Agriculture
Protecting Cows—and People—from a Deadly Disease
Seeds of the Future
Watering the Air
Amphibians
Salamanders
Salamanders and Newts
Bullfrogs
Animals
Helping the Cause of Macaws
Odor-Chasing Penguins
Sea Giants and Island Pygmies
Behavior
How Much Babies Know
The Smell of Trust
Why Cats Nap and Whales Snooze
Birds
Robins
Cassowaries
Roadrunners
Chemistry and Materials
Hitting the redo button on evolution
Unscrambling a Gem of a Mystery
The science of disappearing
Computers
Small but WISE
The Earth-bound asteroid scientists saw coming
The solar system's biggest junkyard
Dinosaurs and Fossils
Dino Flesh from Fossil Bone
The Paleontologist and the Three Dinosaurs
Dinosaur Dig
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E Learning in Jamaica WIN PRIZES and try our Fun Animated Games
Results of GSAT are in schools this week
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Earth
A Grim Future for Some Killer Whales
What is groundwater
Drilling Deep for Fuel
Environment
Shrinking Fish
A Newspaper's Hidden Cost
Ready, unplug, drive
Finding the Past
Ancient Art on the Rocks
Preserving Ancient Warrior Paint
A Long Trek to Asia
Fish
Flashlight Fishes
White Tip Sharks
Saltwater Fish
Food and Nutrition
Healing Honey
A Taste for Cheese
The Color of Health
GSAT English Rules
Problems with Prepositions
Finding Subjects and Verbs
Capitalization Rules
GSAT Exam Preparation Jamaica
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GSAT stars reap scholarship glory
Ministry of Education Announces 82 GSAT Scholarships for 2010
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Access denied - Disabled boy aces GSAT
GSAT Mathematics
Secrets of an Ancient Computer
10 Common Mistakes When Preparing for the GSAT Math Test
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Human Body
Cell Phone Tattlers
A Fix for Injured Knees
A Better Flu Shot
Invertebrates
Sea Anemones
Bees
Nautiluses
Mammals
Rabbits
Bobcats
Orangutans
Parents
Children and Media
What Not to Say to Emerging Readers
Raise a Lifelong Reader by Reading Aloud
Physics
IceCube Science
The Particle Zoo
Invisibility Ring
Plants
Cactus Goo for Clean Water
Fast-flying fungal spores
Pumping Up Poison Ivy
Reptiles
Crocodiles
Anacondas
Rattlesnakes
Space and Astronomy
A Dead Star's Dusty Ring
Ready, Set, Supernova
Catching a Comet's Tail
Technology and Engineering
Drawing Energy out of Wastewater
Young Scientists Take Flight
A Clean Getaway
The Parts of Speech
Pronouns
What is a Verb?
Countable and Uncountable Nouns
Transportation
Robots on the Road, Again
Are Propellers Fin-ished?
Troubles with Hubble
Weather
Either Martians or Mars has gas
A Dire Shortage of Water
Warmest Year on Record
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Children and Media

How children use media has a lot to do with who they are. Although no two kids are exactly alike, children generally go through the same stages of development. Knowing these stages can help you encourage your child to use media in new and creative ways.

Your 3 year old says...

  • I can tell simple stories.

    What you can do: Ask your child specific questions about what's on TV, on the computer screen and in books. As your child speaks, you might add information to help him learn new vocabulary. For example, if your child says "dog," you can say, "yes, the large, furry dog."

  • I like hearing and seeing the same story over and over again.

    What you can do: Ask your child questions about TV shows, videos and software games — even if they are favorites that he's seen a dozen times. Though you may have memorized a story, your child may still be learning it.

  • I like to sing simple songs and can carry a tune.

    What you can do: Choose TV programs and computer activities that include songs and rhythms. Encourage your child to sing and dance rather than just watch. Don't be afraid to sing and dance together.

  • I can name and match basic colors, like red, blue, yellow and green. I am starting to learn shapes.

    What you can do: Ask your child questions while he's watching TV and playing on the computer. For example, point to the screen and ask: "What is that number?" "Does that door look like a rectangle or a circle?" "Do you know what color her shoes are?"

  • I like to ask who, what and why questions.

    What you can do: While watching TV shows, playing with software or visiting Web sites, explain to your child why certain events happen, who characters are and why they do the things they do.

  • I am interested in things that are the same and things that are different.

    What you can do: Point out when a TV character or animal does something physical that your child can do too — like hopping, jumping, going down a slide or walking like a monkey. Then do the motion together.

  • I want to move my body in new ways.

    What you can do: Choose TV programs and computer activities that include songs and rhythms. Encourage your child to sing and dance rather than just watch. Don't be afraid to sing and dance together.

  • I enjoy helping out around the house and doing easy chores.

    What you can do: If you make a habit of covering the TV set or closing the doors to a cabinet where the computer is stored, encourage your child to be a part of that ritual.

  • I know whether I am a boy or a girl. I am learning what boys and girls are supposed to wear and what they are supposed to do.

    What you can do: Avoid TV shows with gender stereotypes that teach your child that an activity is "just for boys" or "just for girls." Tell your child that both girls and boys can be anything they want to be and give specific examples.

  • I like to hear stories that are about me.

    What you can do: If you have made home videos or have a scrapbook or pictures of your child, look at them with him and talk about what happened the day you took the pictures.

  • I spend a lot of time watching what's going on around me.

    What you can do: Turn TV watching into an activity. Ask your child questions about what he sees and hears.

  • If I am around people who seem different from me, I may become curious and ask questions.

    What you can do: Choose TV shows, books and software that expose your child to people of different backgrounds. Talk to him about what makes a culture unique and special.

 Children and Media









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