Carol aghayan biography

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Terms of Use. Sign up to receive news and updates. Facebook-f Twitter Linkedin-in. Subscribe to our mailing list. Michael B. Abel, Ph. View full profile. Cathy Abraham. Cathy Abraham has worked carol aghayan biography children and families since in various capacities. She has worked as Carol Aghayan. Carol Aghayan is an early childhood consultant with over 30 years in the field as a teacher, Kay Albrecht.

Teaching in some capacity has been She lives in Sedona, AZ. Carol Aghayan is an early childhood instructor at Lousianna State University, as well as a preschool teacher at the LSU's laboratory preschool. She lives in Baton Rouge, LA. Cleaning Up. Song Cards. We are planning other culmination activities as well. For example, we are planning an "Adoption Ceremony" for children to adopt the stuffed cats and dogs from our classroom and bring them home.

The children will name their pets and write a "certificate of adoption. We want to talk about people going back home, getting new houses, moving into trailers—how New Orleans is "getting fixed. The children's interest seems to be moving toward other aspects of weather. As Project Katrina concludes, we are shifting our focus to "sunnier days" with attention focused on other types of weather.

Carol aghayan biography

We sent a note home asking parents to tell us about the children's responses to the study of hurricanes. A mother shared that her son said he was going to be a builder when he grew up so he could "build New Orleans again. Others had more to say:. It is great that you are following the kids' lead We've "evacuated"—packed suitcases and brought dolls and animals to new homes different roomsbuilt sturdy structures out of Legos and blocks to stay safe, watched the weather channel, talked about if we would take our dog if we had to evacuate, done some real yard work together trying to save two trees that fell.

Talking about trees and debris we see while driving, hosting people in our home, discussing the traffic, numbers of evacuees, new students at brother's school, etc. Lots of questions and playing out new things learned, but no fears and tears—just lots of interest. Thanks for pursuing this in a safe manner. Holden talks a lot about hurricanes.

He has asked about people losing their toys, houses, cars, and even babies. Once he asked, "Does Katrina die babies? He talks about Katrina and Dorita [Rita]. He personifies the hurricane by wanting to know if it is "nice" or "mean. He wants to know if his house will be knocked down and if we will take care of him. He asks, "Why does God make hurricanes?

He comments about the traffic around town and wants to know if the people are going to New Orleans to check on their houses. Katrina continues to get blamed for many things, including missing puzzle pieces. The hurricanes are responsible for major changes that have occurred in the lives of numerous carol aghayan biography in the Gulf Coast area.

Many of the stories do not have happy endings. Some do. Shonda, age 3, shared hope of a new life for her cousin Kyre, an evacuee from New Orleans who moved in with them and attended the LSU Preschool with Shonda. Kyre left our school after three weeks when her mother was offered a job and a home in Indianapolis, Indiana:. Remember Kyre?

The hurricane came, and Kyre was scared because the hurricane got all the clothes out of the house. And then the hurricane get her house. And then it took all the shoes away. And then it took all the toys away. And then it took all her refrigerator away. Now she's going to a new house in Indiana, Mississippi! A KWL chart is a visual representation depicting what children already k now about a topic Kwhat they w ant to know Wand what they l earned after investigating the topic L.

It is a useful tool for assessing children's prior knowledge and understanding, guiding teacher planning, and documenting children's learning. We would like to thank all the children and families of the LSU Child Development Laboratory Preschool for allowing us to share in a stressful and life-changing experience. She teaches classes in early childhood education.

She teaches classes in early childhood education and conducts research in the area of developmentally appropriate practice. She teaches classes in early childhood education and conducts research in developmentally appropriate practice. She teaches classes in early childhood education and conducts research in high-quality care and education.

Issue Archive Emerging Project As the school year began, we were working on a transportation theme. Phase 1 As the children arrived at school after Hurricane Katrina, parents and children commented on some of the events that had taken place during the previous week. Figure 3. Shonda and Hesiki make levees. Jake age 4 lives in Baton Rouge and had many family members from New Orleans staying at his house: Hurricane Katrina came to our house too.

Ashley age 4 lives in Baton Rouge: New Orleans wasn't fixed. Hesiki age 4 lived in New Orleans and evacuated before the hurricane: Teacher: Where did you live before you came to our school? Hesiki: New Orleans. Teacher: Why did you come to Baton Rouge? Teacher: What is a hurricane? Another child Jake : No, it didn't. That's our Hurricane. Figure 8.

Nina painted a picture of Hurricane Katrina. Phase 2 The carol aghayan biography phase of the project was beginning just as Hurricane Rita struck the coast of Louisiana, three weeks after Katrina. Sophia, a 4-year-old from Baton Rouge, had the following conversation: Sophia: We lost power when the big storm came. Teacher: Then what happened.

Sophia: I lost my bear. Teacher: In the big storm? Sophia: No, my daddy took it. Sophia: We lost power last time, too. Teacher: Really. You lost power for two hurricanes? Sophia: Yeah. Teacher: And what did you do when the lights went out? Sophia: We had two. Teacher: Two what? Sophia: Two hurricanes. Sophia: It was raining—lots of wind.

We had lots of rain and wind. Teacher: Lots of rain and wind? Then we lost power this time. Teacher: Really? Sophia: Lots of times. Teacher: A lot of times? Sophia: We waited and waited for the power to come on, then off. Teacher: Oh no, why do you think that happened? Teacher: What happened? Sophia: It got rain and leaves in it. And bugs in it too.

Maddy drew a picture of LaHouse. Keeping Animals Safe In addition to the wind, the children seemed interested in keeping people and animals safe. The following conversation was recorded between a child and teacher during block play: Tori: Now the cats can go on this one pointing to the bridges she made. Teacher: Why do the cats have to go across the bridge?

Animals are rescued by boats. Keeping People Safe To extend upon the children's interest and knowledge about ways to keep people safe, we added police officer, firefighter, and military uniforms to the dramatic play area. Omar solves the problem of the levee breaches. Phase 3 Although we haven't completed this project, interest in Katrina is beginning to wane among the children, and they are not as eager to discuss hurricane-related issues.

Parents' Comments We sent a note home asking parents to tell us about the children's responses to the study of hurricanes. Others had more to say: It is great that you are following the kids' lead