Foxden Equine Quiessence - 3.5lb

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If you really have to keep your horse away from other horses then this article will help you to keep him occupied, feel safe, and prevent him from feeling lonely. Make sure your horse has enough space Berninger, V. W. & Swanson, H. L. in Children’s Writing: Toward a Process Theory of the Development of Skilled Writing (ed Butterfield, E. C.) (JAI Press, Bingley, UK, 1994).

Some studies report positive outcomes for certain curricular areas but not others. One, for example, investigated scores on maths, science, English and social studies tests in the final years of compulsory education, several years after children had left their Montessori classrooms. 28 Compared to the non-Montessori group (who were matched for gender, socioeconomic status, race/ethnicity and high school attended), the Montessori group scored significantly higher on maths and science, but no differences were found for English and social studies. What might explain this differential effect? The authors suggested that the advantages for maths might be driven by the materials themselves, compared to how maths is taught in conventional classes. 28 Alternatively, or perhaps in addition, children in Montessori classrooms might spend more time engaged in maths and science activities compared to children in conventional classes, with the amount of time spent on English and social studies not differing. However, the authors were unable, within the design of their study, to provide details of exactly how much time children in the Montessori school had spent doing maths, science, English and social studies, in comparison to the time that children in conventional classes were spending on those subjects.

Linderfors, P. Letter to the editor: studying students in Montessori schools. Science 315, 596 (2007). Foschi, R. Science and culture around Montessori’s first “children’s houses” in Rome (1907–1915). J. Hist. Behav. Sci. 44, 238–257 (2008). Rule, A. & Stewart, R. Effects of practical life materials on kindergartners’ fine motor skills. Early Child. Educ. J. 30, 9–13 (2002). Brehony, K. J. Montessori, individual work and individuality in the elementary school classroom. Hist. Educ. 29, 115–128 (2000).

Hattie, J. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (Routledge, Abingdon, UK, 2008).Torgerson, C. J. & Torgerson, D. J. The need for randomised controlled trials in educational research. Br. J. Educ. Stud. 25, 129–143 (2001). Artificial Banana Flavoring, Distillers Grains, LignoSulfonate, Sodium Chloride, Sodium Saccharin, Vegetable Oil, Wheat Middlings

Goldacre, B. Building evidence into education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/193913/Building_evidence_into_education.pdf (2013). Dombey, H. in Phonics: Practice, Research and Policy (eds Lewis, M. & Ellis, S.) (Paul Chapman Publishing, London, UK, 2006). The second feature which aims to promote concentration is that these cycles of activity take place during a 3-h period of time (termed the 'external work cycle' 9). During those 3 h children are mostly free to select activities on their own and with others, and to find their own rhythm of activity, moving freely around the classroom as they do so. One might wonder what the role of the teacher is during this period. Although the children have a great deal of freedom in what they do, their freedom is not unlimited. The teacher’s role is to guide children who are finding it hard to select materials or who are disturbing others, to introduce new materials to children who are ready for a new challenge, and to conduct small-group lessons. Her decisions about what to teach are made on the basis of careful observations of the children. Although she might start the day with plans of what she will do during the work cycle, she will be led by her students and their needs, and there is no formal timetable. Hence the Montessori classroom is very different to the teacher-led conventional classroom with its highly structured day where short timeslots are devoted to each activity, the whole class is engaged in the same activities at the same time, and the teacher instructs at the front of the class. Banta, T. J. The Sands School Project: First Year Results (Department of Psychology, University of Cincinnati, Cincinnati, OH, 1968) Being cooped up in a stable all day long can seriously affect your horse’s stress levels which is why you should turn your horse out every day. This will not only give him a chance to stretch his legs and graze but will also allow him to re-establish his place within the herd: something else that can help to reduce anxiety in horses. Keep your horse occupiedI hope you found this article helpful. If you did I’d be grateful if you could share it please as it would really help me. Recommended products Mane ’n Tail Detangler – Even if you never show your horse you’ll need to detangle his tail from time to time (and possibly his mane too) which is always a challenging chore! I’ve found that if I run a little bit of detangler through my horse’s tails every few days it stops them from getting matted up and makes combing them easy, even if they’re coated in mud. I don’t know if I should admit to this or not but it also works wonders on my hair. Key elements of the literacy curriculum include the introduction of writing before reading, the breaking down of the constituent skills of writing (pencil control, letter formation, spelling) before the child actually writes words on paper, and the use of phonics for teaching sound-letter correspondences. Grammar—parts of speech, morphology, sentence structure—are taught systematically through teacher and child-made materials. It should be noted that for Montessori the goal of education is to allow the child’s optimal development (intellectual, physical, emotional and social) to unfold. 2 This is a very different goal to that of most education systems today, where the focus is on attainment in academic subjects such as literacy and mathematics. Thus when we ask the question, as this review paper does, whether children benefit more from a Montessori education than from a non-Montessori education, we need to bear in mind that the outcome measures used to capture effectiveness do not necessarily measure the things that Montessori deemed most important in education. Teachers and parents who choose the Montessori method may choose it for reasons that are not so amenable to evaluation. Karnes, M., Shewedel, A. & Williams, M. A. in As the Twig is Bent: Lasting Effects of Preschool Programs (ed. Consortium for Longitudinal Studies) (Erlbaum, Hillsdale, NJ, 1983).

Rathunde, K. & Csikszetnmihalyi, M. Middle school students’ motivation and quality of experience: A comparison of Montessori and traditional school environments. Am. J. Educ. 111, 341–371 (2005). Gough, P. B. & Tunmer, W. E. Decoding, reading, and reading disability. Remedial Spec. Educ. 7, 6–10 (1986). No two horses are the same and they’ll all display a different range of symptoms, that said though there are a few common signs that your horse may be suffering from anxiety. Paus, T. Mapping brain development and cognitive development during adolescence. Trends Cogn. Sci. 9, 60–68 (2005).

Central to Montessori’s method of education is the dynamic triad of child, teacher and environment. One of the teacher’s roles is to guide the child through what Montessori termed the 'prepared environment, i.e., a classroom and a way of learning that are designed to support the child’s intellectual, physical, emotional and social development through active exploration, choice and independent learning. One way of making sense of the Montessori method for the purposes of this review is to consider two of its important aspects: the learning materials, and the way in which the teacher and the design of the prepared environment promote children’s self-directed engagement with those materials. With respect to the learning materials, Montessori developed a set of manipulable objects designed to support children’s learning of sensorial concepts such as dimension, colour, shape and texture, and academic concepts of mathematics, literacy, science, geography and history. With respect to engagement, children learn by engaging hands-on with the materials most often individually, but also in pairs or small groups, during a 3-h 'work cycle' in which they are guided by the teacher to choose their own activities. They are given the freedom to choose what they work on, where they work, with whom they work, and for how long they work on any particular activity, all within the limits of the class rules. No competition is set up between children, and there is no system of extrinsic rewards or punishments. These two aspects—the learning materials themselves, and the nature of the learning—make Montessori classrooms look strikingly different to conventional classrooms. You might not realize it but how happy and relaxed your horse is is part of their health but it can be one of the hardest problems to treat, not because doing so is difficult but because we don’t always recognize the signs and often treat the symptoms rather than the cause. The good news is that anxiety and stress are, on most occasions, very easy to treat and a few simple steps or changes to your daily routine can make a big difference, not only in reducing anxiety but also in preventing it. What causes stress in horses? Shire’s ball feeder – There are so many boredom buster toys out there but I like to use these every day, regardless of whether or not my horses are bored. I find that it helps to encourage my horses to problem solve by rewarding them with treats (or pieces of fruit) but it also mimics their natural grazing behavior which helps to keep them calm and de-stressed. Sirin, S. R. Socioeconomic status and academic achievement: a metaanalyticreview of research. Rev. Educ. Res. 75, 417–453 (2005).