The teaching strategies used by the ABCs and All of Me are research based and proven. Consider what research says about the following (each of which is a strategy used by The ABCs and All of Me):

Research shows that:

We learn through our senses, and we have individual learning styles. Forty-six percent of people have visual learning preferences, 35 percent have kinesthetic (touch) learning preferences, and 19 percent have auditory learning preferences. Traditional school instruction comes through auditory means, ignoring the learning preferences of over 80 percent of all students. Establishing multiple pathways to data (multi-modality teaching strategies) ensures longer access to data and retention over time.

(How the Brain Learns: New Insights for Educators, Dr. David Sousa, Davis School District, 1997)

Kinesthetic Learners learn best by doing. Learning takes place as they actually carry out a physical activity rather than sit and listen to a lecture (direct instruction) or watch a demonstration. Physical movement in learning and the manipulation of objects meet the needs of kinesthetic learners. Such activities benefit auditory and visual learners as well.

(Kinesthetic Learning, Cuyamaca College, October, 2007)

Music enhances learning. It is an anxiety diffuser. What is learned to music is more easily remembered. Listening to classical music

• Improves test scores
• Cuts learning time
• Calms hyperactive children and adults
• Reduces errors
• Improves creativity and clarity
• Heals the body faster
• integrates both sides of the brain for more efficient learning
• Raises IQ scores 9 points

(The Mozart Effect, by Don Campbell, www.howtolearn.com/Mozart.html )

Young children learn through play. They learn best through the manipulation of materials and hands-on experiences planned by knowledgeable teachers. This is play with a purpose. Three- four- and five-year olds are wigglers and doers. To help young children stay with tasks and learn important concepts and skills, teachers should work with, instead of against, their individual developmental styles. They should build on what children can do, and challenge them to try new things.

(Rigorous Academics in Preschool and Kindergarten?, Gaye Gronlund, NAEYC journal, Young Children, www.naeyc.org )

All children can learn. Teachers and parents of young children must have high expectations for each child. To meet the needs of all children, the strengths, experience, and competencies each child brings to school must be built upon by encouraging and providing opportunities for them to utilize their multiple intelligences (and individual learning styles). Differences in verbal interaction and narrative styles do not always indicate a deficit, but merely alert us that another teaching approach may be more appropriate.

(Developmentally Appropriate and Culturally Responsive Education: Theory in Practice,” by Rebecca Novick, Ph. D.)

Children learn through repetition. A young child’s brain is wired to encourage repetition of sounds, patterns, and experiences. Few things build a child’s brain and open opportunities for learning more than the consistent repetition of healthy activities. Singing the same songs over and over is not boring to a child.

A systematic approach allowing children to build on previously mastered skills is ideal. Young children learn most effectively when they are provided with opportunities to work slightly above their current ability with the assistance of a caring adult.

Children should experience a variety of ways to learn. Three critical activities that contribute considerably to overall brain development are music (engages all aspects of the brain and stimulates multiple aspects of brain functioning), art (promotes emotional development, cognition, and memory) and physical movement (stimulates brain growth and facilitates key connections for learning.

(Bright Beginnings #5, Keys to Enhancing Brain Development in Young Children, Sean Brotherson, North Dakota State University, July 2005, www.ag.ndsu.edu )

When children are actively engaged, achievement increases. Engagement can be demonstrated through curiosity, effort, and persistence. An engaged child is busy and on task. They are using their minds, hearts, and even their bodies to learn. Strategies for promoting engagement are not present in the vast majority of school settings.

(Using Engagement Strategies to Facilitate Children’s Learning and Success, Judy R. Jablon and Michael Wilkinson, NAEYC Journal, Young Children, 2006)

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