Fna. It is surrounded by endless labyrinths of souks (bazaars) and alley ways covering all of the Medina. Djemma El-Fna is a must as there is always something to see there day and night whether it be snake charmers, acrobats, sooth-sayers,or the musicians and food stalls. At night the square really comes to life as people navigate toward the exotic aromas and the entertaining sights. As the evening darkens, the hustle bustle of activity rages on. The exotic music appears louder and more hypnotic.
The Medina is also the place to stay in a Riad, a Moroccan house with an internal courtyard. Most windows are inward facing towards the central atrium. This design of property suits Islamic tradition as there is no obvious wealth statement being made externally, no windows to peer through. Entering a Riad is like discovering an Aladdin’s Cave in comparison to it’s non-descript exterior. They are great places to stay and offer an intimate and relaxing retreat.
Directly south of the Djemaa El-Fna is Rue Bab Agnaou. A five-min walk takes you straight to the famous Bab Agnaou entrance to the Kasbah district of the Medina. The Bab Agnaou entrance, through the ramparts, is by far the most impressive entrance of all medina rampart entrances.
The Kasbah, in comparison to the Derbs (streets) surrounding the Djemaa El-Fna, portrays a calmer, less abrasive atmosphere. It is home to the Royal Palace, also the former El - Badi Palace and the Saadian Tombs. This naturally creates better security, cleaner streets and a hint of being a special place within the medina. The Kasbah has its own little bazaars (Souikas), food stalls, restaurants, hotels and riads for travellers to enjoy, such as Riad Laksiba which was featured on House Hunters International in sept 2010 to a 97 Million global viewing audience.
[edit] Hammams
Les Bains de Marrakech, 2 Derb Sedra, Bab Agnaou (same building as Riad Mehdi), +212 438 1428 [9]. Tourists-oriented in good sense: couples can have hammam together in a private room. Extensive list of massages and spa treatments from 30min to a full day. Reception and attendants are proficient in speaking English, however, the scrubbing and massage personnel speak only very basic vocabulary.
Hammam Dar el-Bacha, 20 Rue Fatima Zohra, men 7AM-1PM, women 1-9PM
Hammam Bab Doukkala, Rue Bab Doukkala, southeast corner Bab Doukkala Mosque, women noon-7PM, men 8PM>
[edit][add listing] Buy
Spices at a Marrakech market.Along with the major souk adjacent to the Djemaa El-Fna, there are a plethora of smaller souks throughout the city where any number of products can be bargained for. Keep an eye out for a wide array of hand-crafted candle-holding lanterns, as well as spectacular displays of local spices.
Argan oil, produced only in Morocco, is used in Moroccan cooking and beauty treatments. If you enjoy its unique nutty flavor, be sure to pick some up in the souks. It will cost you over US$30 for 250ml in the airport, but Dh 40 maximum at the local shop.
Marrakech is home to a large tanning industry, and leather goods of high quality can be bought here cheaply. Check out camel leather items especially - jackets, round poufs, and handbags.
For the shoes always check they have no paper inside the plate (sole in french) because it is very common, don't be fooled by demonstration of how they bend the shoe and turns back to the position try it yourself by feeling and hearing how the paper bends. For poor quality one you shouldn't pay more than Dh 40 and for a good one no more than Dh 90, shop around and learn the difference between the quality.
Also of interest would be items made of the local cactus silk, which is really rayon, a natural fiber made of plant cellulose and produced in Morocco. Rayon holds the chemical dyes well which accounts for the vibrant range of true colors (natural dyes cannot produce a "true" color). On offer are scarves, handbags, tablecloths, bedspreads and throws in stunning colors. Some merchants try to charge a premium price for this "cactus silk". Check well because there are many fakes and sellers will usually tell you any lie to get you pay a high price.
Be sure to wander round the potters' souk, and look for brightly colored platters and bowls, as well as tagines in all sizes
Lovely cashmere shawls can also be had for less than a fiver with a little bargaining.
If you cannot stand the bargaining, there are two government run shops where you can buy handicrafts at fixed prices. Look for boutique d'artisans. One is near Djemaa El-Fna while the other one is in the ville nouvelle.
An option to explore the souks in a more tranquil way is to go during the Friday prayer. Although some shops will be closed, most stay open and are significantly less crowded than at other times.
[edit] Prices
You can order special gold jewellery items like a chain with your name on it or using a customised design but ensure you have agree on the price beforehand.
The main Carlie at Djemaa El-Fna is definitely worth a visit and the food is priced on menus. In little back streets the ambiance is more quiet, although the price is higher and the quality may vary a lot. Touts for Djemaa huts can be among the most persistent in Marrakech.
HOW To help kids through their grades at school
amoune-arganwood: EDUCATION
Remember the old ‘rithmetic days? You know, those lists of math facts in addition, subtraction, multiplication and division with some fractions and decimals thrown in once you got to middle school?
Well, those skills are still taught, along with a whole lot of other stuff! Over the last decade, the National Council of Teachers of Math (NCTM) has created standards for every student from kindergarten through twelfth grade across the country.
So, why the change? Well, says NCTM, it’s true that kids need to add, subtract and divide: but your kid also needs to think. After all, they point out, math is an evolving science. This means that as students advance in the subject, they need to understand concepts fully.
In simple terms, math helps build strong minds. It helps kids make sense of a big world by finding shape and pattern. It allows kids to see underlying similarities in the way all things balance and equate. This learning starts as early as kindergarten.
How does this translate to real curriculum? Probably the first place you’ll see a change is in the way standards are presented. Think first grade is just 1+1, for example? Look again! You’ll see separate “strands,” like patterns, algebra, geometry, measurement, statistics, and probability. Teachers are presenting simple concepts in each area, and introducing these building blocks so that they’ll fully make sense in upper grades. In addition, teachers will work to balance skill building, like computing numbers fast, with investigative skills, like discovering abstract patterns with real life applications. For example, sixth graders in Massachusetts will still add and subtract fractions and create decimals; but they’ll also learn to find areas of triangles and parallelograms—measurement skills they’ll later apply in high school algebra and geometry.
NCTM also advocates that every math classroom, from kindergarten through twelfth grade, meet standards for thinking skills. The “Connections” standard calls on students to find interrelationships among mathematics ideas, and connections to other contexts. So, for example, your teacher won’t be satisfied if your child can simply sum a row of decimals; he’ll be asked to apply that knowledge to a real sales slip and probably figure the tax, too! In addition, your child will be invited to connect math to other disciplines. The study of decimals and money, for example, links well with basic economics curriculum in social studies. The “Communication” standard means that students can explain their mathematical thinking to adults and peers. And the “Problem Solving” and “Reasoning and Proof” standards call on kids to be investigators in their own right, tackling problems and developing analytic skills.
For a kindergartener, these standards might be demonstrated with blocks and a number line. By middle school, teachers promise, they're blended to build knowledge and skills that last a lifetime. Want to learn more? Check the website for the National Council of Teachers of Math at www.nctm.org. Also make sure you consult your state standards and keep the lines of communication open with your teacher. Math can be challenging for many kids, but working together adults can also guarantee that it’s rewarding and even fun.
http://www.amoune-arganwood.blogspot.com/
Remember the old ‘rithmetic days? You know, those lists of math facts in addition, subtraction, multiplication and division with some fractions and decimals thrown in once you got to middle school?
Well, those skills are still taught, along with a whole lot of other stuff! Over the last decade, the National Council of Teachers of Math (NCTM) has created standards for every student from kindergarten through twelfth grade across the country.
So, why the change? Well, says NCTM, it’s true that kids need to add, subtract and divide: but your kid also needs to think. After all, they point out, math is an evolving science. This means that as students advance in the subject, they need to understand concepts fully.
In simple terms, math helps build strong minds. It helps kids make sense of a big world by finding shape and pattern. It allows kids to see underlying similarities in the way all things balance and equate. This learning starts as early as kindergarten.
How does this translate to real curriculum? Probably the first place you’ll see a change is in the way standards are presented. Think first grade is just 1+1, for example? Look again! You’ll see separate “strands,” like patterns, algebra, geometry, measurement, statistics, and probability. Teachers are presenting simple concepts in each area, and introducing these building blocks so that they’ll fully make sense in upper grades. In addition, teachers will work to balance skill building, like computing numbers fast, with investigative skills, like discovering abstract patterns with real life applications. For example, sixth graders in Massachusetts will still add and subtract fractions and create decimals; but they’ll also learn to find areas of triangles and parallelograms—measurement skills they’ll later apply in high school algebra and geometry.
NCTM also advocates that every math classroom, from kindergarten through twelfth grade, meet standards for thinking skills. The “Connections” standard calls on students to find interrelationships among mathematics ideas, and connections to other contexts. So, for example, your teacher won’t be satisfied if your child can simply sum a row of decimals; he’ll be asked to apply that knowledge to a real sales slip and probably figure the tax, too! In addition, your child will be invited to connect math to other disciplines. The study of decimals and money, for example, links well with basic economics curriculum in social studies. The “Communication” standard means that students can explain their mathematical thinking to adults and peers. And the “Problem Solving” and “Reasoning and Proof” standards call on kids to be investigators in their own right, tackling problems and developing analytic skills.
For a kindergartener, these standards might be demonstrated with blocks and a number line. By middle school, teachers promise, they're blended to build knowledge and skills that last a lifetime. Want to learn more? Check the website for the National Council of Teachers of Math at www.nctm.org. Also make sure you consult your state standards and keep the lines of communication open with your teacher. Math can be challenging for many kids, but working together adults can also guarantee that it’s rewarding and even fun.
http://www.amoune-arganwood.blogspot.com/
Reinforcing Writing Skills for Back to School
Kindergarten
Have your child draw a picture, then write a sentence telling about the picture. Help him write the sentence, or write it for him if needed. Then read it together.
Read a book together, then have your child draw a picture of what happened in the beginning, middle, and end. Guide her to write a sentence about each picture write about each picture, ask questions such as, “Why did you like watching the monkeys at the zoo? What did they do that was funny? What happened when the zookeeper gave them bananas?”
Second Grade
Help your child find a friend, relative, or even a neighbor to be a pen pal. Encourage him to write or email regularly. For a fun twist, have your child to imagine he is a favorite book or movie character. You can write letters to the character, and your child can write back responding as he thinks the character would. This is your big chance to ask Superman what it is like to fly, or find out how princesses walk without breaking their glass slippers.
Encourage your child to keep a journal to record the fun things he is doing while away from school. The journal can also include lists of books he read, movies he saw, places he went, and friends that visited. These lists are great story starters when your child wants to write a longer piece, but is having trouble deciding what to write about.
Third Grade
Going on vacation? Help your child research your destination, then write about what he wants to do or see there. For example, if planning a trip to Florida, your child might write about visiting a theme park, watching the sunset at the beach, and touring Thomas Edison’s home. Remind your child to include reasons explaining why he would like to do each thing on the list.
Chose a topic to write about, sit with your child, and write your own stories. Stop every few minutes and share what you have both written. Then, add more to the stories. When you read your story aloud, it models good writing for your child, and sparks ideas that he can add to his own writing. Be sure to praise and encourage your child by saying, “That’s great! I had forgotten that Spot went swimming in the lake during our picnic. How about when Dad fell in trying to get him? I’m going to add that to my story, too.”
Fourth Grade
National Board certified teacher Erika Acklin suggests, “Leave notes around the house on post-its. Have your child respond to the note with a note of their own. You can ask more personal questions that might be more difficult to discuss face to face.”
Have your child keep a vacation scrapbook where she can write the events of each day. Leave room to add postcards, photos, and other memorabilia once you return home.
Fifth Grade
After a trip to the movie theater, have your child write a movie review, then share it with friends and family to persuade them to enjoy the same film. He can also write book reviews explaining why this was or was not a worthwhile read.
Help your child create a family newsletter. She can write articles telling about your weekend camp-out, her sister’s dance recital, and little brother’s progress in swimming lessons. Those book and movie reviews would be a great addition to the newsletter as well. Print and mail the letters to family and friends, or share them using email.
In addition to these activities, help your child become a better writer by making sure he reads every day. According to literature teacher Tara Barbieri, “Reading helps to build essential vocabulary, and students who read often are usually the best writers.”
Diane Milne taught elementary school for 12 years. She is currently a freelance writer and has worked with educational publishing companies such as The Learning Source, The Princeton Review, and Kaplan K-12.
http://www.amoune-arganwood.blogspot.com/
Have your child draw a picture, then write a sentence telling about the picture. Help him write the sentence, or write it for him if needed. Then read it together.
Read a book together, then have your child draw a picture of what happened in the beginning, middle, and end. Guide her to write a sentence about each picture write about each picture, ask questions such as, “Why did you like watching the monkeys at the zoo? What did they do that was funny? What happened when the zookeeper gave them bananas?”
Second Grade
Help your child find a friend, relative, or even a neighbor to be a pen pal. Encourage him to write or email regularly. For a fun twist, have your child to imagine he is a favorite book or movie character. You can write letters to the character, and your child can write back responding as he thinks the character would. This is your big chance to ask Superman what it is like to fly, or find out how princesses walk without breaking their glass slippers.
Encourage your child to keep a journal to record the fun things he is doing while away from school. The journal can also include lists of books he read, movies he saw, places he went, and friends that visited. These lists are great story starters when your child wants to write a longer piece, but is having trouble deciding what to write about.
Third Grade
Going on vacation? Help your child research your destination, then write about what he wants to do or see there. For example, if planning a trip to Florida, your child might write about visiting a theme park, watching the sunset at the beach, and touring Thomas Edison’s home. Remind your child to include reasons explaining why he would like to do each thing on the list.
Chose a topic to write about, sit with your child, and write your own stories. Stop every few minutes and share what you have both written. Then, add more to the stories. When you read your story aloud, it models good writing for your child, and sparks ideas that he can add to his own writing. Be sure to praise and encourage your child by saying, “That’s great! I had forgotten that Spot went swimming in the lake during our picnic. How about when Dad fell in trying to get him? I’m going to add that to my story, too.”
Fourth Grade
National Board certified teacher Erika Acklin suggests, “Leave notes around the house on post-its. Have your child respond to the note with a note of their own. You can ask more personal questions that might be more difficult to discuss face to face.”
Have your child keep a vacation scrapbook where she can write the events of each day. Leave room to add postcards, photos, and other memorabilia once you return home.
Fifth Grade
After a trip to the movie theater, have your child write a movie review, then share it with friends and family to persuade them to enjoy the same film. He can also write book reviews explaining why this was or was not a worthwhile read.
Help your child create a family newsletter. She can write articles telling about your weekend camp-out, her sister’s dance recital, and little brother’s progress in swimming lessons. Those book and movie reviews would be a great addition to the newsletter as well. Print and mail the letters to family and friends, or share them using email.
In addition to these activities, help your child become a better writer by making sure he reads every day. According to literature teacher Tara Barbieri, “Reading helps to build essential vocabulary, and students who read often are usually the best writers.”
Diane Milne taught elementary school for 12 years. She is currently a freelance writer and has worked with educational publishing companies such as The Learning Source, The Princeton Review, and Kaplan K-12.
http://www.amoune-arganwood.blogspot.com/
How school can help children through their school grades
How schools can help
- Teachers and other staff should be aware of the challenges typical at different points in a student's academic career. Anticipating the causes of stress and normalizing the experiences for parents and students can be a first step in minimizing any negative impact.
- When the new school year brings a change to a new school, schools can prepare children for the transition by arranging visits to the new school and scheduling meetings with new teachers and the new principal. Orientation to new buildings and new expectations should happen more than one time. And once the school year starts, a big sibling program can help -- teaming up a new student with an older student.
- When changes in the structure of the school day will be involved in the next year, as in moving to a departmentalized program, practice experiences can be provided on a smaller scale the year before. For example, some elementary schools prepare children for the transition into middle school by providing more specific work on study skills and having different teachers teach courses. The impact of the transition can be softened by giving students plan books, binders, homework folders, etc.
- Although homework expectations and the consequences for noncompliance are the school's responsibility, input from students and parents should be considered. If, for example, a majority of parents report that students are spending an unreasonable amount of time on assignments at home, homework practices should be reconsidered.
- Collaborate with parents. A child's parents can be a useful source of information about a child's academic history. Prior school experiences, both positive and negative, influence both children's and parents' expectations and should be considered when engaged in problem-solving.
What parents can do
Be aware of the different age-related, social and academic challenges children face at various stages and that times of transition can be an added stress. Also know the specific needs of the child that makes transitions harder.
Consider personal and family situations that may impact the child and make a particular year more difficult. Inform and collaborate with the school staff to obtain the best support.
Prepare the child for new school experiences by discussing the changes beforehand and phase in necessary adjustments ahead of time. For example, at the end of a vacation gradually set an earlier bedtime to make entry into the new routine smoother.
Young children can be helped to separate from parents and interact with new school-mates by providing them with opportunities to spend time with friends or relatives without their parents. Arrange play dates, play groups and other opportunities for socialization. Introduce some school-type activities at home, such as story time, snack time, and rest time.
Form a partnership with the child's teachers and school personnel. In meetings, listen to their point of view and let them explain their expectations. Children can behave differently at home than in school when under stress from academic and social challenges.
Keep hands off assignments; act as a guide or resource for children. Discuss possible ways to do the assignment, but don't actually do the work.
If homework keeps the child up well past the usual bedtime, despite the fact that the child is putting forth his or her best effort, discuss the issue with the teacher. The aim of both parents and teachers should be to prevent parent/child homework conflict and to help the child avoid feeling incompetent.
Be alert to the specific situations or types of assignments that are particularly difficult for your child. Investigate the problem with the school and consider obtaining an educational evaluation
amoune-arganwood: How to help children through their school grades
amoune-arganwood: How to help children through their school grades: "Children have many milestones as they develop into young adults. These milestones sometimes pose physical, emotional, social, and academic c..."
How to help children through their school grades
Children have many milestones as they develop into young adults. These milestones sometimes pose physical, emotional, social, and academic challenges. Learn more by reading articles on specific challenges that transition times pose, what parents can do to help, and a developmental progress reference chart.
Introduction
As children progress through different grades in school they face different challenges. In addition to changing academic and social demands, students also experience physical and emotional changes. Although children are continually engaged in the process of adapting to new challenges, educators and mental health professionals agree that there are certain critical transition points which can be particularly stressful and require special support and understanding. Parents and educators can help children cope effectively with their varied school experiences in a number of ways.What particular transition times pose specific challenges?
Preschool:- Physical and emotional challenges: For many children, preschool requires the first prolonged separation from parents and other individual caregivers. Children may also be required to sit quietly for short periods of time at a table and listen to directions.
- Social challenges: The group nature of preschool means toddlers must learn to share activities, supplies, and attention, and relate to new children.
- Academic challenges: Preschoolers develop their listening, attention and memory skills by learning the names of colors and shapes, listening to and telling stories.
- Early elementary school:
- Physical and emotional challenges: The transition to the grade school years may require moving to a new building and a longer school day. Learning to be a student also becomes important, involving adjusting to the routine and structure of the school day and the development of a sense of responsibility for completion of assignments and homework. Students face more structured, objective rewards and consequences for their behaviors.
- Social challenges: In the early grades, children are still adjusting to a world outside the home. They form new friendships, learn about teamwork and may find themselves developing special interests and skills.
- Academic challenges: Mastery of the fundamentals needed for the rest of their school careers is required. Children acquire basic reading and math ability; they learn computational skills, how to read words and how to read for meaning. They are required to answer questions about who, what, and where, which gives them information about character, plot and setting.
- Upper elementary school:
- Physical and emotional challenges: In the upper elementary grades (grades 4 and 5) more independent functioning is required. Differences among students become more apparent with regard to abilities, and given the increased demands on all fronts, new problems may surface or existing ones may be more difficult to handle.
- Social challenges: Children have the opportunity to expand friendships, to work cooperatively with others, make their own social arrangements, join social groups outside the family, and plan independent activities. Cliques may form and bullies may cause difficulties, although these difficulties may happen at any point.
- Academic challenges: The academic emphasis is no longer on the acquisition of basic skills. Children are expected to be able to use basic skills to acquire information and solve problems, to be competent in reading comprehension, written expression, and knowledge in content areas.
Transition Points: Helping Students Start, Change, and Move Through the Grades
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Related Topics
Introduction
As children progress through different grades in school they face different challenges. In addition to changing academic and social demands, students also experience physical and emotional changes. Although children are continually engaged in the process of adapting to new challenges, educators and mental health professionals agree that there are certain critical transition points which can be particularly stressful and require special support and understanding. Parents and educators can help children cope effectively with their varied school experiences in a number of ways.
What particular transition times pose specific challenges?
Preschool:
- Physical and emotional challenges: For many children, preschool requires the first prolonged separation from parents and other individual caregivers. Children may also be required to sit quietly for short periods of time at a table and listen to directions.
- Social challenges: The group nature of preschool means toddlers must learn to share activities, supplies, and attention, and relate to new children.
- Academic challenges: Preschoolers develop their listening, attention and memory skills by learning the names of colors and shapes, listening to and telling stories.
- Physical and emotional challenges: The transition to the grade school years may require moving to a new building and a longer school day. Learning to be a student also becomes important, involving adjusting to the routine and structure of the school day and the development of a sense of responsibility for completion of assignments and homework. Students face more structured, objective rewards and consequences for their behaviors.
- Social challenges: In the early grades, children are still adjusting to a world outside the home. They form new friendships, learn about teamwork and may find themselves developing special interests and skills.
- Academic challenges: Mastery of the fundamentals needed for the rest of their school careers is required. Children acquire basic reading and math ability; they learn computational skills, how to read words and how to read for meaning. They are required to answer questions about who, what, and where, which gives them information about character, plot and setting.
- Physical and emotional challenges: In the upper elementary grades (grades 4 and 5) more independent functioning is required. Differences among students become more apparent with regard to abilities, and given the increased demands on all fronts, new problems may surface or existing ones may be more difficult to handle.
- Social challenges: Children have the opportunity to expand friendships, to work cooperatively with others, make their own social arrangements, join social groups outside the family, and plan independent activities. Cliques may form and bullies may cause difficulties, although these difficulties may happen at any point.
- Academic challenges: The academic emphasis is no longer on the acquisition of basic skills. Children are expected to be able to use basic skills to acquire information and solve problems, to be competent in reading comprehension, written expression, and knowledge in content areas. Middle school:
- Physical and emotional challenges: Some communities define a specific period of time as middle school; the span can vary from 5-8th grade or 6-9th and usually entails moving to a new school building. Many children, as in New York City, change schools at 6th grade; independent schools may keep students in one location through 8th grade. The challenge to educators is to help children in these in-between years. Educators are responsive to the concern, for example, that 7th graders have very different needs than 4th graders, and additionally, the younger, newly entering students are unprepared to deal with pressures coming from the older students. During this time, the onset of puberty necessitates changes in the teen's perception of his or her body and feelings about those changes.
- Social challenges: In changing schools, students may be separated from friends with whom they have gone through the lower grades. In addition, the social context changes from the often supportive and individualized setting of a single classroom with a single teacher. Students have to adapt to a social climate that is usually more impersonal as they rotate through departmentalized classes with a number of teachers with different teaching styles and expectations. Peer acceptance becomes critical at this age as do other social pressures such as religious ceremonies (confirmation, bar mitzvah, etc.).
- Academic challenges: More independence is now required. Children need to master several unrelated classes and assignments and utilize organizational skills, perhaps maintaining a daily or weekly planner for the first time. The exposure to diverse content allows them to integrate information from one content area to another, such as reading a book for language arts that directly influences their thinking on a topic in social studies.
- High school:
- Physical and emotional challenges: For most, the move to high school means a move to a new building, with a greater number of students, new teachers, a new principal, new expectations, and a new, more rigorous disciplinary system. In addition, the adolescent also has to cope with the developmental task of establishing independence from the family while at the same time maintaining family connections. At this stage of life, parents have less direct input into school activities and academic decisions.
- Social challenges: Establishing new social connections, balancing work and social life, and, for some students, managing a part-time job, are some of the new demands faced by students entering high school. Pressure to experiment with or engage in alcohol, drug, and sexual activities is also often increased.
- Academic challenges: Students are expected to have developed an assertive and efficient learning style, and good study and organizational skills. The transition into high school means entering into an academic environment which assumes that the student can take responsibility for decisions regarding academic tracks and course selection. The pressure of what to do after graduation and for many, college decisions, is also present.
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