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-- Dumping data for table `wp_8_terms`
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-- Dumping data for table `wp_90_commentmeta`
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-- Table structure for table `wp_90_comments`
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-- Table structure for table `wp_90_links`
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--
-- Dumping data for table `wp_90_options`
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--
-- Table structure for table `wp_90_postmeta`
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--
-- Dumping data for table `wp_90_postmeta`
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-- Table structure for table `wp_90_posts`
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-- Dumping data for table `wp_90_posts`
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--
-- Dumping data for table `wp_90_term_relationships`
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-- Table structure for table `wp_90_term_taxonomy`
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-- Dumping data for table `wp_90_term_taxonomy`
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--
-- Table structure for table `wp_90_terms`
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-- Dumping data for table `wp_90_terms`
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-- Table structure for table `wp_91_commentmeta`
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-- Dumping data for table `wp_91_commentmeta`
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--
-- Table structure for table `wp_91_comments`
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--
-- Dumping data for table `wp_91_comments`
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-- Table structure for table `wp_91_links`
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--
-- Dumping data for table `wp_91_links`
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--
-- Table structure for table `wp_91_options`
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--
-- Dumping data for table `wp_91_options`
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--
-- Table structure for table `wp_91_postmeta`
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--
-- Dumping data for table `wp_91_postmeta`
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--
-- Table structure for table `wp_91_posts`
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-- Dumping data for table `wp_91_posts`
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-- Dumping data for table `wp_91_term_relationships`
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--
-- Table structure for table `wp_91_term_taxonomy`
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INSERT INTO `wp_98_posts` (`ID`, `post_author`, `post_date`, `post_date_gmt`, `post_content`, `post_title`, `post_excerpt`, `post_status`, `comment_status`, `ping_status`, `post_password`, `post_name`, `to_ping`, `pinged`, `post_modified`, `post_modified_gmt`, `post_content_filtered`, `post_parent`, `guid`, `menu_order`, `post_type`, `post_mime_type`, `comment_count`) VALUES (1,99,'2009-07-27 22:50:03','2009-07-28 03:50:03','I look forward to making new friends in Room 109.  I am excited to be at Dumas!','School starts September 8th - What do you look forward to this year?','','publish','open','open','','hello-world','','','2009-08-19 17:31:59','2009-08-19 22:31:59','',0,'',0,'post','',0),(2,99,'2009-07-27 22:50:03','2009-07-28 03:50:03','Welcome to Room 109!\r\n\r\nThis will be our home for all things preschool, as well as a place for parents and students (with our help!) to share information and communicate.\r\n\r\nCheck in for updates, news, infomation, and blogs straight from the kids!','Home','','publish','open','open','','about','','','2009-08-19 17:26:32','2009-08-19 22:26:32','',0,'',0,'page','',1),(34,99,'2009-08-19 17:24:16','2009-08-19 22:24:16','Welcome to Room 109!\n\nThis will be our home for all things preschool, as well as a place for parents and students (with our help!) to share information and communicate.\n\nWhat do you look forward to this year?','Home','','inherit','open','closed','','2-autosave','','','2009-08-19 17:24:16','2009-08-19 22:24:16','',2,'http://remiller2.cuipblogs.net/?p=34',0,'revision','',0),(3,99,'2009-08-18 16:19:37','2009-08-18 21:19:37','<strong>How Block Play Promotes Development</strong>\r\n\r\nBlocks, especially hardwood unit blocks, are standard equipment in preschool classroom. Wooden blocks naturally appeal to young children because they feel good to the touch, are symmetrical, and invite open-ended explorations. When children construct, create, and represent their experiences with blocks, they grow in each area of development.\r\n\r\n<strong>Social/emotional development</strong>\r\n\r\nIn the Block Area, children negotiate for materials they want to use, determine how many children can work in the area, care for materials, and follow the rules for building safely. They also exchange ideas. Since one child’s idea of how to build a zoo, for instance, may differ from another’s, children expand their knowledge and learn to respect viewpoints different from their own.\r\n\r\n<strong>Physical development</strong>\r\n\r\nChildren’s small muscles develop when they carry and carefully place blocks together to form a bridge or make an intricate design. They gain strength in their large muscles using hollow blocks, and improve eye-hand coordination when they carefully balance blocks so they won’t tumble.\r\n\r\n<strong>Cognitive development</strong>\r\n\r\nAs children experience the world around them, they form mental pictures of what they see. Playing with blocks gives them an opportunity to recreate these pictures in concrete form. The ability to create these representations of their experiences is the basis for abstract thinking. Moreover, block play promotes a concrete understanding of concepts essential to logical thinking. Children learn about sizes, shapes, numbers, order, area, length, patterns, and weight as they select, build with, and put away blocks.\r\n\r\n<strong>Language development</strong>\r\n\r\nChildren are very willing to talk about their constructions when adults ask questions and show genuine interest. They increase their vocabularies when adults give them new words to describe what they are doing, and develop their writing skills by making signs for their buildings.','Block Play','','publish','open','closed','','block-play','','','2009-08-18 16:31:03','2009-08-18 21:31:03','',9,'http://remiller2.cuipblogs.net/?page_id=3',0,'page','',0),(4,99,'2009-08-18 16:11:12','2009-08-18 21:11:12','','Block Play','','inherit','open','closed','','3-revision','','','2009-08-18 16:11:12','2009-08-18 21:11:12','',3,'http://remiller2.cuipblogs.net/?p=4',0,'revision','',0),(5,99,'2009-08-18 16:19:08','2009-08-18 21:19:08','<strong>How Block Play Promotes Development</strong>\n\nBlocks, especially hardwood unit blocks, are standard equipment in preschool classroom. Wooden blocks naturally appeal to young children because they feel good to the touch, are symmetrical, and invite open-ended explorations. When children construct, create, and represent their experiences with blocks, they grow in each area of development.\n\n<strong>Social/emotional development</strong>\n\nIn the Block Area, children negotiate for materials they want to use, determine how many children can work in the area, care for materials, and follow the rules for building safely. They also exchange ideas. Since one child’s idea of how to build a zoo, for instance, may differ from another’s, children expand their knowledge and learn to respect viewpoints different from their own.\n\n<strong>Physical development</strong>\n\nChildren’s small muscles develop when they carry and carefully place blocks together to form a bridge or make an intricate design. They gain strength in their large muscles using hollow blocks, and improve eye-hand coordination when they carefully balance blocks so they won’t tumble.\n\n<strong>Cognitive development</strong>\n\nAs children experience the world around them, they form mental pictures of what they see. Playing with blocks gives them an opportunity to recreate these pictures in concrete form. The ability to create these representations of their experiences is the basis for abstract thinking. Moreover, block play promotes a concrete understanding of concepts essential to logical thinking. Children learn about sizes, shapes, numbers, order, area, length, patterns, and weight as they select, build with, and put away blocks.\n\n<strong>Language development</strong>\n\nChildren are very willing to talk about their constructions when adults ask questions and show genuine interest. They increase their vocabularies when adults give them new words to describe what they are doing, and develop their writing skills by making signs for their buildings.','Block Play','','inherit','open','closed','','3-revision-2','','','2009-08-18 16:19:08','2009-08-18 21:19:08','',3,'http://remiller2.cuipblogs.net/?p=5',0,'revision','',0),(6,99,'2009-08-18 16:32:07','2009-08-18 21:32:07','<strong>How Block Play Promotes Development</strong>\n\nBlocks, especially hardwood unit blocks, are standard equipment in preschool classroom. Wooden blocks naturally appeal to young children because they feel good to the touch, are symmetrical, and invite open-ended explorations. When children construct, create, and represent their experiences with blocks, they grow in each area of development.\n\n<strong>Social/emotional development</strong>\n\nIn the Block Area, children negotiate for materials they want to use, determine how many children can work in the area, care for materials, and follow the rules for building safely. They also exchange ideas. Since one child’s idea of how to build a zoo, for instance, may differ from another’s, children expand their knowledge and learn to respect viewpoints different from their own.\n\n<strong>Physical development</strong>\n\nChildren’s small muscles develop when they carry and carefully place blocks together to form a bridge or make an intricate design. They gain strength in their large muscles using hollow blocks, and improve eye-hand coordination when they carefully balance blocks so they won’t tumble.\n\n<strong>Cognitive development</strong>\n\nAs children experience the world around them, they form mental pictures of what they see. Playing with blocks gives them an opportunity to recreate these pictures in concrete form. The ability to create these representations of their experiences is the basis for abstract thinking. Moreover, block play promotes a concrete understanding of concepts essential to logical thinking. Children learn about sizes, shapes, numbers, order, area, length, patterns, and weight as they select, build with, and put away blocks.\n\n<strong>Language development</strong>\n\nChildren are very willing to talk about their constructions when adults ask questions and show genuine interest. They increase their vocabularies when adults give them new words to describe what they are doing, and develop their writing skills by making signs for their buildings.','Block Play','','inherit','open','closed','','3-autosave','','','2009-08-18 16:32:07','2009-08-18 21:32:07','',3,'http://remiller2.cuipblogs.net/?p=6',0,'revision','',0),(7,99,'2009-08-18 16:24:45','2009-08-18 21:24:45','<strong>How Dramatic Play Promotes Development</strong>\r\n\r\nDramatic play is central to children’s healthy development and learning during the preschool years. For this reason, every Creative Curriculum classroom includes an area designed to inspire creative and imaginative play. In the Dramatic Play Area, children break through the restrictions of reality. They pretend to be someone or something different from themselves and make up situations and actions that go along with the role they choose. When children engage in dramatic play they deepen their understanding of the world and develop skills that will serve them throughout their lives.\r\n\r\n<strong>Social/emotional development</strong>\r\n\r\nTo engage in dramatic play with others, children have to negotiate roles, agree on a topic, and cooperate to portray different situations. They recreate life experiences and try to cope with their fears by acting out roles and situations that worry them. For example, a child who anticipates going to the hospital for an operation can pretend to be the doctor. By assuming this role, the child can switch from feeling out of control to being in charge. Research shows that children who engage in dramatic play tend to demonstrate more empathy toward others because they have tried out being someone else for a while. They have the skills to cooperate with peers, control impulses, and are less aggressive.\r\n\r\n<strong>Physical development</strong>\r\n\r\nChildren develop small muscle skills when they button and snap dress-up clothes and dress the dolls. They practice hand-eye coordination and visual discrimination skills when they put away props and materials.\r\n\r\n<strong>Cognitive development</strong>\r\n\r\nWhen they pretend, children create pictures in their minds about past experiences and the situations they imagine. These images are a form of abstract thinking. When children set the table for a meal for two or use play money to purchase food at their grocery store, they explore math concepts. They also learn from one another as they share ideas and solve problems together\r\n\r\n<strong>Language development</strong>\r\n\r\nTo engage with others in dramatic play, children use language to explain what they are doing and ask and answer questions. They choose the language that fits the role they have selected. They use reading and writing skills when literacy props are included in the Dramatic Play Area.','Dramatic Play','','publish','open','closed','','dramatic-play','','','2009-08-18 16:30:46','2009-08-18 21:30:46','',9,'http://remiller2.cuipblogs.net/?page_id=7',0,'page','',0),(8,99,'2009-08-18 16:24:15','2009-08-18 21:24:15','','Dramatic Play','','inherit','open','closed','','7-revision','','','2009-08-18 16:24:15','2009-08-18 21:24:15','',7,'http://remiller2.cuipblogs.net/?p=8',0,'revision','',0),(9,99,'2009-08-18 16:28:06','2009-08-18 21:28:06','When you ask your child what they did in school, the answer will most likely be, “play”.  While I assure you, we don’t just play - I take it as a sign that we are doing our jobs when children enjoy school so much they consider it as fun.  We do engage the children in structured activities that will build academic skills, however, our choice center time is a traditional favorite, and therefore most memorable.  Even though this center time is generally unstructured, children are still working and exploring with materials and activities that have been carefully chosen to promote learning.\r\n\r\nFind out how each of our learning centers promotes early development:\r\n<ul>\r\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=15\">Art</a></li>\r\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=3\">Block</a></li>\r\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=18\">Computer</a></li>\r\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=26\">Discovery</a></li>\r\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=7\">Dramatic Play</a></li>\r\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=20\">Gross Motor</a></li>\r\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=28\">Library</a></li>\r\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=22\">Music and Movement</a></li>\r\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=24\">Puzzles and Manipulatives</a></li>\r\n</ul>\r\nAs the year begins, we only open a few centers, allowing the children to learn how to use the materials and develop the responsibility for care and clean-up of our materials.  This also allows us to focus on the rules and routines that will create a classroom community.  \r\n\r\nAs our class begins to come together, we will begin adding additional centers and materials to continue to challenge and engage growing minds.','What did you do in school today?','','publish','open','closed','','what-did-you-do-in-school-today','','','2009-08-18 23:34:07','2009-08-19 04:34:07','',0,'http://remiller2.cuipblogs.net/?page_id=9',0,'page','',0),(10,99,'2009-08-18 16:27:33','2009-08-18 21:27:33','When you ask your child what they did in school, the answer will most likely be, “play”.  While I assure you, we don’t just play - I take it as a sign that we are doing our jobs when children enjoy school so much they consider it as fun.  We do engage the children in structured activities that will build academic skills, however, our choice center time is a traditional favorite, and therefore most memorable.  Even though this center time is generally unstructured, children are still working and exploring with materials and activities that have been carefully chosen to promote learning.\n\nFind out how each of our learning centers promotes early development:\n\nBlock Play\n<ul>\n	<li>Dramatic Play</li>\n	<li>Art</li>\n	<li>Computers</li>\n	<li>Discovery</li>\n	<li>Library</li>\n	<li>Music</li>\n	<li>ABC</li>\n	<li>Puzzle</li>\n	<li>Math</li>\n	<li>Gross Motor (recess)</li>\n</ul>','What did you do in school today?','','inherit','open','closed','','9-revision','','','2009-08-18 16:27:33','2009-08-18 21:27:33','',9,'http://remiller2.cuipblogs.net/?p=10',0,'revision','',0),(11,99,'2009-08-18 23:35:12','2009-08-19 04:35:12','When you ask your child what they did in school, the answer will most likely be, “play”.  While I assure you, we don’t just play - I take it as a sign that we are doing our jobs when children enjoy school so much they consider it as fun.  We do engage the children in structured activities that will build academic skills, however, our choice center time is a traditional favorite, and therefore most memorable.  Even though this center time is generally unstructured, children are still working and exploring with materials and activities that have been carefully chosen to promote learning.\n\nFind out how each of our learning centers promotes early development:\n<ul>\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=15\">Art</a></li>\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=3\">Block</a></li>\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=18\">Computer</a></li>\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=26\">Discovery</a></li>\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=7\">Dramatic Play</a></li>\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=20\">Gross Motor</a></li>\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=28\">Library</a></li>\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=22\">Music and Movement</a></li>\n	<li><a href=\"http://remiller2.cuipblogs.net/?page_id=24\">Puzzles and Manipulatives</a></li>\n</ul>\nAs the year begins, we only open a few centers, allowing the children to learn how to use the materials and develop the responsibility for care and clean-up of our materials.  This also allows us to focus on the rules and routines that will create a classroom community.  \n\nAs our class begins to come together, we will begin adding additional centers and materials to continue to challenge and engage growing minds.','What did you do in school today?','','inherit','open','closed','','9-autosave','','','2009-08-18 23:35:12','2009-08-19 04:35:12','',9,'http://remiller2.cuipblogs.net/?p=11',0,'revision','',0),(31,99,'2009-08-18 16:29:53','2009-08-18 21:29:53','When you ask your child what they did in school, the answer will most likely be, “play”.  While I assure you, we don’t just play - I take it as a sign that we are doing our jobs when children enjoy school so much they consider it as fun.  We do engage the children in structured activities that will build academic skills, however, our choice center time is a traditional favorite, and therefore most memorable.  Even though this center time is generally unstructured, children are still working and exploring with materials and activities that have been carefully chosen to promote learning.\r\n\r\nFind out how each of our learning centers promotes early development:\r\n<ul>\r\n	<li><a title=\"Block Play\" href=\"http://remiller2.cuipblogs.net/?page_id=3\" target=\"_self\">Block Play</a></li>\r\n	<li><a title=\"Dramatic Play\" href=\"http://remiller2.cuipblogs.net/?page_id=7\" target=\"_self\">Dramatic Play</a></li>\r\n	<li>Art</li>\r\n	<li>Computers</li>\r\n	<li>Discovery</li>\r\n	<li>Library</li>\r\n	<li>Music</li>\r\n	<li>ABC</li>\r\n	<li>Puzzle</li>\r\n	<li>Math</li>\r\n	<li>Gross Motor (recess)</li>\r\n</ul>\r\nAs the year begins, we only open a few centers, allowing the children to learn how to use the materials and develop the responsibility for care and clean-up of our materials.  This also allows us to focus on the rules and routines that will create a classroom community.  \r\n\r\nAs our class begins to come together, we will begin adding additional centers and materials to continue to challenge and engage growing minds.','What did you do in school today?','','inherit','open','closed','','9-revision-3','','','2009-08-18 16:29:53','2009-08-18 21:29:53','',9,'http://remiller2.cuipblogs.net/?p=31',0,'revision','',0),(12,99,'2009-08-18 16:28:06','2009-08-18 21:28:06','When you ask your child what they did in school, the answer will most likely be, “play”.  While I assure you, we don’t just play - I take it as a sign that we are doing our jobs when children enjoy school so much they consider it as fun.  We do engage the children in structured activities that will build academic skills, however, our choice center time is a traditional favorite, and therefore most memorable.  Even though this center time is generally unstructured, children are still working and exploring with materials and activities that have been carefully chosen to promote learning.\r\n\r\nFind out how each of our learning centers promotes early development:\r\n\r\nBlock Play\r\n<ul>\r\n	<li>Dramatic Play</li>\r\n	<li>Art</li>\r\n	<li>Computers</li>\r\n	<li>Discovery</li>\r\n	<li>Library</li>\r\n	<li>Music</li>\r\n	<li>ABC</li>\r\n	<li>Puzzle</li>\r\n	<li>Math</li>\r\n	<li>Gross Motor (recess)</li>\r\n</ul>\r\nAs the year begins, we only open a few centers, allowing the children to learn how to use the materials and develop the responsibility for care and clean-up of our materials.  This also allows us to focus on the rules and routines that will create a classroom community.  \r\n\r\nAs our class begins to come together, we will begin adding additional centers and materials to continue to challenge and engage growing minds.','What did you do in school today?','','inherit','open','closed','','9-revision-2','','','2009-08-18 16:28:06','2009-08-18 21:28:06','',9,'http://remiller2.cuipblogs.net/?p=12',0,'revision','',0),(13,99,'2009-08-18 16:24:45','2009-08-18 21:24:45','<strong>How Dramatic Play Promotes Development</strong>\r\n\r\nDramatic play is central to children’s healthy development and learning during the preschool years. For this reason, every Creative Curriculum classroom includes an area designed to inspire creative and imaginative play. In the Dramatic Play Area, children break through the restrictions of reality. They pretend to be someone or something different from themselves and make up situations and actions that go along with the role they choose. When children engage in dramatic play they deepen their understanding of the world and develop skills that will serve them throughout their lives.\r\n\r\n<strong>Social/emotional development</strong>\r\n\r\nTo engage in dramatic play with others, children have to negotiate roles, agree on a topic, and cooperate to portray different situations. They recreate life experiences and try to cope with their fears by acting out roles and situations that worry them. For example, a child who anticipates going to the hospital for an operation can pretend to be the doctor. By assuming this role, the child can switch from feeling out of control to being in charge. Research shows that children who engage in dramatic play tend to demonstrate more empathy toward others because they have tried out being someone else for a while. They have the skills to cooperate with peers, control impulses, and are less aggressive.\r\n\r\n<strong>Physical development</strong>\r\n\r\nChildren develop small muscle skills when they button and snap dress-up clothes and dress the dolls. They practice hand-eye coordination and visual discrimination skills when they put away props and materials.\r\n\r\n<strong>Cognitive development</strong>\r\n\r\nWhen they pretend, children create pictures in their minds about past experiences and the situations they imagine. These images are a form of abstract thinking. When children set the table for a meal for two or use play money to purchase food at their grocery store, they explore math concepts. They also learn from one another as they share ideas and solve problems together\r\n\r\n<strong>Language development</strong>\r\n\r\nTo engage with others in dramatic play, children use language to explain what they are doing and ask and answer questions. They choose the language that fits the role they have selected. They use reading and writing skills when literacy props are included in the Dramatic Play Area.','Dramatic Play','','inherit','open','closed','','7-revision-2','','','2009-08-18 16:24:45','2009-08-18 21:24:45','',7,'http://remiller2.cuipblogs.net/?p=13',0,'revision','',0),(14,99,'2009-08-18 16:19:37','2009-08-18 21:19:37','<strong>How Block Play Promotes Development</strong>\r\n\r\nBlocks, especially hardwood unit blocks, are standard equipment in preschool classroom. Wooden blocks naturally appeal to young children because they feel good to the touch, are symmetrical, and invite open-ended explorations. When children construct, create, and represent their experiences with blocks, they grow in each area of development.\r\n\r\n<strong>Social/emotional development</strong>\r\n\r\nIn the Block Area, children negotiate for materials they want to use, determine how many children can work in the area, care for materials, and follow the rules for building safely. They also exchange ideas. Since one child’s idea of how to build a zoo, for instance, may differ from another’s, children expand their knowledge and learn to respect viewpoints different from their own.\r\n\r\n<strong>Physical development</strong>\r\n\r\nChildren’s small muscles develop when they carry and carefully place blocks together to form a bridge or make an intricate design. They gain strength in their large muscles using hollow blocks, and improve eye-hand coordination when they carefully balance blocks so they won’t tumble.\r\n\r\n<strong>Cognitive development</strong>\r\n\r\nAs children experience the world around them, they form mental pictures of what they see. Playing with blocks gives them an opportunity to recreate these pictures in concrete form. The ability to create these representations of their experiences is the basis for abstract thinking. Moreover, block play promotes a concrete understanding of concepts essential to logical thinking. Children learn about sizes, shapes, numbers, order, area, length, patterns, and weight as they select, build with, and put away blocks.\r\n\r\n<strong>Language development</strong>\r\n\r\nChildren are very willing to talk about their constructions when adults ask questions and show genuine interest. They increase their vocabularies when adults give them new words to describe what they are doing, and develop their writing skills by making signs for their buildings.','Block Play','','inherit','open','closed','','3-revision-3','','','2009-08-18 16:19:37','2009-08-18 21:19:37','',3,'http://remiller2.cuipblogs.net/?p=14',0,'revision','',0),(15,99,'2009-08-18 23:22:18','2009-08-19 04:22:18','<strong>How Art Promotes Development</strong>\r\n\r\nThe Art Area is a place filled with materials that children can enjoy on a purely sensory level. Here children can create and represent their ideas in a visual form. On a table or the floor, at an easel or a workbench, children draw, paint, knead, cut, glue, and make things of their own choosing.  Sometimes they simply explore the materials and enjoy the process. At other times they create designs or make something that represents a real object, place, or living thing. Creative art is another language children use to express what they know and what they feel. The Art Area is a studio for children’s development and learning.\r\n\r\n<strong>Social/emotional development</strong>\r\n\r\nArt is a natural vehicle for children to express their feelings. Children reflect their thoughts and emotions through their choices of color, texture, and media. For example, when happy or excited, a child might use bright colors. When sad or upset, a child may choose darker tones. Children also express their originality and individuality in their art. Who says the pumpkins they paint have to be orange? A child may prefer having a purple one simply because it will stand out better in a patch.\r\n\r\n<strong>Physical development</strong>\r\n\r\nAs children tear paper for a collage or use scissors to cut, they refine small muscle movements. Making lines and shapes with markers and crayons or hitting a nail on the head with a hammer are activities that help children develop the fine motor control they need for writing. Art is all about fine motor skills.\r\n\r\n<strong>Cognitive development</strong>\r\n\r\nChildren draw, paint, and sculpt what they know. As they translate their ideas and feelings into art, they use thinking skills to plan, organize, select media, and represent their impressions. When children draw, paint, and make collages, they experiment with color, line, shape, and size. Using paints, fabrics, and woodworking tools they make choices, try out ideas, plan, and experiment. They learn about cause and effect when they mix colors. Through trial and error, they learn how to balance a mobile and weave yarn.\r\n\r\n<strong>Language development</strong>\r\n\r\nChildren often talk about what they are doing and respond to questions about their creations as they engage in art. Teachers can write down what children say about their artwork as a permanent record of the experience. Art also fosters vocabulary development as children learn and use related technical vocabulary: sculpture, palette, and clamp, to name just a few terms.','Art','','publish','open','closed','','art','','','2009-08-18 23:22:27','2009-08-19 04:22:27','',9,'http://remiller2.cuipblogs.net/?page_id=15',0,'page','',0),(16,99,'2009-08-18 23:22:15','2009-08-19 04:22:15','<strong>How Art Promotes Development</strong>\n\n \n\nThe Art Area is a place filled with materials that children can enjoy on a purely sensory level. Here children can create and represent their ideas in a visual form. On a table or the floor, at an easel or a workbench, children draw, paint, knead, cut, glue, and make things of their own choosing.  Sometimes they simply explore the materials and enjoy the process. At other times they create designs or make something that represents a real object, place, or living thing. Creative art is another language children use to express what they know and what they feel. The Art Area is a studio for children’s development and learning.\n\n<strong>Social/emotional development</strong>\n\nArt is a natural vehicle for children to express their feelings. Children reflect their thoughts and emotions through their choices of color, texture, and media. For example, when happy or excited, a child might use bright colors. When sad or upset, a child may choose darker tones. Children also express their originality and individuality in their art. Who says the pumpkins they paint have to be orange? A child may prefer having a purple one simply because it will stand out better in a patch.\n\n<strong>Physical development</strong>\n\nAs children tear paper for a collage or use scissors to cut, they refine small muscle movements. Making lines and shapes with markers and crayons or hitting a nail on the head with a hammer are activities that help children develop the fine motor control they need for writing. Art is all about fine motor skills.\n\n<strong>Cognitive development</strong>\n\nChildren draw, paint, and sculpt what they know. As they translate their ideas and feelings into art, they use thinking skills to plan, organize, select media, and represent their impressions. When children draw, paint, and make collages, they experiment with color, line, shape, and size. Using paints, fabrics, and woodworking tools they make choices, try out ideas, plan, and experiment. They learn about cause and effect when they mix colors. Through trial and error, they learn how to balance a mobile and weave yarn.\n\n<strong>Language development</strong>\n\nChildren often talk about what they are doing and respond to questions about their creations as they engage in art. Teachers can write down what children say about their artwork as a permanent record of the experience. Art also fosters vocabulary development as children learn and use related technical vocabulary: sculpture, palette, and clamp, to name just a few terms.','Art','','inherit','open','closed','','15-revision','','','2009-08-18 23:22:15','2009-08-19 04:22:15','',15,'http://remiller2.cuipblogs.net/?p=16',0,'revision','',0),(17,99,'2009-08-18 23:22:18','2009-08-19 04:22:18','<strong>How Art Promotes Development</strong>\r\n\r\n \r\n\r\nThe Art Area is a place filled with materials that children can enjoy on a purely sensory level. Here children can create and represent their ideas in a visual form. On a table or the floor, at an easel or a workbench, children draw, paint, knead, cut, glue, and make things of their own choosing.  Sometimes they simply explore the materials and enjoy the process. At other times they create designs or make something that represents a real object, place, or living thing. Creative art is another language children use to express what they know and what they feel. The Art Area is a studio for children’s development and learning.\r\n\r\n<strong>Social/emotional development</strong>\r\n\r\nArt is a natural vehicle for children to express their feelings. Children reflect their thoughts and emotions through their choices of color, texture, and media. For example, when happy or excited, a child might use bright colors. When sad or upset, a child may choose darker tones. Children also express their originality and individuality in their art. Who says the pumpkins they paint have to be orange? A child may prefer having a purple one simply because it will stand out better in a patch.\r\n\r\n<strong>Physical development</strong>\r\n\r\nAs children tear paper for a collage or use scissors to cut, they refine small muscle movements. Making lines and shapes with markers and crayons or hitting a nail on the head with a hammer are activities that help children develop the fine motor control they need for writing. Art is all about fine motor skills.\r\n\r\n<strong>Cognitive development</strong>\r\n\r\nChildren draw, paint, and sculpt what they know. As they translate their ideas and feelings into art, they use thinking skills to plan, organize, select media, and represent their impressions. When children draw, paint, and make collages, they experiment with color, line, shape, and size. Using paints, fabrics, and woodworking tools they make choices, try out ideas, plan, and experiment. They learn about cause and effect when they mix colors. Through trial and error, they learn how to balance a mobile and weave yarn.\r\n\r\n<strong>Language development</strong>\r\n\r\nChildren often talk about what they are doing and respond to questions about their creations as they engage in art. Teachers can write down what children say about their artwork as a permanent record of the experience. Art also fosters vocabulary development as children learn and use related technical vocabulary: sculpture, palette, and clamp, to name just a few terms.','Art','','inherit','open','closed','','15-revision-2','','','2009-08-18 23:22:18','2009-08-19 04:22:18','',15,'http://remiller2.cuipblogs.net/?p=17',0,'revision','',0),(18,99,'2009-08-18 23:23:12','2009-08-19 04:23:12','<strong>How Computer Play Promotes Development</strong>\r\n\r\nThe Computer Area is a place where children can have fun while exploring the many exciting things that computers do. Children use computers to investigate questions, solve problems, and explore and manipulate objects on a screen. This work supports development in all areas.\r\n\r\n<strong>Social/emotional development</strong>\r\n\r\nComputers are a way for children to demonstrate self-direction and independence. At the same time, they offer children opportunities to work with other children to solve problems, as they jointly maneuver their way through a program. For some children, becoming computer “experts” provides them with a valued leadership role in the classroom they might not have otherwise.\r\n\r\n<strong>Physical development</strong>\r\n\r\nChildren work on fine motor skills as they use a keyboard, put a CD-ROM in the drive, and coordinate the cursor with the movement of the mouse. In fact, every action on a computer involves fine motor development and eye-hand coordination.\r\n\r\n<strong>Cognitive development</strong>\r\n\r\nComputers contribute to children’s intellectual development, and bridge the gap between concrete and abstract thinking. As children explore cause and effect, create patterns, solve problems, and discover solutions, they learn to do on a screen what they already have mastered through hands-on learning. Creativity flourishes, too, as children create art, arrange objects in unique ways, and experiment with graphics.\r\n\r\n<strong>Language development</strong>\r\n\r\nAs children learn to identify and use computer-related terms such as <em>icon, cursor, </em>or <em>CD-ROM</em>, they gain a technical vocabulary. With practice, they begin to identify the letters of the alphabet on the keyboard and in programs. As they use software that can read and highlight spoken text, they make connections between speech and print.','Computer','','publish','open','closed','','computer','','','2009-08-18 23:23:12','2009-08-19 04:23:12','',9,'http://remiller2.cuipblogs.net/?page_id=18',0,'page','',0),(19,99,'2009-08-18 23:22:49','2009-08-19 04:22:49','<strong>How Computer Play Promotes Development</strong>\n\n \n\nThe Computer Area is a place where children can have fun while exploring the many exciting things that computers do. Children use computers to investigate questions, solve problems, and explore and manipulate objects on a screen. This work supports development in all areas.\n\n \n\n<strong>Social/emotional development</strong>\n\nComputers are a way for children to demonstrate self-direction and independence. At the same time, they offer children opportunities to work with other children to solve problems, as they jointly maneuver their way through a program. For some children, becoming computer “experts” provides them with a valued leadership role in the classroom they might not have otherwise.\n\n \n\n<strong>Physical development</strong>\n\nChildren work on fine motor skills as they use a keyboard, put a CD-ROM in the drive, and coordinate the cursor with the movement of the mouse. In fact, every action on a computer involves fine motor development and eye-hand coordination.\n\n \n\n<strong>Cognitive development</strong>\n\nComputers contribute to children’s intellectual development, and bridge the gap between concrete and abstract thinking. As children explore cause and effect, create patterns, solve problems, and discover solutions, they learn to do on a screen what they already have mastered through hands-on learning. Creativity flourishes, too, as children create art, arrange objects in unique ways, and experiment with graphics.\n\n \n\n<strong>Language development</strong>\n\nAs children learn to identify and use computer-related terms such as <em>icon, cursor, </em>or <em>CD-ROM</em>, they gain a technical vocabulary. With practice, they begin to identify the letters of the alphabet on the keyboard and in programs. As they use software that can read and highlight spoken text, they make connections between speech and print.','Computer','','inherit','open','closed','','18-revision','','','2009-08-18 23:22:49','2009-08-19 04:22:49','',18,'http://remiller2.cuipblogs.net/?p=19',0,'revision','',0),(20,99,'2009-08-18 23:23:57','2009-08-19 04:23:57','<strong>How Gross Motor Play Promotes Development</strong>\r\n\r\nOutdoor play is essential for children’s health and well being. The sense of peace and pleasure children experience when they take in fresh air, feel the warmth of the sun on their backs, and watch a butterfly land gently on a flower is immeasurable. What is very evident is how much children enjoy running, jumping, climbing, and playing outdoors. The time children spend outdoors every day is just as important to their learning as the time they spend in the classroom. For teachers, the outdoors offers many ways to enrich the curriculum and support children’s development and learning.\r\n\r\n<strong>Social/emotional development</strong>\r\n\r\nChildren experience a sense of accomplishment and growing competence when they spend time outdoors every day engaged in purposeful activities. You can see the sense of pride a child feels when she can keep a swing going on her own, climb to new heights, throw and catch a ball, and complete an obstacle course. Social skills grow as children share equipment such as tricycles and shovels, work together to build a tunnel in the sandbox, and follow safety rules.\r\n\r\n<strong>Physical development</strong>\r\n\r\nMany reports suggest that the number of children ho are overweight is increasing steadily. One factor contributing to the problem is that children do not get the large muscle activity essential for their healthy development. Part of the problem is that in many places it is not safe for children to play outdoors and children spend too much time watching TV. Thus, it’s even more important to make the most of outdoor time while children are at school. Children develop their gross motor skills as they run, leap, hop, jump, swing, slide, and climb. These activities allow children to take risks and try out new skills. Children also use their fine motor skills outdoors to weed a garden, collect bugs, and pour sand through a funnel.\r\n\r\n<strong>Cognitive development</strong>\r\n\r\nThe outdoors is a natural laboratory for scientific explorations as children observe and explore nature firsthand. They find and study bugs and butterflies, plant seeds and watch vegetables grow, observe leaves change color, taste snow, touch the bark of a tree, hear crickets, and smell the air after a rain shower. They count the seeds they plant and the number of petals on a flower; measure how tall a sunflower grows and calculate how long it takes for a flower to appear; note patterns on the bodies of caterpillars and butterflies; and solve problems, for instance, how to make water or sand run through a plastic rain gutter.','Gross Motor','','publish','open','closed','','gross-motor','','','2009-08-18 23:23:57','2009-08-19 04:23:57','',9,'http://remiller2.cuipblogs.net/?page_id=20',0,'page','',0),(21,99,'2009-08-18 23:23:39','2009-08-19 04:23:39','<strong>How Gross Motor Play Promotes Development</strong>\n\n \n\nOutdoor play is essential for children’s health and well being. The sense of peace and pleasure children experience when they take in fresh air, feel the warmth of the sun on their backs, and watch a butterfly land gently on a flower is immeasurable. What is very evident is how much children enjoy running, jumping, climbing, and playing outdoors. The time children spend outdoors every day is just as important to their learning as the time they spend in the classroom. For teachers, the outdoors offers many ways to enrich the curriculum and support children’s development and learning.\n\n<strong> </strong>\n\n<strong>Social/emotional development</strong>\n\nChildren experience a sense of accomplishment and growing competence when they spend time outdoors every day engaged in purposeful activities. You can see the sense of pride a child feels when she can keep a swing going on her own, climb to new heights, throw and catch a ball, and complete an obstacle course. Social skills grow as children share equipment such as tricycles and shovels, work together to build a tunnel in the sandbox, and follow safety rules.\n\n<strong> </strong>\n\n<strong>Physical development</strong>\n\nMany reports suggest that the number of children ho are overweight is increasing steadily. One factor contributing to the problem is that children do not get the large muscle activity essential for their healthy development. Part of the problem is that in many places it is not safe for children to play outdoors and children spend too much time watching TV. Thus, it’s even more important to make the most of outdoor time while children are at school. Children develop their gross motor skills as they run, leap, hop, jump, swing, slide, and climb. These activities allow children to take risks and try out new skills. Children also use their fine motor skills outdoors to weed a garden, collect bugs, and pour sand through a funnel.\n\n<strong> </strong>\n\n<strong>Cognitive development</strong>\n\nThe outdoors is a natural laboratory for scientific explorations as children observe and explore nature firsthand. They find and study bugs and butterflies, plant seeds and watch vegetables grow, observe leaves change color, taste snow, touch the bark of a tree, hear crickets, and smell the air after a rain shower. They count the seeds they plant and the number of petals on a flower; measure how tall a sunflower grows and calculate how long it takes for a flower to appear; note patterns on the bodies of caterpillars and butterflies; and solve problems, for instance, how to make water or sand run through a plastic rain gutter.','Gross Motor','','inherit','open','closed','','20-revision','','','2009-08-18 23:23:39','2009-08-19 04:23:39','',20,'http://remiller2.cuipblogs.net/?p=21',0,'revision','',0),(22,99,'2009-08-18 23:24:50','2009-08-19 04:24:50','<strong>How Music and Movement Promote Development</strong>\r\n\r\nMusic naturally delights and interests children. An early childhood program that includes time for music and movement provides an outlet for children’s high spirits and creative energy. Music and movement experiences help develop both sides of the brain—an important finding in recent brain research—and contribute to children’s social/emotional, physical, cognitive, and language development.\r\n\r\n<strong>Social/emotional development</strong>\r\n\r\nMusic and movement activities can be shared experiences that make children feel part of a group. Different kinds of music evoke different feelings and actions in children. Lively music can lift children’s spirits and make them want to get up and move their bodies. Quiet, soothing music calms and relaxes children. Children use their bodies to express different kinds of emotions—excitement, anger, sadness. Sharing a song or a dance learned at home helps children to feel good about themselves and their culture. They develop social skills playing musical games requiring simple cooperation such as “Ring Around the Rosy,” or progress to those requiring more complex cooperation such as “Farmer in the Dell.”\r\n\r\n<strong>Physical development</strong>\r\n\r\nChildren work on gross motor development (moving to the music and participating in other movement activities) and explore the many ways their bodies can move (finding different ways to get to the other side of a line without stepping on it). Through movement activities (playing “Follow the Leader”), they can improve large muscle skills, balance, and coordination. They strengthen small muscle skills as they learn fingerplays and play musical instruments.\r\n\r\n<strong>Cognitive development</strong>\r\n\r\nChildren solve problems while engaged in music and movement activities. They use logic and reasoning to figure out how to make a scarf fly like the wind or which instrument can be used to make a sound like thunder. They create patterns with the words they sing or chant, with the motions they make with their bodies, and with musical instruments. Children learn about number concepts as they clap their hands and stomp their feet four times or as they sing number songs. They think symbolically when they pretend to walk like an elephant or','Music and Movement','','publish','open','closed','','music-and-movement','','','2009-08-18 23:24:50','2009-08-19 04:24:50','',9,'http://remiller2.cuipblogs.net/?page_id=22',0,'page','',0),(23,99,'2009-08-18 23:24:44','2009-08-19 04:24:44','<strong>How Music and Movement Promote Development</strong>\n\nMusic naturally delights and interests children. An early childhood program that includes time for music and movement provides an outlet for children’s high spirits and creative energy. Music and movement experiences help develop both sides of the brain—an important finding in recent brain research—and contribute to children’s social/emotional, physical, cognitive, and language development.\n\n<strong>Social/emotional development</strong>\n\nMusic and movement activities can be shared experiences that make children feel part of a group. Different kinds of music evoke different feelings and actions in children. Lively music can lift children’s spirits and make them want to get up and move their bodies. Quiet, soothing music calms and relaxes children. Children use their bodies to express different kinds of emotions—excitement, anger, sadness. Sharing a song or a dance learned at home helps children to feel good about themselves and their culture. They develop social skills playing musical games requiring simple cooperation such as “Ring Around the Rosy,” or progress to those requiring more complex cooperation such as “Farmer in the Dell.”\n\n<strong>Physical development</strong>\n\nChildren work on gross motor development (moving to the music and participating in other movement activities) and explore the many ways their bodies can move (finding different ways to get to the other side of a line without stepping on it). Through movement activities (playing “Follow the Leader”), they can improve large muscle skills, balance, and coordination. They strengthen small muscle skills as they learn fingerplays and play musical instruments.\n\n<strong>Cognitive development</strong>\n\nChildren solve problems while engaged in music and movement activities. They use logic and reasoning to figure out how to make a scarf fly like the wind or which instrument can be used to make a sound like thunder. They create patterns with the words they sing or chant, with the motions they make with their bodies, and with musical instruments. Children learn about number concepts as they clap their hands and stomp their feet four times or as they sing number songs. They think symbolically when they pretend to walk like an elephant or','Music and Movement','','inherit','open','closed','','22-revision','','','2009-08-18 23:24:44','2009-08-19 04:24:44','',22,'http://remiller2.cuipblogs.net/?p=23',0,'revision','',0),(24,99,'2009-08-18 23:25:58','2009-08-19 04:25:58','<strong>How Puzzles and Manipulatives Promote Development</strong>\r\n\r\nThe Toys and Games Area includes manipulatives, puzzles, collectibles, matching games, and other games that children can play at a table, on the floor, or on top of a divider shelf. These materials offer children a quiet activity that they can do alone, with a friend, with a teacher or a parent volunteer, or with a small group. Children strengthen all areas of their development as they play with toys and games.\r\n\r\n<strong>Social/emotional development. </strong>\r\n\r\nChildren learn to cooperate with one another by sharing and taking turns as they play a game or build an intricate design. They develop confidence when they complete a task successfully using self-correcting toys such as puzzles, sorting boards, and stacking rings.\r\n\r\n<strong>Physical development. </strong>\r\n\r\nChildren practice eye-hand coordination while lacing cards or placing pegs in a pegboard. When children string beads or construct with interlocking cubes, they refine small muscle skills.\r\n\r\n<strong>Cognitive development. </strong>\r\n\r\nAs children build with table blocks or make designs with pattern blocks and parquetry blocks, they experiment with construction and invention and use creative problem-solving skills. They also expand their emerging math skills such as counting, seriation, matching, patterning, and classification. In fact, the Toys and Games Area often serves as the math hub in your classroom.\r\n\r\n<strong>Language development. </strong>\r\n\r\nChildren use words to describe how they are putting together a puzzle or sorting a collection of objects. They compare the size, shape, and color of objects as they play. While using beads, pegboards, puzzles, dominoes, and collectibles, they develop reading skills such as left-to-right progression, visual discrimination, and matching similar objects. As they use magnetic letters and alphabet blocks, children explore letters, then arrange and rearrange them to form words.','Puzzles and Manipulatives','','publish','open','closed','','puzzles-and-manipulatives','','','2009-08-18 23:25:58','2009-08-19 04:25:58','',9,'http://remiller2.cuipblogs.net/?page_id=24',0,'page','',0),(25,99,'2009-08-18 23:25:55','2009-08-19 04:25:55','<strong>How Puzzles and Manipulatives Promote Development</strong>\n\nThe Toys and Games Area includes manipulatives, puzzles, collectibles, matching games, and other games that children can play at a table, on the floor, or on top of a divider shelf. These materials offer children a quiet activity that they can do alone, with a friend, with a teacher or a parent volunteer, or with a small group. Children strengthen all areas of their development as they play with toys and games.\n\n<strong>Social/emotional development. </strong>\n\nChildren learn to cooperate with one another by sharing and taking turns as they play a game or build an intricate design. They develop confidence when they complete a task successfully using self-correcting toys such as puzzles, sorting boards, and stacking rings.\n\n<strong>Physical development. </strong>\n\nChildren practice eye-hand coordination while lacing cards or placing pegs in a pegboard. When children string beads or construct with interlocking cubes, they refine small muscle skills.\n\n<strong>Cognitive development. </strong>\n\nAs children build with table blocks or make designs with pattern blocks and parquetry blocks, they experiment with construction and invention and use creative problem-solving skills. They also expand their emerging math skills such as counting, seriation, matching, patterning, and classification. In fact, the Toys and Games Area often serves as the math hub in your classroom.\n\n<strong>Language development. </strong>\n\nChildren use words to describe how they are putting together a puzzle or sorting a collection of objects. They compare the size, shape, and color of objects as they play. While using beads, pegboards, puzzles, dominoes, and collectibles, they develop reading skills such as left-to-right progression, visual discrimination, and matching similar objects. As they use magnetic letters and alphabet blocks, children explore letters, then arrange and rearrange them to form words.','Puzzles and Manipulatives','','inherit','open','closed','','24-revision','','','2009-08-18 23:25:55','2009-08-19 04:25:55','',24,'http://remiller2.cuipblogs.net/?p=25',0,'revision','',0),(26,99,'2009-08-18 23:26:49','2009-08-19 04:26:49','<strong>How the Discovery Area Promotes Development</strong>\r\n\r\nYoung children wonder about the world around them. They think to themselves:\r\n\r\n• I wonder what will happen if I push this button.\r\n\r\n• I wonder what the bunny feels like.\r\n\r\n• I wonder why my plant died.\r\n\r\n• I wonder how I can make a bigger bubble.\r\n\r\nThe Discovery Area is a place to find the answers to these kinds of questions with few right or wrong answers. It is a place to spark curiosity and wonder using new and interesting materials. In the Discovery Area, children can use their senses to touch, feel, taste, smell, and see. They can <em>act </em>on objects and <em>observe </em>what happens next. You can help nurture children’s curiosity. When you join children in the Discovery Area and pose questions or wonder aloud, children respond by using their thinking skills to investigate and explore. In the Discovery Area, all areas of development can be enhanced.\r\n\r\n<strong>Social/emotional development</strong>\r\n\r\nChildren learn to work together as they explore, make discoveries, and solve problems. They take care of living things such as classroom pets and plants, and they learn classroom rules for using materials safely and responsibly.\r\n\r\n<strong>Physical development</strong>\r\n\r\nChildren develop their fine motor skills when they use eyedroppers to squeeze colored water onto wax paper or pick up a dead insect with tweezers. They develop dexterity and eye-hand coordination as they turn gears, take apart a broken toy, and pick up paper clips with a magnet. When they measure ingredients to make Silly Putty and then squeeze, pull, stretch, and bounce it, children practice many different fine motor skills. They strengthen their gross motor skills as they pull the rope on a pulley, create shadows on the wall using their bodies, or run in place to feel their pulse.\r\n\r\n<strong>Cognitive development</strong>\r\n\r\nChildren use all the process skills when they observe and ask questions about the world around them. They watch plants and animals with great curiosity and make predictions about how they change, move, and react to different conditions. Children organize their thoughts by classifying, comparing, measuring, counting, and graphing objects. They represent their findings in drawing, writing, and by creating models.','Discovery','','publish','open','closed','','discovery','','','2009-08-18 23:27:55','2009-08-19 04:27:55','',9,'http://remiller2.cuipblogs.net/?page_id=26',0,'page','',0),(27,99,'2009-08-18 23:26:45','2009-08-19 04:26:45','<strong>How the Discovery Area Promotes Development</strong>\n\nYoung children wonder about the world around them. They think to themselves:\n\n• I wonder what will happen if I push this button.\n\n• I wonder what the bunny feels like.\n\n• I wonder why my plant died.\n\n• I wonder how I can make a bigger bubble.\n\nThe Discovery Area is a place to find the answers to these kinds of questions with few right or wrong answers. It is a place to spark curiosity and wonder using new and interesting materials. In the Discovery Area, children can use their senses to touch, feel, taste, smell, and see. They can <em>act </em>on objects and <em>observe </em>what happens next. You can help nurture children’s curiosity. When you join children in the Discovery Area and pose questions or wonder aloud, children respond by using their thinking skills to investigate and explore. In the Discovery Area, all areas of development can be enhanced.\n\n<strong>Social/emotional development</strong>\n\nChildren learn to work together as they explore, make discoveries, and solve problems. They take care of living things such as classroom pets and plants, and they learn classroom rules for using materials safely and responsibly.\n\n<strong>Physical development</strong>\n\nChildren develop their fine motor skills when they use eyedroppers to squeeze colored water onto wax paper or pick up a dead insect with tweezers. They develop dexterity and eye-hand coordination as they turn gears, take apart a broken toy, and pick up paper clips with a magnet. When they measure ingredients to make Silly Putty and then squeeze, pull, stretch, and bounce it, children practice many different fine motor skills. They strengthen their gross motor skills as they pull the rope on a pulley, create shadows on the wall using their bodies, or run in place to feel their pulse.\n\n<strong>Cognitive development</strong>\n\nChildren use all the process skills when they observe and ask questions about the world around them. They watch plants and animals with great curiosity and make predictions about how they change, move, and react to different conditions. Children organize their thoughts by classifying, comparing, measuring, counting, and graphing objects. They represent their findings in drawing, writing, and by creating models.','Discovery','','inherit','open','closed','','26-revision','','','2009-08-18 23:26:45','2009-08-19 04:26:45','',26,'http://remiller2.cuipblogs.net/?p=27',0,'revision','',0),(28,99,'2009-08-18 23:27:38','2009-08-19 04:27:38','<strong>How the Library Area Promotes Development</strong>\r\n\r\nAn attractive space with soft furniture, beautiful picture books, and writing materials can be an oasis in the classroom—a place to get away from more active interest areas and relax. In the Library Area children develop the motivation and skills necessary to read and write. As they hear stories read aloud every day, look through books on their own, listen to story tapes, retell familiar stories, and make up their own stories, they also have many opportunities to grow in all areas of development.\r\n\r\n<strong>Social/emotional development</strong>\r\n\r\nFrom books, children learn about people who are like them and who are different. They feel comforted learning that others have had experiences or fears similar to their own and managed them. They develop empathy for those who have challenges and struggles that make life difficult. Children develop social skills when they share books together, re-enact a story, and write a card to a sick friend.\r\n\r\n<strong>Physical development</strong>\r\n\r\nChildren strengthen the small muscles in their hands when they use tools for writing and illustrating. They use their eye muscles as they follow the pictures and words in a book.\r\n\r\n<strong>Cognitive development</strong>\r\n\r\nBooks help children gain a better understanding of the world around them. They develop an understanding of symbols (relating the picture of a boy to the written word “boy”). They learn to make predictions and think about cause and effect (“If the pig builds his house of straw, the wolf will blow it down.”). When they hear a story, children make connections between the story and things they already know. When they retell stories, they learn to sequence as they relate the events in a story in order. Children also can learn basic skills such as counting, number recognition, colors, and shapes through books.\r\n\r\n<strong>Language development</strong>\r\n\r\nAll aspects of literacy—reading, writing, listening, and speaking—can be strengthened in the Library Area. When children hear stories, they learn new words and their meaning, and their comprehension grows. Children develop phonological awareness when they hear and explore the sounds and rhythms of language in books. They learn how to follow the flow of print on a page, left to right and top to bottom. Children use writing in a meaningful way in the Library Area when they create a message for a friend or a letter to Mom.','Library','','publish','open','closed','','library','','','2009-08-18 23:27:38','2009-08-19 04:27:38','',9,'http://remiller2.cuipblogs.net/?page_id=28',0,'page','',0),(29,99,'2009-08-18 23:27:34','2009-08-19 04:27:34','<strong>How the Library Area Promotes Development</strong>\n\nAn attractive space with soft furniture, beautiful picture books, and writing materials can be an oasis in the classroom—a place to get away from more active interest areas and relax. In the Library Area children develop the motivation and skills necessary to read and write. As they hear stories read aloud every day, look through books on their own, listen to story tapes, retell familiar stories, and make up their own stories, they also have many opportunities to grow in all areas of development.\n\n<strong>Social/emotional development</strong>\n\nFrom books, children learn about people who are like them and who are different. They feel comforted learning that others have had experiences or fears similar to their own and managed them. They develop empathy for those who have challenges and struggles that make life difficult. Children develop social skills when they share books together, re-enact a story, and write a card to a sick friend.\n\n<strong>Physical development</strong>\n\nChildren strengthen the small muscles in their hands when they use tools for writing and illustrating. They use their eye muscles as they follow the pictures and words in a book.\n\n<strong>Cognitive development</strong>\n\nBooks help children gain a better understanding of the world around them. They develop an understanding of symbols (relating the picture of a boy to the written word “boy”). They learn to make predictions and think about cause and effect (“If the pig builds his house of straw, the wolf will blow it down.”). When they hear a story, children make connections between the story and things they already know. When they retell stories, they learn to sequence as they relate the events in a story in order. Children also can learn basic skills such as counting, number recognition, colors, and shapes through books.\n\n<strong>Language development</strong>\n\nAll aspects of literacy—reading, writing, listening, and speaking—can be strengthened in the Library Area. When children hear stories, they learn new words and their meaning, and their comprehension grows. Children develop phonological awareness when they hear and explore the sounds and rhythms of language in books. They learn how to follow the flow of print on a page, left to right and top to bottom. Children use writing in a meaningful way in the Library Area when they create a message for a friend or a letter to Mom.','Library','','inherit','open','closed','','28-revision','','','2009-08-18 23:27:34','2009-08-19 04:27:34','',28,'http://remiller2.cuipblogs.net/?p=29',0,'revision','',0),(30,99,'2009-08-18 23:26:49','2009-08-19 04:26:49','<strong>How the Discovery Area Promotes Development</strong>\r\n\r\nYoung children wonder about the world around them. They think to themselves:\r\n\r\n• I wonder what will happen if I push this button.\r\n\r\n• I wonder what the bunny feels like.\r\n\r\n• I wonder why my plant died.\r\n\r\n• I wonder how I can make a bigger bubble.\r\n\r\nThe Discovery Area is a place to find the answers to these kinds of questions with few right or wrong answers. It is a place to spark curiosity and wonder using new and interesting materials. In the Discovery Area, children can use their senses to touch, feel, taste, smell, and see. They can <em>act </em>on objects and <em>observe </em>what happens next. You can help nurture children’s curiosity. When you join children in the Discovery Area and pose questions or wonder aloud, children respond by using their thinking skills to investigate and explore. In the Discovery Area, all areas of development can be enhanced.\r\n\r\n<strong>Social/emotional development</strong>\r\n\r\nChildren learn to work together as they explore, make discoveries, and solve problems. They take care of living things such as classroom pets and plants, and they learn classroom rules for using materials safely and responsibly.\r\n\r\n<strong>Physical development</strong>\r\n\r\nChildren develop their fine motor skills when they use eyedroppers to squeeze colored water onto wax paper or pick up a dead insect with tweezers. They develop dexterity and eye-hand coordination as they turn gears, take apart a broken toy, and pick up paper clips with a magnet. When they measure ingredients to make Silly Putty and then squeeze, pull, stretch, and bounce it, children practice many different fine motor skills. They strengthen their gross motor skills as they pull the rope on a pulley, create shadows on the wall using their bodies, or run in place to feel their pulse.\r\n\r\n<strong>Cognitive development</strong>\r\n\r\nChildren use all the process skills when they observe and ask questions about the world around them. They watch plants and animals with great curiosity and make predictions about how they change, move, and react to different conditions. Children organize their thoughts by classifying, comparing, measuring, counting, and graphing objects. They represent their findings in drawing, writing, and by creating models.','Discovery','','inherit','open','closed','','26-revision-2','','','2009-08-18 23:26:49','2009-08-19 04:26:49','',26,'http://remiller2.cuipblogs.net/?p=30',0,'revision','',0),(32,99,'2009-08-18 23:29:34','2009-08-19 04:29:34','When you ask your child what they did in school, the answer will most likely be, “play”.  While I assure you, we don’t just play - I take it as a sign that we are doing our jobs when children enjoy school so much they consider it as fun.  We do engage the children in structured activities that will build academic skills, however, our choice center time is a traditional favorite, and therefore most memorable.  Even though this center time is generally unstructured, children are still working and exploring with materials and activities that have been carefully chosen to promote learning.\r\n\r\nFind out how each of our learning centers promotes early development:\r\n<ul>\r\n	<li>Art</li>\r\n	<li>Block</li>\r\n	<li>Computer</li>\r\n	<li>Discovery</li>\r\n	<li>Dramatic Play</li>\r\n	<li>Gross Motor</li>\r\n	<li>Library</li>\r\n	<li>Music and Movement</li>\r\n	<li>Puzzles and Manipulatives</li>\r\n</ul>\r\nAs the year begins, we only open a few centers, allowing the children to learn how to use the materials and develop the responsibility for care and clean-up of our materials.  This also allows us to focus on the rules and routines that will create a classroom community.  \r\n\r\nAs our class begins to come together, we will begin adding additional centers and materials to continue to challenge and engage growing minds.','What did you do in school today?','','inherit','open','closed','','9-revision-4','','','2009-08-18 23:29:34','2009-08-19 04:29:34','',9,'http://remiller2.cuipblogs.net/?p=32',0,'revision','',0),(33,99,'2009-07-27 22:50:03','2009-07-28 03:50:03','This is an example of a WordPress page, you could edit this to put information about yourself or your site so readers know where you are coming from. You can create as many pages like this one or sub-pages as you like and manage all of your content inside of WordPress.','About','','inherit','open','closed','','2-revision','','','2009-07-27 22:50:03','2009-07-28 03:50:03','',2,'http://remiller2.cuipblogs.net/?p=33',0,'revision','',0),(35,99,'2009-08-18 23:35:52','2009-08-19 04:35:52','Welcome to Room 109!','Home','','inherit','open','closed','','2-revision-2','','','2009-08-18 23:35:52','2009-08-19 04:35:52','',2,'http://remiller2.cuipblogs.net/?p=35',0,'revision','',0),(36,99,'2009-08-18 23:39:05','2009-08-19 04:39:05','Welcome to Room 109!\r\n\r\nCalendar: September 2009','Home','','inherit','open','closed','','2-revision-3','','','2009-08-18 23:39:05','2009-08-19 04:39:05','',2,'http://remiller2.cuipblogs.net/?p=36',0,'revision','',0),(37,99,'2009-08-19 00:03:48','2009-08-19 05:03:48','<strong>2009 – 2010 Non-Attendance Days: Preschool for All</strong>\r\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\">\r\n<tbody>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">September 7</td>\r\n<td width=\"319\" valign=\"top\"> Labor Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">September 18</td>\r\n<td width=\"319\" valign=\"top\"> non-attendance for Preschool ONLY</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">September 25</td>\r\n<td width=\"319\" valign=\"top\"> School Improvement Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">October 12</td>\r\n<td width=\"319\" valign=\"top\"> Columbus Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">October 23</td>\r\n<td width=\"319\" valign=\"top\"> School Improvement Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">November 6</td>\r\n<td width=\"319\" valign=\"top\"> Professional Development Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">November 11</td>\r\n<td width=\"319\" valign=\"top\"> Veteran’s Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">November 13</td>\r\n<td width=\"319\" valign=\"top\"> non-attendance for Preschool ONLY</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">November 18</td>\r\n<td width=\"319\" valign=\"top\"> Report Card Pick Up – elementary schools</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">November 26-27</td>\r\n<td width=\"319\" valign=\"top\"> Thanksgiving</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">December 4</td>\r\n<td width=\"319\" valign=\"top\"> School Improvement Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">December 19 – January 3</td>\r\n<td width=\"319\" valign=\"top\"> Winter vacation</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">January 8</td>\r\n<td width=\"319\" valign=\"top\"> non-attendance for Preschool ONLY</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">January 18</td>\r\n<td width=\"319\" valign=\"top\"> MLK Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">January 29</td>\r\n<td width=\"319\" valign=\"top\"> Professional Development Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">February 11</td>\r\n<td width=\"319\" valign=\"top\"> School Improvement Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">February 12</td>\r\n<td width=\"319\" valign=\"top\"> Lincoln’s Birthday</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">February 15</td>\r\n<td width=\"319\" valign=\"top\"> President’s Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">February 19</td>\r\n<td width=\"319\" valign=\"top\"> non-attendance for Preschool ONLY</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">March 1</td>\r\n<td width=\"319\" valign=\"top\"> Pulaski Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">March 12</td>\r\n<td width=\"319\" valign=\"top\"> non-attendance for Preschool ONLY</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">March 26 – April 5</td>\r\n<td width=\"319\" valign=\"top\"> Spring vacation</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">April 9</td>\r\n<td width=\"319\" valign=\"top\"> Professional Development Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">April 21</td>\r\n<td width=\"319\" valign=\"top\"> Report Card Pick Up – elementary schools</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">April 23</td>\r\n<td width=\"319\" valign=\"top\"> non-attendance for Preschool ONLY</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">May 31</td>\r\n<td width=\"319\" valign=\"top\"> Memorial Day</td>\r\n</tr>\r\n<tr>\r\n<td width=\"215\" valign=\"top\">June 17</td>\r\n<td width=\"319\" valign=\"top\"> Teacher Institute Day</td>\r\n</tr>\r\n</tbody></table>','Preschool Non-Attendance Days','','publish','open','closed','','preschool-non-attendance-days','','','2009-08-19 00:03:48','2009-08-19 05:03:48','',0,'http://remiller2.cuipblogs.net/?page_id=37',0,'page','',0),(38,99,'2009-08-19 00:03:02','2009-08-19 05:03:02','<strong>2009 – 2010 Non-Attendance Days: Preschool for All</strong>\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td width=\"215\" valign=\"top\">September 7</td>\n<td width=\"319\" valign=\"top\"> Labor Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">September 18</td>\n<td width=\"319\" valign=\"top\"> non-attendance for Preschool ONLY</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">September 25</td>\n<td width=\"319\" valign=\"top\"> School Improvement Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">October 12</td>\n<td width=\"319\" valign=\"top\"> Columbus Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">October 23</td>\n<td width=\"319\" valign=\"top\"> School Improvement Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">November 6</td>\n<td width=\"319\" valign=\"top\"> Professional Development Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">November 11</td>\n<td width=\"319\" valign=\"top\"> Veteran’s Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">November 13</td>\n<td width=\"319\" valign=\"top\"> non-attendance for Preschool ONLY</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">November 18</td>\n<td width=\"319\" valign=\"top\"> Report Card Pick Up – elementary schools</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">November 26-27</td>\n<td width=\"319\" valign=\"top\"> Thanksgiving</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">December 4</td>\n<td width=\"319\" valign=\"top\"> School Improvement Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">December 19 – January 3</td>\n<td width=\"319\" valign=\"top\"> Winter vacation</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">January 8</td>\n<td width=\"319\" valign=\"top\"> non-attendance for Preschool ONLY</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">January 18</td>\n<td width=\"319\" valign=\"top\"> MLK Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">January 29</td>\n<td width=\"319\" valign=\"top\"> Professional Development Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">February 11</td>\n<td width=\"319\" valign=\"top\"> School Improvement Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">February 12</td>\n<td width=\"319\" valign=\"top\"> Lincoln’s Birthday</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">February 15</td>\n<td width=\"319\" valign=\"top\"> President’s Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">February 19</td>\n<td width=\"319\" valign=\"top\"> non-attendance for Preschool ONLY</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">March 1</td>\n<td width=\"319\" valign=\"top\"> Pulaski Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">March 12</td>\n<td width=\"319\" valign=\"top\"> non-attendance for Preschool ONLY</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">March 26 – April 5</td>\n<td width=\"319\" valign=\"top\"> Spring vacation</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">April 9</td>\n<td width=\"319\" valign=\"top\"> Professional Development Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">April 21</td>\n<td width=\"319\" valign=\"top\"> Report Card Pick Up – elementary schools</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">April 23</td>\n<td width=\"319\" valign=\"top\"> non-attendance for Preschool ONLY</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">May 31</td>\n<td width=\"319\" valign=\"top\"> Memorial Day</td>\n</tr>\n<tr>\n<td width=\"215\" valign=\"top\">June 17</td>\n<td width=\"319\" valign=\"top\"> Teacher Institute Day</td>\n</tr>\n</tbody></table>','Preschool Non-Attendance DAys','','inherit','open','closed','','37-revision','','','2009-08-19 00:03:02','2009-08-19 05:03:02','',37,'http://remiller2.cuipblogs.net/?p=38',0,'revision','',0),(39,99,'2009-08-19 17:16:37','2009-08-19 22:16:37','<div>Preschool for All is fortunate to have many supplies provided through state funds. The only item we are asking parents to bring is a complete change of clothes for their child (shirt, pants, socks, underclothes).</div>\r\n<div> </div>\r\n<div>Due to storage restrictions, please make sure the change of clothes is able to be rolled up and stored in a shoebox.</div>\r\n<div> </div>\r\n<div>Additional supplies are not required. If you are interested in making a donation to the classroom, please see the classroom staff.</div>\r\n<div> </div>\r\n<div>We will also be looking to our parents to donate their time through volunteering. There will be many opportunities to be part of our community!</div>','Supply List','','publish','open','closed','','supply-list','','','2009-08-19 17:16:37','2009-08-19 22:16:37','',0,'http://remiller2.cuipblogs.net/?page_id=39',0,'page','',0),(40,99,'2009-08-19 17:16:26','2009-08-19 22:16:26','','Supply List','','inherit','open','closed','','39-revision','','','2009-08-19 17:16:26','2009-08-19 22:16:26','',39,'http://remiller2.cuipblogs.net/?p=40',0,'revision','',0),(41,99,'2009-08-19 00:01:43','2009-08-19 05:01:43','Welcome to Room 109!\r\n\r\nCalendar: September 2009\r\n\r\nNon-Attendance Days for Preschool for All','Home','','inherit','open','closed','','2-revision-4','','','2009-08-19 00:01:43','2009-08-19 05:01:43','',2,'http://remiller2.cuipblogs.net/?p=41',0,'revision','',0),(42,99,'2009-08-19 17:17:58','2009-08-19 22:17:58','Welcome to Room 109!','Home','','inherit','open','closed','','2-revision-5','','','2009-08-19 17:17:58','2009-08-19 22:17:58','',2,'http://remiller2.cuipblogs.net/?p=42',0,'revision','',0),(43,99,'2009-08-19 17:23:12','2009-08-19 22:23:12','Welcome to Room 109!\r\n\r\nThis will be our home for all things preschool, as well as a place for parents and students (with our help!) to share information and communicate.\r\n\r\nWhat do you look forward to this year?','Home','','inherit','open','closed','','2-revision-6','','','2009-08-19 17:23:12','2009-08-19 22:23:12','',2,'http://remiller2.cuipblogs.net/?p=43',0,'revision','',0),(44,99,'2009-07-27 22:50:03','2009-07-28 03:50:03','Welcome to <a href=\"http://cuipblogs.net/\">CUIP Schools New Weblog Sites</a>. This is your first post. Edit or delete it, then start blogging!','Hello world!','','inherit','open','closed','','1-revision','','','2009-07-27 22:50:03','2009-07-28 03:50:03','',1,'http://remiller2.cuipblogs.net/?p=44',0,'revision','',0),(45,99,'2009-08-19 17:24:16','2009-08-19 22:24:16','Welcome to Room 109!\r\n\r\nThis will be our home for all things preschool, as well as a place for parents and students (with our help!) to share information and communicate.\r\n\r\nWhat do you look forward to this year?','Home','','inherit','open','closed','','2-revision-7','','','2009-08-19 17:24:16','2009-08-19 22:24:16','',2,'http://remiller2.cuipblogs.net/?p=45',0,'revision','',0),(46,99,'2009-08-19 17:25:14','2009-08-19 22:25:14','I look forward to making new friends in Room 109.  I am excited to be at Dumas!','What do you look forward to this year?','','inherit','open','closed','','1-revision-2','','','2009-08-19 17:25:14','2009-08-19 22:25:14','',1,'http://remiller2.cuipblogs.net/?p=46',0,'revision','',0),(47,99,'2009-08-19 17:33:03','2009-08-19 22:33:03','I look forward to making new friends in Room 109.  I am excited to be at Dumas!','School starts September 8th - What do you look forward to this year?','','inherit','open','closed','','1-autosave','','','2009-08-19 17:33:03','2009-08-19 22:33:03','',1,'http://remiller2.cuipblogs.net/?p=47',0,'revision','',0),(48,99,'2009-09-24 19:22:40','2009-09-25 00:22:40','Pre-K quote of the day, \"I\'m a superhero ... see? \'cuz I have glasses in my picture.\"','','','publish','open','closed','','48','','','2009-10-07 20:28:52','2009-10-08 01:28:52','',0,'http://remiller2.cuipblogs.net/?p=48',0,'post','',0),(49,99,'2009-09-24 19:23:15','2009-09-25 00:23:15','Pre-K quote of the day, \"I\'m gonna be a dummy for Halloween.\" \"What?\" \"You know, with the bandages wrapped around me and stuff.\" \"Do you mean a mummy?\" \"Yeah, a dummy.\"','','','publish','open','closed','','49','','','2009-10-07 20:29:16','2009-10-08 01:29:16','',0,'http://remiller2.cuipblogs.net/?p=49',0,'post','',0),(50,99,'2009-09-24 19:24:10','2009-09-25 00:24:10','Pre-K quote of the day, \"Dang Mrs. Miller, you got scabby arms!\" \"No, sweetie, those are freckles.\"','','','publish','open','closed','','50','','','2009-10-07 20:30:05','2009-10-08 01:30:05','',0,'http://remiller2.cuipblogs.net/?p=50',0,'post','',0),(51,99,'2009-09-24 19:24:34','2009-09-25 00:24:34','Pre-K quote of the day, \"One, two, two, three, four, five cheeses! 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That\'s you and Mrs. M.\" \"Ooh, do we have powers too?\" \"Nah, you\'re just sidekicks.\"','','','publish','open','closed','','63','','','2009-10-07 20:24:35','2009-10-08 01:24:35','',0,'http://remiller2.cuipblogs.net/?p=63',0,'post','',0),(64,99,'2009-10-07 20:19:25','2009-10-08 01:19:25','preK quote of the day, \"Mrs. Miller, you don\'t got no fat on your elbows\"','','','inherit','open','closed','','60-revision','','','2009-10-07 20:19:25','2009-10-08 01:19:25','',60,'http://remiller2.cuipblogs.net/?p=64',0,'revision','',0),(65,99,'2009-10-07 20:21:51','2009-10-08 01:21:51','PreK quote of the day, (describing a drawing) \"That\'s me, I\'m a superhero and I have powers. 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It\'s pink.\" \"Why?\" \"Because you\'re white. And white people look kind of pink.\"','','','inherit','open','closed','','54-revision','','','2009-09-24 19:27:10','2009-09-25 00:27:10','',54,'http://remiller2.cuipblogs.net/?p=71',0,'revision','',0),(72,99,'2009-09-24 19:22:40','2009-09-25 00:22:40','PreK quote of the day, \"I\'m a superhero ... see? \'cuz I have glasses in my picture.\"','','','inherit','open','closed','','48-revision','','','2009-09-24 19:22:40','2009-09-25 00:22:40','',48,'http://remiller2.cuipblogs.net/?p=72',0,'revision','',0),(73,99,'2009-09-24 19:23:15','2009-09-25 00:23:15','PreK quote of the day, \"I\'m gonna be a dummy for Halloween.\" \"What?\" \"You know, with the bandages wrapped around me and stuff.\" \"Do you mean a mummy?\" \"Yeah, a dummy.\"','','','inherit','open','closed','','49-revision','','','2009-09-24 19:23:15','2009-09-25 00:23:15','',49,'http://remiller2.cuipblogs.net/?p=73',0,'revision','',0),(74,99,'2009-09-24 19:24:10','2009-09-25 00:24:10','PreK quote of the day, \"Dang Mrs. Miller, you got scabby arms!\" \"No, sweetie, those are freckles','','','inherit','open','closed','','50-revision','','','2009-09-24 19:24:10','2009-09-25 00:24:10','',50,'http://remiller2.cuipblogs.net/?p=74',0,'revision','',0),(75,99,'2009-09-24 19:24:34','2009-09-25 00:24:34','PreK quote of the day, \"One, two, two, three, four, five cheeses! I have all the cheeses, pleases. Look out for my cheeses!\"','','','inherit','open','closed','','51-revision','','','2009-09-24 19:24:34','2009-09-25 00:24:34','',51,'http://remiller2.cuipblogs.net/?p=75',0,'revision','',0),(76,99,'2009-09-24 19:25:32','2009-09-25 00:25:32','\"What are you guys making in the kitchen?\" \"Ham.\" \"What kind of ham?\" \"Cheap ham.\"','','','inherit','open','closed','','52-revision','','','2009-09-24 19:25:32','2009-09-25 00:25:32','',52,'http://remiller2.cuipblogs.net/?p=76',0,'revision','',0),(77,99,'2009-10-08 19:53:59','2009-10-09 00:53:59','Pre-K quote of the day, \"OK, butterflies, flap your wings! Where should we fly to?\" \"Kmart.\"','','','publish','open','closed','','77','','','2009-10-08 19:53:59','2009-10-09 00:53:59','',0,'http://remiller2.cuipblogs.net/?p=77',0,'post','',0),(78,99,'2009-10-08 19:55:08','2009-10-09 00:55:08','Pre-K quote of the day, \"OK, butterflies, flap your wings! Where should we fly to?\" \"Kmart.\"','','','inherit','open','closed','','77-autosave','','','2009-10-08 19:55:08','2009-10-09 00:55:08','',77,'http://remiller2.cuipblogs.net/?p=78',0,'revision','',0),(79,99,'2009-10-13 21:25:44','2009-10-14 02:25:44','Pre-K quote of the day, \"First we read, then sing.  Then comes centers ... yes! ... then the park, then we read again, eat, and go home.  And that\'s just what we do.\"','','','publish','open','closed','','79','','','2009-10-13 21:25:44','2009-10-14 02:25:44','',0,'http://remiller2.cuipblogs.net/?p=79',0,'post','',0),(80,99,'2009-10-16 18:19:49','2009-10-16 23:19:49','Pre-K quote of the day, \"First we read, then sing. Then comes centers ... yes! ... then the park, then we read again, eat, and go home. And that\'s just what we do.\"','','','publish','open','closed','','80','','','2009-10-16 18:19:49','2009-10-16 23:19:49','',0,'http://remiller2.cuipblogs.net/?p=80',0,'post','',0),(81,99,'2009-10-16 18:20:18','2009-10-16 23:20:18','Pre-K quote of the day, \"Sometimes I\'m scared of clowns. Sometimes I\'m not.\"','','','publish','open','closed','','81','','','2009-10-16 18:20:18','2009-10-16 23:20:18','',0,'http://remiller2.cuipblogs.net/?p=81',0,'post','',0),(82,99,'2009-10-16 18:20:53','2009-10-16 23:20:53','Pre-K quote of the day, \"Did you see that on TV?\"  \"Nope, it was cable ... but that was a long time ago.\"','','','publish','open','closed','','82','','','2009-10-16 18:20:53','2009-10-16 23:20:53','',0,'http://remiller2.cuipblogs.net/?p=82',0,'post','',0),(83,99,'2009-10-16 18:21:58','2009-10-16 23:21:58','Pre-K quote of the day, \"Did you see that on TV?\"  \"Nope, it was cable ... but that was a long time ago.\"','','','inherit','open','closed','','82-autosave','','','2009-10-16 18:21:58','2009-10-16 23:21:58','',82,'http://remiller2.cuipblogs.net/?p=83',0,'revision','',0),(84,99,'2009-10-19 20:05:37','2009-10-20 01:05:37','Pre-K quote of the day, \"What do you want for Christmas?\"  \"Skiis.\"  \"Skiis?\"  \"Yeah.  When it snows I\'m gonna have to get around somehow.\"','','','publish','open','closed','','84','','','2009-10-19 20:05:37','2009-10-20 01:05:37','',0,'http://remiller2.cuipblogs.net/?p=84',0,'post','',0),(85,99,'2009-10-22 06:24:42','2009-10-22 11:24:42','Pre-K quote of the day, \"What is the name of that tall building downtown?\" \"The serious tower.\"','','','publish','open','closed','','85','','','2009-10-22 06:24:42','2009-10-22 11:24:42','',0,'http://remiller2.cuipblogs.net/?p=85',0,'post','',0),(86,99,'2009-10-22 18:43:47','2009-10-22 23:43:47','Pre-K quote of the day, \"Mrs. Miller, since we have three days with no school, you should really go to bed so you can feel better. Tell you mommy you\'re sick too.\"','','','publish','open','closed','','86','','','2009-10-22 18:43:47','2009-10-22 23:43:47','',0,'http://remiller2.cuipblogs.net/?p=86',0,'post','',0),(87,99,'2009-10-26 20:19:42','2009-10-27 01:19:42','Pre-K quote of the day, \"Sometimes I think Mr. Potatohead is confused.\"','','','publish','open','closed','','87','','','2009-10-26 20:19:42','2009-10-27 01:19:42','',0,'http://remiller2.cuipblogs.net/?p=87',0,'post','',0),(88,99,'2009-11-09 19:10:15','2009-11-10 00:10:15','Pre-K quote of the day (working with playdough), \"I need to make a panic-cake to push my letters into.\"','','','publish','open','closed','','88','','','2009-11-09 19:10:15','2009-11-10 00:10:15','',0,'http://remiller2.cuipblogs.net/?p=88',0,'post','',0),(89,99,'2009-11-13 04:04:48','2009-11-13 09:04:48','Pre-K quote of the day, \"What is the name of what you type on to use the computer?\" \"A skiboard.\"','','','publish','open','closed','','89','','','2009-11-13 04:04:48','2009-11-13 09:04:48','',0,'http://remiller2.cuipblogs.net/?p=89',0,'post','',0),(90,99,'2009-11-13 04:05:09','2009-11-13 09:05:09','Pre-K quote of the day (working with playdough), \"I need to make a panic-cake to push my letters into.\"','','','publish','open','closed','','90','','','2009-11-13 04:05:09','2009-11-13 09:05:09','',0,'http://remiller2.cuipblogs.net/?p=90',0,'post','',0),(91,99,'2009-11-13 04:05:42','2009-11-13 09:05:42','Pre-K quote of the day, \"Who else is part of a family?\" \"Teachers.\" \"Aw, am I part of your family?\" \"Well, of course!\"','','','publish','open','closed','','91','','','2009-11-13 04:05:42','2009-11-13 09:05:42','',0,'http://remiller2.cuipblogs.net/?p=91',0,'post','',0),(92,99,'2009-11-13 04:06:02','2009-11-13 09:06:02','Pre-K quote of the day, \"Mrs. Miller, you\'re always here. When do you pee?\"','','','publish','open','closed','','92','','','2009-11-13 04:06:02','2009-11-13 09:06:02','',0,'http://remiller2.cuipblogs.net/?p=92',0,'post','',0),(93,99,'2009-11-13 04:06:46','2009-11-13 09:06:46','Pre-K quote of they day, \"N, why does your pumpkin have such a mad face?\" \"Because he\'s irritated.\" \"Why?\" \"People are irritating him.\"','','','publish','open','closed','','93','','','2009-11-13 04:06:46','2009-11-13 09:06:46','',0,'http://remiller2.cuipblogs.net/?p=93',0,'post','',0),(94,99,'2009-11-13 04:07:30','2009-11-13 09:07:30','Pre-K quote of the day, \"My momma dropped the baby on its head. Ooops, I wasn\'t supposed to tell anyone that.\"','','','publish','open','closed','','94','','','2009-11-13 04:07:30','2009-11-13 09:07:30','',0,'http://remiller2.cuipblogs.net/?p=94',0,'post','',0),(95,99,'2009-11-13 04:08:35','2009-11-13 09:08:35','Pre-K quote of the day, \"My momma dropped the baby on its head. Ooops, I wasn\'t supposed to tell anyone that.\"','','','inherit','open','closed','','94-autosave','','','2009-11-13 04:08:35','2009-11-13 09:08:35','',94,'http://remiller2.cuipblogs.net/?p=95',0,'revision','',0),(96,99,'2009-11-13 04:08:46','2009-11-13 09:08:46','Pre-K quote of the day, \"When you fart, you\'re supposed to say \'excuse me\'','','','publish','open','closed','','96','','','2009-11-13 04:08:46','2009-11-13 09:08:46','',0,'http://remiller2.cuipblogs.net/?p=96',0,'post','',0),(97,99,'2009-11-13 04:11:07','2009-11-13 09:11:07','Pre-K quote of the day, \"All the teachers in this school are hairy.\"','','','publish','open','closed','','97','','','2009-11-13 04:11:07','2009-11-13 09:11:07','',0,'http://remiller2.cuipblogs.net/?p=97',0,'post','',0),(98,99,'2009-11-13 04:11:52','2009-11-13 09:11:52','Pre-K quote of the day, “The tooth fairy has a long, sparkly wand with a green light on top. In case of emergencies.\"','','','publish','open','closed','','98','','','2009-11-13 04:11:52','2009-11-13 09:11:52','',0,'http://remiller2.cuipblogs.net/?p=98',0,'post','',0),(99,99,'2009-11-13 04:12:58','2009-11-13 09:12:58','Pre-K quote of the day, “The tooth fairy has a long, sparkly wand with a green light on top. In case of emergencies.\"','','','inherit','open','closed','','98-autosave','','','2009-11-13 04:12:58','2009-11-13 09:12:58','',98,'http://remiller2.cuipblogs.net/?p=99',0,'revision','',0),(100,99,'2009-11-23 21:01:12','2009-11-24 02:01:12','Pre-K quote od the day, \"Ha, ha, Mrs. Miller, you\'re wearing shorty sleeves!\"','','','publish','open','closed','','100','','','2009-11-23 21:01:12','2009-11-24 02:01:12','',0,'http://remiller2.cuipblogs.net/?p=100',0,'post','',0),(101,99,'2009-11-25 17:21:43','2009-11-25 22:21:43','Pre-K quote of the day, \"Where did you go, Mrs. Miller?\" \"I walked my husband to the door.\" \"Oh, that\'s love. That\'s real love.\"','','','publish','open','closed','','101','','','2009-11-25 17:21:43','2009-11-25 22:21:43','',0,'http://remiller2.cuipblogs.net/?p=101',0,'post','',0),(102,99,'2009-12-09 19:44:59','2009-12-10 00:44:59','Pre-K quote of the day, “Today is a good day.”  “Why?”  “I’ve got my snowball throwing gloves on.”','','','publish','open','closed','','102','','','2009-12-09 19:44:59','2009-12-10 00:44:59','',0,'http://remiller2.cuipblogs.net/?p=102',0,'post','',0),(103,99,'2009-12-09 19:45:27','2009-12-10 00:45:27','Pre-K quote of the day, \"Santa Claus called me on the phone last night.\" \"Oh yeah, what did he say?\" \"What\'s up.\"','','','publish','open','closed','','103','','','2009-12-09 19:45:27','2009-12-10 00:45:27','',0,'http://remiller2.cuipblogs.net/?p=103',0,'post','',0),(104,99,'2009-12-09 19:46:41','2009-12-10 00:46:41','Pre-K quote of the day, \"Santa Claus called me on the phone last night.\" \"Oh yeah, what did he say?\" \"What\'s up.\"','','','inherit','open','closed','','103-autosave','','','2009-12-09 19:46:41','2009-12-10 00:46:41','',103,'http://remiller2.cuipblogs.net/?p=104',0,'revision','',0),(105,99,'2009-12-09 19:46:51','2009-12-10 00:46:51','Pre-K quote of the day, \"I\'m tired .... not too tired to dance to the Healthy Kids song.\"','','','publish','open','closed','','105','','','2009-12-09 19:46:51','2009-12-10 00:46:51','',0,'http://remiller2.cuipblogs.net/?p=105',0,'post','',0),(106,99,'2009-12-09 19:47:14','2009-12-10 00:47:14','Pre-K quote of the day, \"Mrs. M, why when we take the field trip bus does everyone get on? \"Well, they need a ride home\" \"Can\'t we just leave them there?\"','','','publish','open','closed','','106','','','2009-12-09 19:47:14','2009-12-10 00:47:14','',0,'http://remiller2.cuipblogs.net/?p=106',0,'post','',0),(107,99,'2009-12-09 19:47:34','2009-12-10 00:47:34','Pre-K quote of the day, \"Dang, Mrs. Miller, why you always be talking about we need to be problem-solvers up in here? There\'s too many problems! Too many! My head hurts.\"','','','publish','open','closed','','107','','','2009-12-09 19:47:34','2009-12-10 00:47:34','',0,'http://remiller2.cuipblogs.net/?p=107',0,'post','',0),(110,99,'2009-12-09 20:02:27','2009-12-10 01:02:27','Pre-K quote of the day, “Mrs. Miller if that’s a belly on the letter D, I think that is one fat belly.”','','','publish','open','closed','','110','','','2009-12-09 20:02:27','2009-12-10 01:02:27','',0,'http://remiller2.cuipblogs.net/?p=110',0,'post','',0),(109,99,'2009-12-09 19:59:54','2009-12-10 00:59:54','Pre-K quote of the day, “Why is your boot all wet on the inside?”  “I washed it in the sink.”  “Why?!?!”  “It had snow on it.”','','','publish','open','closed','','109','','','2009-12-09 19:59:54','2009-12-10 00:59:54','',0,'http://remiller2.cuipblogs.net/?p=109',0,'post','',0),(111,99,'2009-12-09 20:03:34','2009-12-10 01:03:34','Pre-K quote of the day, “Mrs. Miller if that’s a belly on the letter D, I think that is one fat belly.”','','','inherit','open','closed','','110-autosave','','','2009-12-09 20:03:34','2009-12-10 01:03:34','',110,'http://remiller2.cuipblogs.net/?p=111',0,'revision','',0),(112,99,'2009-12-09 20:33:07','2009-12-10 01:33:07','Pre-K quote of the day, “What are some of our classroom rules?”  “When we come to school, don’t take off your pants.”','','','publish','open','closed','','112','','','2009-12-09 20:33:07','2009-12-10 01:33:07','',0,'http://remiller2.cuipblogs.net/?p=112',0,'post','',0),(113,99,'2009-12-09 20:34:14','2009-12-10 01:34:14','Pre-K quote of the day, “What are some of our classroom rules?”  “When we come to school, don’t take off your pants.”','','','inherit','open','closed','','112-autosave','','','2009-12-09 20:34:14','2009-12-10 01:34:14','',112,'http://remiller2.cuipblogs.net/?p=113',0,'revision','',0),(114,99,'2009-12-09 20:38:40','2009-12-10 01:38:40','Pre-K quote of the day, “I burped, so I said ‘excuse me’.  I say that when I fart too.”  “Ok, but we’re eating, so please don’t do that at the table.”  “Oh no, not while I’m eating, but after.  Definitely after.”','','','publish','open','closed','','114','','','2009-12-09 20:38:40','2009-12-10 01:38:40','',0,'http://remiller2.cuipblogs.net/?p=114',0,'post','',0),(115,99,'2009-12-15 19:04:20','2009-12-16 00:04:20','Pre-K quote of the day, \"Why do you think the Grinch wants to steal Christmas?\" \"There ain\'t no police up in Whoville.\"','','','publish','open','closed','','115','','','2009-12-15 19:04:20','2009-12-16 00:04:20','',0,'http://remiller2.cuipblogs.net/?p=115',0,'post','',0),(116,99,'2009-12-15 19:05:18','2009-12-16 00:05:18','Pre-K quote, \"Mrs. Miller, can I ask you a question?\" \"Sure.\" \"I like school.\"','question','','publish','open','closed','','question','','','2009-12-15 19:05:18','2009-12-16 00:05:18','',0,'http://remiller2.cuipblogs.net/?p=116',0,'post','',0),(117,99,'2009-12-15 19:04:48','2009-12-16 00:04:48','Pre-K quote, \"Mrs. Miller, can I ask you a question?\" \"Sure.\" \"I like school.\"','question','','inherit','open','closed','','116-revision','','','2009-12-15 19:04:48','2009-12-16 00:04:48','',116,'http://remiller2.cuipblogs.net/?p=117',0,'revision','',0),(118,99,'2009-12-15 19:05:38','0000-00-00 00:00:00','<span>... wore my \"field trip\" backpack on our excursion today. Not sure what the kids were more fascinated by, seeing Santa, or that \"Mrs. Miller\'s got a BOOKBAG!\"</span>','field trip backpack','','draft','open','closed','','','','','2009-12-15 19:05:38','0000-00-00 00:00:00','',0,'http://remiller2.cuipblogs.net/?p=118',0,'post','',0),(119,99,'2010-01-04 18:15:43','2010-01-04 23:15:43','Pre-K quote of the day, \"I want to be grown.\"  \"Why?\"  \"So I can say cursing words.\"  (yep, the little people are back ... with a vengeance.)','grown','','publish','open','closed','','grown','','','2010-01-04 18:15:43','2010-01-04 23:15:43','',0,'http://remiller2.cuipblogs.net/?p=119',0,'post','',0),(120,99,'2010-01-04 18:18:08','2010-01-04 23:18:08','Pre-K quote of the day, \"Mrs. Miller, I think that the grinch is really rather stingy.\"','grinch','','publish','open','closed','','grinch','','','2010-01-04 18:18:08','2010-01-04 23:18:08','',0,'http://remiller2.cuipblogs.net/?p=120',0,'post','',0),(121,99,'2010-01-04 18:17:43','2010-01-04 23:17:43','Pre-K quote of the day, \"Mrs. Miller, I think that the grinch is really rather stingy.\"','grinch','','inherit','open','closed','','120-revision','','','2010-01-04 18:17:43','2010-01-04 23:17:43','',120,'http://remiller2.cuipblogs.net/?p=121',0,'revision','',0),(122,99,'2010-01-04 18:18:57','2010-01-04 23:18:57','Pre-K quote of the day, \"There ain\'t no police up in Whoville.\"','whoville','','publish','open','closed','','whoville','','','2010-01-04 18:18:57','2010-01-04 23:18:57','',0,'http://remiller2.cuipblogs.net/?p=122',0,'post','',0),(123,99,'2010-01-04 18:18:30','2010-01-04 23:18:30','Pre-K quote of the day, \"There ain\'t no police up in Whoville.\"','whoville','','inherit','open','closed','','122-revision','','','2010-01-04 18:18:30','2010-01-04 23:18:30','',122,'http://remiller2.cuipblogs.net/?p=123',0,'revision','',0),(124,99,'2010-01-05 20:35:42','2010-01-06 01:35:42','Pre-K quote of the day, \"Santa left to go on vacation. To Acapulco, it\'s an island, you know.\"','santa on vacation','','publish','open','closed','','santa-on-vacation','','','2010-01-05 20:35:42','2010-01-06 01:35:42','',0,'http://remiller2.cuipblogs.net/?p=124',0,'post','',0),(125,99,'2010-01-05 20:35:11','2010-01-06 01:35:11','Pre-K quote of the day, \"Santa left to go on vacation. To Acapulco, it\'s an island, you know.\"','santa on vacation','','inherit','open','closed','','124-revision','','','2010-01-05 20:35:11','2010-01-06 01:35:11','',124,'http://remiller2.cuipblogs.net/?p=125',0,'revision','',0),(126,99,'2010-01-06 18:48:52','2010-01-06 23:48:52','Pre-K quote of the day, \"We need to build a pirate ship. First, we need a boat and a sail. And then I suppose we should look at the instructions.\"','pirates','','publish','open','closed','','pirates','','','2010-01-06 18:48:52','2010-01-06 23:48:52','',0,'http://remiller2.cuipblogs.net/?p=126',0,'post','',0),(127,99,'2010-01-06 18:48:41','2010-01-06 23:48:41','Pre-K quote of the day, \"We need to build a pirate ship. First, we need a boat and a sail. And then I suppose we should look at the instructions.\"','pirates','','inherit','open','closed','','126-revision','','','2010-01-06 18:48:41','2010-01-06 23:48:41','',126,'http://remiller2.cuipblogs.net/?p=127',0,'revision','',0),(128,99,'2010-01-11 20:27:52','2010-01-12 01:27:52','Pre-K quote of the day, \"I had a pet snake. He died. He\'s in a cemetary ... on the west side.\"','snake','','publish','open','closed','','snake','','','2010-01-11 20:27:52','2010-01-12 01:27:52','',0,'http://remiller2.cuipblogs.net/?p=128',0,'post','',0),(130,99,'2010-01-11 20:25:14','2010-01-12 01:25:14','Pre-K quote of the day, \"I had a pet snake. He died. He\'s in a cemetary ... on the west side.\"','snake','','inherit','open','closed','','128-revision','','','2010-01-11 20:25:14','2010-01-12 01:25:14','',128,'http://remiller2.cuipblogs.net/?p=130',0,'revision','',0),(131,99,'2010-01-11 20:28:57','2010-01-12 01:28:57','Pre-K quote of the day, \"I had a pet snake. He died. He\'s in a cemetary ... on the west side.\"','snake','','inherit','open','closed','','128-autosave','','','2010-01-11 20:28:57','2010-01-12 01:28:57','',128,'http://remiller2.cuipblogs.net/?p=131',0,'revision','',0),(132,99,'2010-01-13 07:04:38','2010-01-13 12:04:38','Pre-K dictated story of the day, \"This is a monster. This is Mrs. Miller. The monster ate Mrs. Miller because she didn\'t know how to listen.\"','monster\'s belly','','publish','open','closed','','monsters-belly','','','2010-01-13 07:04:38','2010-01-13 12:04:38','',0,'http://remiller2.cuipblogs.net/?p=132',0,'post','',0),(133,99,'2010-01-13 07:04:32','2010-01-13 12:04:32','Pre-K dictated story of the day, \"This is a monster. This is Mrs. Miller. The monster ate Mrs. Miller because she didn\'t know how to listen.\"','monster\'s belly','','inherit','open','closed','','132-revision','','','2010-01-13 07:04:32','2010-01-13 12:04:32','',132,'http://remiller2.cuipblogs.net/?p=133',0,'revision','',0),(134,99,'2010-01-20 22:36:46','2010-01-21 03:36:46','Pre-K (overheard) quote of the day, \"How old is Mrs. Miller?\" \"Four?\" \"No. She\'s old\". \"OK, five.\"','five','','publish','open','closed','','five','','','2010-01-20 22:36:46','2010-01-21 03:36:46','',0,'http://remiller2.cuipblogs.net/?p=134',0,'post','',0),(135,99,'2010-01-20 22:36:16','2010-01-21 03:36:16','Pre-K (overheard) quote of the day, \"How old is Mrs. Miller?\" \"Four?\" \"No. She\'s old\". \"OK, five.\"','five','','inherit','open','closed','','134-revision','','','2010-01-20 22:36:16','2010-01-21 03:36:16','',134,'http://remiller2.cuipblogs.net/?p=135',0,'revision','',0),(136,99,'2010-01-20 22:37:53','2010-01-21 03:37:53','Pre-K quote of the day, \"Mrs. Miller, why you always be drinking that huge ol\' jug of water?\"','thirsty','','publish','open','closed','','thirsty','','','2010-01-20 22:37:53','2010-01-21 03:37:53','',0,'http://remiller2.cuipblogs.net/?p=136',0,'post','',0),(137,99,'2010-01-20 22:37:45','2010-01-21 03:37:45','Pre-K quote of the day, \"Mrs. Miller, why you always be drinking that huge ol\' jug of water?\"','thirsty','','inherit','open','closed','','136-revision','','','2010-01-20 22:37:45','2010-01-21 03:37:45','',136,'http://remiller2.cuipblogs.net/?p=137',0,'revision','',0),(138,99,'2010-01-20 22:39:08','2010-01-21 03:39:08','Pre-K quote of the day, \"Whatcha doin\', boss?\"','boss','','publish','open','closed','','boss','','','2010-01-20 22:39:08','2010-01-21 03:39:08','',0,'http://remiller2.cuipblogs.net/?p=138',0,'post','',0),(139,99,'2010-01-20 22:39:02','2010-01-21 03:39:02','Pre-K quote of the day, \"Whatcha doin\', boss?\"','boss','','inherit','open','closed','','138-revision','','','2010-01-20 22:39:02','2010-01-21 03:39:02','',138,'http://remiller2.cuipblogs.net/?p=139',0,'revision','',0),(140,99,'2010-01-27 07:31:24','2010-01-27 12:31:24','Pre-K quote of the day, \"School is boring.\" \"What?\" \"Well, not school, but the word. It should be called raw. Raw school.\"','raw','','publish','open','closed','','raw','','','2010-01-27 07:31:24','2010-01-27 12:31:24','',0,'http://remiller2.cuipblogs.net/?p=140',0,'post','',0),(141,99,'2010-01-27 07:31:17','2010-01-27 12:31:17','Pre-K quote of the day, \"School is boring.\" \"What?\" \"Well, not school, but the word. It should be called raw. Raw school.\"','raw','','inherit','open','closed','','140-revision','','','2010-01-27 07:31:17','2010-01-27 12:31:17','',140,'http://remiller2.cuipblogs.net/?p=141',0,'revision','',0),(142,99,'2010-01-27 20:16:50','2010-01-28 01:16:50','Pre-K quote of the day, \"Mrs. Miller, you learned me something today.\" \"What was that?\" \"Well, everything!\" \"What was the best?\" \"How to be nice.\"','be nice','','publish','open','closed','','be-nice','','','2010-01-27 20:16:50','2010-01-28 01:16:50','',0,'http://remiller2.cuipblogs.net/?p=142',0,'post','',0),(143,99,'2010-02-01 19:01:35','2010-02-02 00:01:35','Pre-K quote of the day, \"Mrs. Miller, why does Martin Luther King Jr. have a polka dot at the end of his name?\"','Jr.','','publish','open','closed','','jr','','','2010-02-01 19:01:35','2010-02-02 00:01:35','',0,'http://remiller2.cuipblogs.net/?p=143',0,'post','',0),(144,99,'2010-02-08 20:47:11','2010-02-09 01:47:11','Pre-K quote of the day, \"Shhh, it\'s a secret, OK? \"Mrs. Miller, I won\'t tell anyone. Not even my mama.\"','secret','','publish','open','closed','','secret','','','2010-02-08 20:47:11','2010-02-09 01:47:11','',0,'http://remiller2.cuipblogs.net/?p=144',0,'post','',0),(145,99,'2010-02-08 20:47:08','2010-02-09 01:47:08','Pre-K quote of the day, \"Shhh, it\'s a secret, OK? \"Mrs. Miller, I won\'t tell anyone. Not even my mama.\"','se','','inherit','open','closed','','144-revision','','','2010-02-08 20:47:08','2010-02-09 01:47:08','',144,'http://remiller2.cuipblogs.net/?p=145',0,'revision','',0),(146,99,'2010-02-09 18:25:25','2010-02-09 23:25:25','Pre-K quote of the day, \"I\'m awesome, and you can be the assistant to awesome.\"','awesome','','publish','open','closed','','awesome','','','2010-02-09 18:25:25','2010-02-09 23:25:25','',0,'http://remiller2.cuipblogs.net/?p=146',0,'post','',0),(147,99,'2010-02-10 18:36:42','2010-02-10 23:36:42','Pre-K quote of the day, \"Help!!! I can\'t find my crown, I can\'t find my crown, I CAN\'T FIND MY CROWN!!!!!\" \"It\'s on your head.\"','crown','','publish','open','closed','','crown','','','2010-02-10 18:36:42','2010-02-10 23:36:42','',0,'http://remiller2.cuipblogs.net/?p=147',0,'post','',0),(148,99,'2010-03-03 19:09:58','2010-03-04 00:09:58','Pre-K quote of the day, \"Mom is \'Nikki\', and Dad is \'Sean\'.\" \"What about Grandma?\" \"Grandma is just \'grandma\'.\"','grandma','','publish','open','closed','','grandma','','','2010-03-03 19:09:58','2010-03-04 00:09:58','',0,'http://remiller2.cuipblogs.net/?p=148',0,'post','',0),(149,99,'2010-03-03 19:10:24','2010-03-04 00:10:24','Pre-K quote of the day, \"Mrs. Miller, where does milk come from?\" \"Cows.\" \"What about chocolate milk?\" (another student answers) \"Heaven.\"','chocolate milk','','publish','open','closed','','chocolate-milk','','','2010-03-03 19:10:24','2010-03-04 00:10:24','',0,'http://remiller2.cuipblogs.net/?p=149',0,'post','',0),(150,99,'2010-03-03 19:10:50','2010-03-04 00:10:50','Pre-K quote of the day, \"M, do you like Spiderman?\". \"Heck, yeah.\"','','','publish','open','closed','','150','','','2010-03-03 19:10:50','2010-03-04 00:10:50','',0,'http://remiller2.cuipblogs.net/?p=150',0,'post','',0),(151,99,'2010-03-03 19:11:17','2010-03-04 00:11:17','Pre-K (overheard conversation) of the day, \"My mom says when I grow up, I get to have my own hat, my own car, live all by myself and I get a credit card.\" \"Do you get to eat grown up food too?\" \"What\'s grown up food?\" \"Um .... potatoes?\"','potatoes','','publish','open','closed','','potatoes','','','2010-03-03 19:11:17','2010-03-04 00:11:17','',0,'http://remiller2.cuipblogs.net/?p=151',0,'post','',0),(152,99,'2010-03-03 19:11:49','2010-03-04 00:11:49','Pre-K quote of the day, \"Let\'s go, kiddos.\" \"Kiddos? We ain\'t no kiddos.\" \"OK, what are you then?\" \"Kids. Just plain kids ... no do\'s\".','kid-dos','','publish','open','closed','','kid-dos','','','2010-03-03 19:11:49','2010-03-04 00:11:49','',0,'http://remiller2.cuipblogs.net/?p=152',0,'post','',0),(153,99,'2010-03-03 19:12:09','2010-03-04 00:12:09','Pre-K quote of the day, \"I guess I can\'t trick you guys.\" \"Nope. Sorry, that\'s because we\'re just too smart.\"','','','publish','open','closed','','153','','','2010-03-03 19:12:09','2010-03-04 00:12:09','',0,'http://remiller2.cuipblogs.net/?p=153',0,'post','',0),(154,99,'2010-03-03 19:12:37','2010-03-04 00:12:37','Pre-K quote of the day, \"I have scissors. Sometimes I use them .... for activities.\"','scissors','','publish','open','closed','','scissors','','','2010-03-03 19:12:37','2010-03-04 00:12:37','',0,'http://remiller2.cuipblogs.net/?p=154',0,'post','',0),(155,99,'2010-03-03 19:13:15','2010-03-04 00:13:15','Pre-K quote of the day, \"Help!!! 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