Jogos e Brincadeiras

Suponiendo que un joven universitario heterosexual, que estudia medicina, quiere entrar a ser parte de este proyecto, entra a la capacitacion, aprueba, y se convierte en un monitor para otros jóvenes, sentimos que puede difundir su forma de entender el problema (seguramente abundante en conocimientos medicos), y puede recibir retroalimentacion de otras esferas (sociales, de genero) en la interaccion con otros lideres. Esto necesariamente implica que cuando eventualmente deba tratar este tema a lo largo de su vida profesional, tenga herramientas diferentes para acercarse al problema. Y asi, este ejemplo es transversal a realidades y disciplinas varias, como el derecho, el trabajo social, y las personas que trabajan en consultorios, hospitales, u organismos de voluntariado y asistencia.

Our programme consists of in-school periodic events and activities. Our technology engagement programme gives learners technology skills progression, classroom content enrichment and a fun way to learn. Our professional development training offers the educators other ways of teaching the same thing, technology skills progression, paperless classroom administration and easy lesson planning.we teach technology, creative thinking, self efficacy, and collaboration

The Magic of Think curriculum - along with the companion instructional materials - was developed with an overarching vision: namely, to promote in children a resiliency to the vicissitudes and anxieties of childhood. Specifically, it sets out to empower children with social, emotional, and cognitive tools to promote mental health in general, and to prevent depression and anxiety. Through songs and activities, students develop positive self-images, learn how to express gratitude, and, more generally develop the sorts of social skills which are so frequently absent in at-risk children. They are also taught how to respond to anxiety using an age-appropriate relaxation technique, maintain well-being through physical activity, and identify their social support network. Lastly, they are encouraged to identify their own goals and dreams, and pinpoint specific things, which make them unique and wonderful individuals.

The activities in this course help students understand and apply the lessons from the songs on The Magic of Think CD. These activities are also designed to meet many of the learning outcomes from English Language Arts in BC and Alberta, as well as Grade One learning outcomes from BC’s Health and Career and Alberta’s Health and Lifeskills.

Imagine: you are a new teacher in the Parent-Mother Goose program. You have taken a two-day training session, you have worked with and learned from experienced teachers. Now you are delivering the program. You love singing children’s songs and telling silly rhymes: they’re fun, everyone loves them. But you’re nervous about telling stories. What if you forget how it goes? What if you can’t keep the audience interested?

Practice Makes Perfect: that’s what your teachers told you, and you believe it. So when you see a notice in your Mother Goose enewsletter to join a Storytelling Club, you decide to do it.

You are pleased to see that you can choose webinar or teleconference. You register, at www.bccf.ca or by phone. In either small group, you’ll meet new and experienced other Mother Goose teachers, you will listen to stories, tell stories, encourage each other and laugh about it all. You will also be learning about ways of building the enjoyment of storytelling in our own program.

You’re shy, but you go ahead and try it, and you find it so much easier than you had thought. The tips from the other storytellers are so helpful, and the stories that others share are inspiring.

The Difference: Now parents and kids love your stories! Parents tell you that you inspired them to try telling stories at home to their children, and they’re amazed at the difference they see already in their children’s attention spans and language. You decide to keep connected with the Online Storytelling Club, and to encourage other new teachers to join.

A child is born to new parents. They notice that he doesn't like to be held and cries when people talk. The parents try various strategies that they hear from friends and family with little success. Eventually the parents see a public health nurse, who recently attended a "Sensory Education Group", upon hearing about the difficulties screened the child and suggested the parents see an Occupational Therapist(OT) about sensory processing disorder. This child is put onto the OT's wait list of 22 children. This means the parents will have to wait 12-18 months for help which can impact child and parent health, parent attachment to their new child and thus affect the family long term. While on the wait list the parents are offered a "Parent education group about sensory processing" - this group creates community connections, educates parents and provides them with practical strategies to use at home. Follow-up groups are provided to help parents problem solve. The parents feel their skills and knowledge are enough that they no longer need to be on the OT wait list.
As the child enters a childcare centre whom attended a “How Does Your Engine Run Program” he and his family are taught about his arousal levels that affect self-regulation and thus learning. The family uses this program consistently at home in combination with the previously learned sensory strategies with great success. As this child moves into kindergarten he continues the same program to learn how to identify his arousal level and what tools to use to bring it to the "just right" state for learning.

Creating a scholarship program for private music lessons and group ensembles would give more students access to music education. Our plan would be to set up a scholarship application process that would help students apply for lessons in a way to encourage dignity for the family, but also open up opportunities for students.

Students applying for music scholarships wouldn't have to prove their academic excellence or their musical aptitude, but rather a genuine desire to learn and participate in the program.

This program could start with funding, but could grow into students giving performances as fund raisers and supporting other students who would also benefit from a music education. This would add a sense of accomplishment and community involvement for the participants.

This model also promotes employment for private music teachers in the community and gives them an opportunity to work with students who are eager to learn music.

A4K has supported one family from Burnaby since 2006. The mother, now on her own after the passing of her husband due to addiction, was left with five very active children and a large amount of debt to manage. Quickly after her husband's passing she realized that the money she was making was just enough to put food on the table and a roof over their heads. There just wasn't anything left over for sports and recreation.
She then found out about Athletics for Kids and was relieved to see that the organization exists to assist families in situations just like hers. Thanks to A4K's funding, her children did not have to miss any action on the field as they continued on with their hockey, soccer and football.

Kenndal’s Kids works directly with local community centers and hockey associations to ensure it’s resources are being offered to those who it will most benefit. We challenge local businesses and successful individuals, in a pay-it-forward approach, to offer free of charge; their time, insight and/or resources to help develop our youth. This includes NHL players, business men and women, professional trainers, nutritionists, and speakers.

Our model is a two tiered approach:

First; We begin with a custom tailored Hockey camp. Although hockey is our backdrop, this camp is formatted to develop a complete and balanced set of life skills. We do this by breaking up the day into segments which include; athletic development, nutritional information, and interactive development sessions.

Second, we offer continued support and resources through-out the hockey season which will include skill development and/or equipment.

Sport offers the ability to teach some of life’s most important goals in an interactive environment. Kenndal McArdle chooses to use hockey as our backdrop for two definitive reasons.

By offering the resources that made him successful free of charge, it is a live example of the importance of giving back and the ability it has to create positive change. This has an affect on the kids involved and our parters willingness to do the same.

2. Our nation’s sport is also one of the most expensive to play. We believe all kids deserve the same opportunity to play and realize their potential in the game which unites so many of us.

Last year, we facilitated an XploreSportZ Girl's Only after school program in Smithers, BC. It was a fun, encouraging environment where girls were given the opportunity to try a different sport each week. They were able to build athletic confidence, social skills, and also make new friends. The program started with 30 participants, but ended with 37 and include such sports as cross country skiing, volleyball, basketball, soccer, and badminton.

This program addressed several key health and social issues facing not only children in Northern British Columbia, but all of Canada.

First, we were able to get young girls active on a weekly basis. A recent Stats Canada report shows that children in Canada should reach a step count of 13,500 steps per day. Young girls are only reaching 10,300 on average (boys = 12,100). This can only indicate that children in Canada, especially young girls, are leading increasingly sedentary lives. By introducing girls to a variety of sports at a young age, we are able to develop healthy, active lifestyles from a young age.

Another issue we have identified is that there are not enough trained leaders in small northern communities to lead these programs after we leave. Through a strong partnership developed with Coaches BC, we are able to go into these communities, train and certify leaders in the NCCP Run, Jump, Throw program, and facilitate an XploreSportZ camp so these new leaders are aware of what is required to run a proper physical literacy program. Effectively, we are completing two jobs in one trip which saves on travel expenses.

Recently one of the only two daycares in town became a Lower Similkameen Indian Band member facility only. This meant that there were families in need of care. So, I decided to open a family daycare and three families immediately expressed an interest followed closely by others.I have started a license not required facility for now, but have applied for the license to be a family daycare because there is an obvious need.Good pre-school care is beneficial to children before they start school.I wish to incorporate music in the program and recently qualified as a "Music Together" teacher in order to be able to offer this to families even if they are not in the daycare as it is an invaluable educational addition.
Many of the young people in this town are at a loss to know what to do in the evenings.There are many talented people who could do activities with them and I would like to have a facility that enables that to happen. At the moment, families have to travel to Penticton to do activities and this is a long way, particularly in the winter and puts people off, so children suffer.I endeavor to prevent the problems associated with bored teenagers by offering interests for them to pursue.