This article was downloaded by: [Western Kentucky University]On: 28 October 2014, At: 16:15Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: MortimerHouse, 37-41 Mortimer Street, London W1T 3JH, UK

Childhood EducationPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/uced20

Classroom Idea-SparkersRose Merenda a & Sharon White Williams aa Department of Education , Hampton University , Hampton , Virginia , USAPublished online: 25 Jul 2012.

To cite this article: Rose Merenda & Sharon White Williams (2000) Classroom Idea-Sparkers , Childhood Education,76:5, 316-G-316-N, DOI: 10.1080/00094056.2000.10522122

To link to this article: http://dx.doi.org/10.1080/00094056.2000.10522122

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”)contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensorsmake no representations or warranties whatsoever as to the accuracy, completeness, or suitabilityfor any purpose of the Content. Any opinions and views expressed in this publication are the opinionsand views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy ofthe Content should not be relied upon and should be independently verified with primary sources ofinformation. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands,costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly orindirectly in connection with, in relation to or arising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Any substantial orsystematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution inany form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I 1 I I I I I I

Rose Merenda, Early Childhood Consultant, and Sharon White Williams, Department of Education,

Hampton University, Hampton, Virginia par m d

Classroom I d e a s -

0 - Multimedia Slide Show This Idea-Sparker was submitted by Trimika Yates, English Arts Education Graduate Student, Hampton University, Hampton, Virginia.

Envision your students designing and creating a multimedia slide show. Such shows can be created using a variety of technology resources and multimedia tools. One easy way is to use the Kid Pix Slideshow software, an inexpensive "paint" program designed for young children. This multimedia tool pro- duces color pictures, records sound, and creates a textbox with pictures. Chil- dren simply click the button and a dialog box appears, listing the different types of graphic files available. Once the student chooses a desired file, miniature pictures will appear. After selecting a topic, the student then clicks the button to record his or her voice or a sound that relates to the selected picture. The student also can add transitions to creatively connect one slide to the next by scrolling an image from the side, descending from the top, or appearing from the middle of an existing image. Oh, what fun and excitement can emerge as children immerse themselves in these slideshow productions. Why not get started planning an integrated learning experi- ence using a multimedia slide show?

Kid Pix is available for Macintosh and Windows from Broderbund Software, 500 Redwood Blvd., Novato, California 94948.

ANNUAL THEME 2000 31 6-G

Dow

nloa

ded

by [

Wes

tern

Ken

tuck

y U

nive

rsity

] at

16:

15 2

8 O

ctob

er 2

014

Discover the Technology Potential of Video Conkrencing This Idea-Sparker was submitted by Nancy Byant , Head Start Teacher, Jane B y a n Elementary School, Hampton City Schools, Hampton, Virginia; Deborah Miller, Head Start Teacher, Clark Center, Newport News, Virginia; and Regina Ihsane, Head Start Teacher, Williamsburg, Virginia.

V i d e o conferencing-using CU-SeeMe technology-can add a fascinating dimension to learning across all grade levels. CU-SeeMe provides an opportunity for children in one classroom to see and hear children in another location, classroom, city, or state. They can enjoy collaborative interactions such as exchanging classroom highlights, engaging in conversations about books, or sharing interdisciplinary classroom products. Here’s how.

In two different classrooms, connect two computers with Internet and CU-SeeMe capabili- ties. Use FTP to connect to gated.cornell.edu or to -p.classroom.net. One user entering the ISP address of the second user can connect the two appropriately compatible computers using CU-SeeMe equipment. The second user is informed of the request, consents, and then the connection is established. Additional ideas for how to implement student videoconferencing are available through the Internet or periodicals (e.g., Andres, Y. (1996). Elements of an effective CU-SeeMe videoconference. Connections: Special Interest Group of Technology Coordina- tors, 22(4), 28-29). What a neat way to meet new friends from coast to coast!

Technology As a Management Tool This Idea-Sparker was submitted by Frances Bliss, Professor, Oakwood College, Huntsville, Alabama, bliss@oakwood.edu.

Technology can provide teachers with effective vehicles for storing, managing, and retriev- ing information. Commercial electronic grade books that compute and store grades are available; however, one can develop a grade book with little or no computer knowledge using any spreadsheet program. Spreadsheet programs such as Clarisworks, Excel, and Quatro Pro are part of integrated packages such as Clarisworks, Microsoft Office, or Word Perfect. All these programs are available for the Macintosh and the PC formats. Remem- ber, a spreadsheet has all the mathematical functions you need already built in. Here is a simple way to create a grade sheet for your classroom. When the program is opened, you will see many cells (these are the squares into which you will insert information). The difference between word processing and spreadsheet programs is that the information you type in will appear in a rectangular window at the top of your spreadsheet. Be sure the cursor is in the square that you want to contain information. When you press the return key, the information will appear in that square. A typical electronic grade sheet could include column headings such as: possible points, date, total possible points, student names, test grades, test number, total points for the student, letter grade, and percentage (mean of all scores). This type of spreadsheet can accept many, many grades. You may customize the sheet to meet your needs.

31 6-H ACE1 EXCHANGE + CHILDHOOD EDUCATION

I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I

Dow

nloa

ded

by [

Wes

tern

Ken

tuck

y U

nive

rsity

] at

16:

15 2

8 O

ctob

er 2

014

I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I

Your Favorite Author Is Just a Click Away! This Idea-Sparker was submitted by Lisa Zebley, Christopher Farms Elementa y School, Virginia Beach Schools, Virginia Beach, Virginia.

D i d you know that you have a direct link to many well-loved children's book authors through the Internet? Many authors have their own Web pages with personal information, activities related to their books and, best of all, free "stuff" to download. There are treasures to be found if you explore these Web sites. Below are some to get you started. If you do not see your favorite author mentioned, try a search of your own. I found these Web sites by using the Yahoo search engine.

Begin by clicking the search icon from Yahoo's menu bar. Then click Entertainment. On that page, click Books and Literature. From there, click Authors, and then click Children's. There you will find a list of many authors that are available on the Internet. If you would like to explore more Web sites for publishers, click Entertainment from the search page, then Books and Litera- ture, then Publishing. If you use Netscape, the directions are similar. On the home page, click Entertainment and then on the next page, click Books. Scroll down to the heading Children's Books and click Complete Resources. Scroll down on that page to More Links and then click Authors on the Web.

Happy surfing!

-

Many of these Web sites even have activities that your students can do if your school is online.

Tedd Arnold - www.geocities.com/Athens/Delphi/9096 Avi - www.avi-writer.com Jim Aylesworth - www.ayles.com Judy Blume - www.judyblume.com Jan Brett - www.janbrett.com Eric Carle - www.eric-carle.com Tomie DePaola - www.tornie.com Dr. Seuss - www.seussvi1le.com Mem Fox - www.memfox.net Virginia Hamilton - www.virginiahamilton.com Robert Munsch - www.robertmunsch.com Katherine Patterson - www. terabithia.Com Gary Paulsen - www.randomhouse.com/features/gaypaulsen 1 Dav Pilkey - www.pilkey.com Patricia Polacco - www. patriciapolacco.com Peggy Rathmann - www.peggyrathmann.com Jon Scieszka & Lane Smith - www.chuck1ebait.com Rosemary Wells - www.rosema ywells.com Hans Wilhelm - www.hanswilhelm.com Audrey Wood - www.audreywood.com Publisher Web Sites

Schola~tic - unm.SChOlastiC.COm Random House - unm.randomhouse.wm Charlesbridge - www.charlesbridge.com Children's Literature - unm.childrens1it.wm HarperCollins - www.harperchildrens.com Penguin/Putnam - www.penguinputnam.com Houghton Mifflin - www.eduphce.com

ANNUALTHEME2000 31 6-1

Dow

nloa

ded

by [

Wes

tern

Ken

tuck

y U

nive

rsity

] at

16:

15 2

8 O

ctob

er 2

014

Integrating Technology With Teaching: A Peek Into a Classroom This Idea-Sparker was submitted by Nancy Terrell, Libra y Media Specialist, Cooper Elementary School, Hampton City Schools, Hampton, Virginia.

off we go, bucket and net in hand, in search of tadpoles. Our hunt takes place at Cooper Elementary School. In the library media center, we use research skills to locate information on tadpoles. We use such materials as electronic encyclopedias, books, computer software, videotapes, and the Internet. After compiling some facts about tadpoles, we head outdoors to begin the search. With the video camera charged up, the anxious group of 2nd-graders trudges to the marshy area to scoop up creatures in search of the mysterious eggs. As their teacher tromps through the marshy swamp fishing up specimens, we capture the thrill of it all on videotape.

findings, using the electronic microscope. I connect the microscope with the Flex Cam color video camera and record our findings onto our videotape. Students are able to see the specimen up close on the television monitors. They enjoy watching the waterfleas and shrimp-like creatures. Students can see right through the tadpoles’ thin bodies! How exciting it is to discover the tadpole eggs floating in the water!

grow and change. We periodically add to the videotape to record the process of change. The students are thrilled to see the arms and legs growing as the tail seems to disappear. What a sad day it is when the time comes to release the small frogs back into their home environ- ment. As a culminating activity, students produce their own slide show using Kid Pix studio. Each student uses tools to produce a picture that is added to the final presentation. The slide show is then added to the videotape. Students are able to take the videotape home to share with their family. What a treat!

Upon returning to the school, we eagerly enter the library media center to inspect our

Over the next few months, students in the entire school are able to watch the tadpoles

I

I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I

Call f o r Idea-Sparkers

D o you have a great idea t h a t you would l ike t o share? D o you know

a colleague who has a great idea? Please share the exciting things t h a t are happening in your c lassroom. Send ideas via mail. f a x .

phone. or €-mail. Photos and i l l u s t r a t i o n s are welcome. Please

include your name. address, where you have used this idea. and a

description of the activity. Send your Idea-Sparkers to:

Rose Nrrmnda 258 Nrsunsr it Avrnur

Warw/c&, R/ 02888

31 6-J ACE1 EXCHANGE + CHILDHOOD EDUCATION

I I I I I I I I I I I I I I I I

Dow

nloa

ded

by [

Wes

tern

Ken

tuck

y U

nive

rsity

] at

16:

15 2

8 O

ctob

er 2

014

Advocacy in Action: Perspectives From UNICGF

Nancy Brown and Eileen Bayer, ACEI’s representatives to the United Nations, want to share this excerpt from “The Global Mme- mentjbr Children: Overview: Questions and Answers” UNICEF, January 2000:

he “Global Movement for Children” is UNICEF’s T internal working descrip-

tion for a renewed effort to broaden, strengthen, and focus the existing movement around a common agenda for children. It is intended as a basis for dialogue leading to consensus on future priorities among a broad range of partners with whom UNICEF shares a common concern for the well- being of children and future human development. The key elements of this movement include: a) the development of a new global agenda for children, b) a review of World Summit Goals, c) an initiative to build commitment from a broad range of leaders (Leader- ship Initiative), and d) the process of preparation of and the holding of a United Nations General Assembly Special Session on the follow-up to the World Summit for Children in September 2001.

The proposed global agenda is both a vision for children in the 21st century and a frame- work for action. In its final form it will detail the objectives and strategies essential to accelerate the realization of children’s rights and secure specific outcomes for children within one generation. It will propose global objectives and indicators to assess progress. It affirms that the vision for children in the 21st century is that every child is able to develop her or his talents and full potential, in a climate of peace, equality, and respect for human dignity. It argues that it is possible to make

significant human development gains within one generation if children and women‘s rights are actively promoted and pro- tected and if those in positions of power and influence commit to achieving a set of common outcomes for children.

The three key outcomes for children are the essential building blocks of sustainable human development, the elimination of intergenerational poverty, endemic discrimina- tion, and civil conflict. The global agenda argues that the world must commit to assuring for all children within one generation that: a) infants start life healthy and young children are nurtured in a caring environment that enables them to be physically healthy, mentally alert and emotionally secure, socially competent, and intellectually able to learn; b) all children have access to and complete a basic education of good quality; c) adolescents have opportunities to fully develop their individual capacities in a safe and en- abling environment and participate in and contribute to their societies.

The proposed three outcomes

4 are possible because the world has in its hands all the required elements-the knowledge, the THE financial resources, and the technology. What is missing is the will to realize this vision. Inspired leadership is the key to changing the world for children within one generation. Govern- ment action is necessary, but alone is not enough and a broader range of players must now commit to realizing children’s rights. The Leader- ship Initiative intends to build an alliance of influential actors, governmental and non- governmental, who have the power to shape national laws, policies, budgets, institutions and programmes, or who influence how societies behave towards children and adoles- cents. UNICEF is inviting a broad-based coalition to embrace the global agenda for children and to commit to achieving the three outcomes. In 2001, the United Nations General Assembly Special Session will identify what needs to be done to accelerate future progress for children, and to endorse renewed commit- ments to children beyond the year 2000.

FROM

UN 4

Taking Pr ide in Your Membership Carla Taber, Vice President of the Eastern Oklahoma Student Branch, Tulsa Campus, recently .:. outlined their Branch‘s commit- ment to collecting books for their

BRANCH Community Service Project. so BUSINESS far, she explains, they have col-

.:. lected over 300 books and two gift certificates, which they are going to donate to the Tulsa County Health Department. The Branch members feel it is their responsibility to provide children with good quality educational books to read, or have read to them, while they wait at the

doctor’s office. Carla is proud of the project, and of her Branch‘s hard work and dedication. We, at Headquarters, feel the impor- tance of sharing Carla’s pride in being a part of an organization like ACEI. If you would like to hear more about the Eastern Oklahoma ACEI Branch Project, please contact me at Headquar- ters and I will put you in contact with them.

Please E-mail your ideas to us at aceimemb@aol.com.

-Mynor Gonzllez, Branch Relations Manager

ANNUAL THEME 2000 31 6-K

Dow

nloa

ded

by [

Wes

tern

Ken

tuck

y U

nive

rsity

] at

16:

15 2

8 O

ctob

er 2

014

A Farewell M e s s a g e From Yaur Student Representattvs

Dear Friends, It‘s hard to believe that my term as Student Representative has come full circle and that this is my last Student Slant column. Although many times it was difficult to think of something to write about, I have very much enjoyed writing the column and hope that I was able to help readers feel less alone in their experiences, or that I was able to just brighten someone’s day with some-

Countless people deserve my thanks for their generous support, help, encouragement, and kindness during my term as Student Representa- tive. Obviously, my university adviser is to be thanked tremendously for nominating me and

9

STUDENT SLANT thing humorous or inspiring.

’

providing me with the opportunity - to run for this Executive Board position. So are the ACEI members, Executive Board, student Branches, and Headquarters staff, who all made it possible for me to find my way through the responsibilities of Student Rep. They also have been forgiving of mistakes and have encouraged me to do my best, all with smiling faces!

Unfortunately, I am just now starting to feel knowledgeable about what goes on “behind the scenes” of this wonderful organiza- tion. The dedication and hard work that goes into everything that ACEI does is absolutely incredible. I hope that I have successfully completed my duties, and I look forward to assisting the incoming Student Representative, Judit Szente, in as many ways as I can. To provide equally generous support, and anything else to welcome Judit and get her term started off on the right foot, is the least that I can do. I look forward to working with Judit to continue strengthening ACEI’s student population, as well as strengthen- ing, and in some cases opening, the lines of communication among all student members.

I have met so many wonderful people who I hope will continue to be part of my life and commitment to education. Of course, I have learned so much from the confer- ences, the newsletters, and the journal, but the personal experi-

ences that I will come away with from this term are invaluable. Those who are committed to children and their education are truly some of the most amazing people. ACEI’s purpose and mission symbolize the dedication of those involved in making the world of education the best possible place for the young ones, who are our future.

helped me along these past two years. Best of luck to Judit Szente-may she find the same genuine kindness and caring that I have been so fortunate to find.

My best wishes and thanks go to all who have

Sincerely, Julie Leahy,

Student Representative

1 ~~ ~ _ _ ~~ -

Dreathwaite Mini-Grant Uecipient:

t rea t ing a Community o f Ueaders

reating a motivation for and interest in reading signifi- C cantly influences reading instruction. Since children’s reading habits develop early in life, efforts must be made to deliberately attract children to reading during the early years if voluntary reading is to be a lifelong habit. Designing physical environments that foster the process of socially interactive literacy experiences is of major importance in creating such an interest and enthusiasm.

We must move beyond traditional assumptions of education and learning to be successful in obtaining 100 percent literacy. We must redefine the roles of family, school, and community in order to increase possibilities and maximize resources. Collaborative efforts between educators and health care providers is one example of an innovative approach to promoting family literacy by expanding children’s opportu- nities for interaction with books-even at the dentist‘s office.

Health care providers servi: young patients’ book handling

ng children support their skills and literacy develop-

ment by establishing reading centers in their wa-iting rooms. The merits of providing a warm, attractive, and inviting place in classrooms for children to voluntarily interact with quality children’s literature are well known and supported. Similar reading centers in medical offices

-

cotitirrirecl on page 3 1 6 - N . . . . ~ _ _ _ _

31 6-L ACE1 EXCHANGE + CHILDHOOD EDUCATION

Dow

nloa

ded

by [

Wes

tern

Ken

tuck

y U

nive

rsity

] at

16:

15 2

8 O

ctob

er 2

014

Renew 1Sarly and Reap +he Rewards

tarting in mid-July, many of

annual dues renewal

membership dues promptly, you help ACEI save thousands of dollars that can be used to offset the rising cost of postage, paper, shipping, and other expenses we incur as we strive to serve you. Money saved remains in operations, allowing us to improve programs without increasing dues. In fact, ACEI has not had a dues increase since 1991!

As an ACEI member, your career is not about money; rather, it is about something so deep and central to who you are that it is a guiding force in everything you do. It is about your commit- ment to the importance of providing children with a good education, to the future benefit of the world.

For more than 100 years, ACEI has stood apart as the nonprofit professional association dedicated to the inherent rights, education, and well-being of children, as well as to the advancement of childhood education, and to professional development for teachers. When you renew your membership, you renew your support of ACEI's mission to promote a global community dedicated to the optimal education and develop- ment of children, from infancy through middle childhood. You also influence the professional growth of educators, and the efforts of others who are committed to the needs of children in a changing society.

Your Renewal Form will include an opportu- nity to subscribe to our newest Professional Focus Newsletter, Focus on Teacher Education. This new publication joins Focus on Znfants & Toddlers, Focus on Pre-K & K , Focus on Elementary and Focus on Middle School. When you return your completed dues renewal form before September 15,2000, be sure to choose a subscrip- tion to one Focus Newsletter, a $20 value, for FREE!!

Because you are a dedicated and concerned educator, you care about the state of today's education system. Identification as an ACEI member, coupled with the added skill and knowledge obtained through ACEI professional publications and programs, gives you the edge- helping children and your career advance. It pays to belong to ACEI!

you will receive your .:. notice. When you pay your mF,RANDm .:. S

-Marilyn Bateman Gardner Director of Membershi]

Texas AC€I Holds Study Conference

e Texas-ACE1 Annual Study Conference was held February 25-26,2000, in Houston, 7" Texas. We began with a reception on Friday

tvening that featured entertainment by the Prairie Jiew A&M University Classical Dance Ensemble. The dancers performed interpretive dances :horeographed to African music.

3pening General Session. Sue Wortham offered he keynote address, speaking of the need for

The Saturday morning program started with the

teachers and child care professionals to look to other countries and learn from their successes. She also discussed the International Symposium on Early Childhood Education and Care for the 21st Century that took place in Zurich, Switzerland, on July 5-8,1999. This session was followed by two concurrent sessions. At the Luncheon Session, held in the Glass Palace of the hotel, Alafia Gaidi, African American storyteller and historian, spoke on Africa's Gifts to Texas and the Wild West. Gaidi closed by singing an African song and playing an African drum. Two concurrent sessions followed the luncheon.

A student track provided opportunities for graduate and undergraduate students to give presentations on their own research and class projects. Marguerite Baxter collected and dis- played abstract art created by preschool students. Plans are now underway to hold the 2001 confer- ence in Corpus Christi, Texas.

- Anna P. McArthur, President, and Marguerite Baxter, State Treasurer, Texas ACEI

9

BRANCHES m

A ~ O N 9

ANNUAL THEME 2000 31 6-M

Dow

nloa

ded

by [

Wes

tern

Ken

tuck

y U

nive

rsity

] at

16:

15 2

8 O

ctob

er 2

014

CAPS (Childran ActtvaI y Participating With Senior Adults)

he attitudes and behaviors that children have about senior adults can have important implications for our communities. Many

children lack quality interaction with senior adults, resulting in miscommunication between generations, and the development of negative, age-related stereo- types. The way to remedy this problem is to strengthen relationships between the two groups through intergenerational programs. Research shows that interactions between the young and the old have an overwhelmingly positive effect on the development and learning capabilities of young children and on the quality of life for senior adults. Intergenerational programs enable young children and senior adults to feel accepted and important-resulting in improved self-confidence for both groups.

The project goal was to provide an opportunity for young children to interact with well and active senior adults. It was hypothesized that as a result of this unique project, the negative stereotypes that children held about the elderly would be reduced. The project included the following groups: 20 preschool children, 5 well and active senior adults, 3 preschool teachers, and 3 college students. The children were students at the LLEC (Lifelong Education Center- intergenerational care facility). The LLEC is operated collaboratively by the University of Findlay and Winebrenner Village (a living center for the aging). The center provides care for children ages 6 weeks to 5 years, and facilitates daily interactions with frail, elderly senior adults. The senior adults for this project were community volunteers and/or volunteers through the University of Findlay. The pre- school teachers were LLEC staff members, and the college students were employees and/or field experience students at the University of Findlay.

opportunities to interact with well and active senior adults, in order to show them that growing old does not necessar- ily mean that hobbies, activities, and independence disappear. The objective was to foster five 30- to 40-minute interactions between the preschool children and the senior adults. The adults were encouraged to share their hobbies, interests, and careers. It was expected that the children’s age-related stereotypes would decrease by 20 percent. A pretest questionnaire determined a base line for the children’s perceptions of senior adults.

The senior adults visited the children, wearing hats that represented a hobby or career they were involved in or retired from. In instances where the senior adults were still actively employed, the children visited their workplace. The adults shared their interests and experiences with the children, and then read a related book to them. Snack time provided the opportunity for informal discussion and follow-up interaction. Funding from the ACEI Elizabeth Breathwaite MiniGrant was used to purchase dramatic

The project was designed to provide the children with

, . continued from page 316-L can: 1) provide an educationally beneficial activity while waiting, 2) increase children’s exposure to recommended reading materials, 3) allow children to participate in book sharing experiences with peers, siblings, parents, grandpar- ents, and/or caregivers, 4) increase parents’ and caregivers’ awareness of the importance of making reading a family affair, and 5) help alleviate the fears and anxieties some children associate with receiving health care. For these reasons, an ACEI Elizabeth Breathwaite Mini-Grant was recently used to establish a reading center in the office of pediatric dentist Joel 8. Welford in Mobile, Alabama.

Dr. Welford’s practice serves approximately 7,000 patients ranging in age from 18 months to 18 years. Large enough to accommodate four to six children, the reading area is located in a quiet section of the waiting room. The center contains a wide variety of board books, wordless picture books, information books, poetry, picture / story books, and award-winners. Approximately 20 books are available at any given time; new books circulate into the collection once a month. Children’s magazines are also available.

to be an overwhelming success. Office personnel report a high degree of enjoyment by the children. Parents also express their appreciation of the center. It is hoped that similar projects will be initiated between educators and health care providers as a means of effectively promoting family literacy by expanding children‘s opportunities for interaction with books.

After six months of operation, the reading center seems

-Rebecca McMahon, University of South Alabama ~~ ~ _ _ -

play items, books, art supplies, audiocassettes, and various hats.

visited the children wearing protective beekeeper clothing, including the safety helmet. He explained what a bee- keeper does and used several different visual aids to demonstrate some of the activities involved in beekeeping. Following his demonstration, he read a book that involved beekeeping. Later, he and the children shared a snack of toast and honey. Follow-up activities included bee-seeking nature walks, dress-up time, and art and craft projects with the bee as a focus.

At the completion of a l l visitslinteraction activities, the children were post-tested. Anecdotal observations and video footage were reviewed as formative assessment. Such records revealed that the interactions were wholly positive for both groups. The children were attentive and interested in the activities, and the senior adults were enthusiastic. The children looked forward to future visits with senior adults.

Data indicated that as a result of this project, the children’s negative, age-related stereotypes decreased by 38 percent. This was not a formal research project and variables were not controlled. Nevertheless, the partners determined that the C.A.P.S. Project will become part of the standard activities at the LLEC.

-Vicki E. Rosebrook, University of Findlay

One senior volunteer was a retired beekeeper. He

31 6-N ACE1 EXCHANGE + CHILDHOOD EDUCATION

Dow

nloa

ded

by [

Wes

tern

Ken

tuck

y U

nive

rsity

] at

16:

15 2

8 O

ctob

er 2

014