Grant Application Form

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Simplified Grant Application Form

PROJECT SUMMARY

يرجى كتابة ملخص عن المشروع في المكان المخصص لذلك، علماً أن هذا الملخص يعتبر ركيزةً أساسيةً يتم الاستناد إليها عند تقييم الطلب من قبل مجلس إدارة مؤسسة الإمارات، أو الهيئة المسؤولة عن اتخاذ قرار الموافقة على المنحة.

يهدف هذا المشروع الى دعم تطور معرفة القراءة والكتابة لدى 600 من الأطفال الاماراتين وأولياء أمورهم. كما يركز هذا المشروع على مساعدة المعلمين وأولياء الأمور لفهم أهمية معرفة القراءة والكتابة في اللغة العربية كضرورة للأطفال في السنوات الأولى من العمر (الولادة-6 سنوات).

الأهداف

1- رفع درجة الوعي لأهمية التطور اللغوي في مجال القراءة والكتابة لدى المهتمين في تربية وتعليم الأطفال القصر والنشء.

2- لتطوير أدب عربي إبداعي لغويا وثقافيا للأطفال بحيث يكون منبثقا من البيئة الإماراتية، وبصفة خاصة في الشعر والانا سيد، والذي يشجع على استخدام المهارات اللغوية المختلفة.

3- لاكتشاف وتطوير مواهب إبداعية إماراتية من أولياء الأمور، معلمو رياض الأطفال وطالبات التربية العملية ومن لديه الرغبة في المساهمة قي الكتابة، التصميم ونشر وطباعة كتب للأطفال من المجتمع المحلي الإماراتي.

Please provide a brief summary of the project in the space provided. Please write this summary carefully; it may be used verbatim in summarizing your application to the board or other decision-making body at the Emirates Foundation (EF)

Program Area:

Literacy

مجال البرنامج:

Project Title:

EQRA'A (READ)

عنوان المشروع:

Brief Summary of Project and its Objectives: (up to 100 words)

يهدف هذا المشروع إلى دعم ...

The purpose of this project is to promote the literacy development of approximately 600 young Emirati children and their families. The focus of the project is on supporting teachers and families to value and promote the emergent Arabic literacy of children in their early childhood years (birth - 6 years).

Objectives

* To raise awareness about literacy development (including language, reading and writing) for those who care for and educate infants and young children.

* To develop culturally and linguistically innovative Arabic children's literature that will be UAE contextually-based, with a key attribute of rhyme, and which will encourage the use of syntactical, semantic and phonological skills.

* To explore and develop potential talents of Emirati parents, kindergarten teachers, student teachers and other Emiratis in the community who wish to contribute to the writing, illustrating and publishing of children's books.

ملخص لأهداف المشروع: (حوالي 100 كلمة أو أقل )

140.000Dh

التكلفة الإجمالية للمشروع (حدد المبلغ والعملة):

Total Cost of Project (amount / currency):

June 2009

تاريخ البدء بالمشروع:

Start Date of Project:

140.000Dh

المبلغ المطلوب من مؤسسة الإمارات:

Amount Requested from EF:

June 2010

التاريخ المتوقع للانتهاء من المشروع:

Expected Completion Date:

The following sections can be completed in either English or Arabic. Use additional sheets as necessary.

يمكن تعبئة الأقسام التالية باللغة العربية أو الإنجليزية، كما يمكن استخدام أوراق إضافية عند الضرورة

3.QUALIFICATIONS

المؤهلات

3.أذكر نبذة مختصرة عن المؤهلات التي تتمتع بها والتي تمكن من تنفيذ المشروع. ( وفي حال مشاركة آخرين في المشروع، يرجى ذكر مؤهلاتهم، وإرفاق السيرة الذاتية، والشهادات أو أي وثائق أخرى ذات صلة).

Give a brief history of your qualifications to complete the project. If others are to be involved in completing the project, please give their qualifications as well. Please attach CVs, testimonials and other documentary support. Please refer to CV's attached.

The following is a brief introduction to those involved in organizing and completing the project. Their CVs are appended.

Miss Sherina Al Marrar (an Emirati citizen) is the principal director of this project. She is currently working as the supervisor of different kindergartens in different cities in the Emirate of Abu Dhabi. Miss Al Marrar is a qualified early childhood teacher and has taught in UAE kindergartens for many years. She has given several workshops on early childhood learning and arts and crafts of literacy for kindergarten teachers.

Miss Salama Al Yabhouni (an Emirati citizen) is a UAEU graduate with a B.A. in Early Childhood Education. She has been a kindergarten teacher for the past two years and was recently promoted to the position of section supervisor at the Maqam kindergarten where she is working. She has taken many initiatives to educate parents and teachers about the importance of emergent literacy.

Dr. Mohammad Shaban is bilingual (Arabic and English). He teaches in the Department of Curriculum and Instruction in the College of Education at the UAEU. He teaches courses related to language arts and design and has worked also as an art consultant for several schools. He has participated in several national and international art exhibitions.

Dr. Sana Tibi is a bilingual (Arabic and English) reading consultant to the RTI and World Bank organizations on issues related to early grade literacy. She is currently teaching in the Department of Special Education in the College of Education, UAEU.

Dr. Lorraine McLeod is a faculty member at the College of Education, UAEU. Dr. McLeod has worked as an early childhood and elementary grade teacher for many years and is a specialist teacher in the area of remedial reading in New Zealand. Dr. McLeod is very interested in supporting parents to enhance their children's literacy development, especially in the years from birth - 6.

4.PROJECT DETAIL

وصف مفصل للمشروع

4. أُكتب وصفاً وافياً لطبيعة المشروع (خلفية، الأهداف، المناهج والإقترابات، وخطة العمل). يرجى توضيح النتائج الرئيسية المتوقعة. ( يمكن استخدام ورقة إضافية في حال ظهرت الحاجة إلى ذلك).

Give a full description of the project (background, objectives, the approach that will be used, and the plan of activity). What are the major anticipated results of the project? Use additional sheets if necessary.

Background

Literacy - the ability to read and write, to be literate - is of great benefit to individuals, the economy and society as a whole. Research shows that higher levels of literacy lead to higher educational attainment, which in turn correlates with better health and life outcomes (Ministry of Advanced Education and Labour Market Development, 2009). On Literacy Day in 2005, the Director General of the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2005) put these concepts into a global and national perspective when he said:

The fulcrum of the relationship between literacy and sustainable development is citizenship, understood not as a formal entitlement but as the active, creative and dynamic activity of people as they shape and re-shape their lives. In this perspective, literacy is a precondition of effective social participation and a tool of empowerment at individual and community levels. A flexible set of literacy-based capabilities is essential for meeting the challenge of sustainable development. How we learn to adapt will determine our welfare and security, and perhaps our very survival.

In 2008, with the global literacy rate at 84%, one of every five adults in the world could not read or write (UNESCO, 2008). One of UNESCO's goals is to raise this rate to 90% by 2015. In the UAE, the literacy rate had risen to approximately 90% by 2004 (Ministry of Social Development, 2004). This improvement was partly due to the universal education that is now available for children in the UAE, combined with literacy projects that have been available for adults in the last few decades. The highest levels of illiteracy in the UAE are now amongst the elderly.

The impact of literacy on global and societal issues

Levels of literacy in any country are governed by a complex set of interrelated of political, economic, and social issues which have an impact on national, organizational and personal success. In a study carried out by Statistics Canada, for example, it was claimed that “inadequate levels of literacy among a broad section of the population potentially threaten the strength of economies and the social cohesion of nations” (Statistics Canada, 1994). Campbell & Gagnon (2006) support this claim by suggesting that literacy is essential for a high standard of living, and that it is vital to employment and productivity, while Ferrer & Green (2005) found that high levels of literacy contribute to a nation's economic and social well-being.

Poor reading and writing skills are linked to higher rates of unemployment, and welfare dependence (Silverstein, Iverson & Lozano, 2002). In an Australian survey, the effect of low rates of literacy on the employment rate was clearly illustrated when a 16 per cent unemployment rate for people with poor literacy skills was recorded, compared to a 4 per cent unemployment rate for those with very high literacy levels (Harrington & McDonald,1999). In addition, labour market outcomes can be significantly improved by higher literacy rates (Fennie & Meng, 2007; Grinyer, 2005). These are well illustrated in a list of literacy-related workplace advantages noted by the Canadian Union of Public Employees (n.d.) as follows: increased ability to do on-the-job training; better team performance; increased quality of work; increased productivity (reduced time per task, increased output, lower error rate); better health and safety records; reduced wastage, cost savings; better employee and customer retention; increased profitability; increased participation and communication; improved problem-solving, decision-making and capacity to work independently; increased worker confidence; and improved workplace morale.

Low levels of literacy are associated also with several adverse health outcomes which have an impact on employment and employment productivity as well as affecting the individual. These averse health outcomes include low health knowledge, increased incidence of chronic illness, poorer intermediate disease markers, less than optimal use of preventive health services (Berkman et al., 2004) and create barriers to positive health outcomes for those with a psychiatric diagnosis (Lincoln, 2008). It has also been noted that there are close connections between mothers' literacy and child health. According to the United Nations Chronicle (1990) literate women are more likely to protect their children's health, with up to a nine percent reduction in child mortality rates for every year of a mothers' education.

Research has shown that if children miss out on early reading development, it is difficult for them to catch up (Stanovich, 1986; Hart and Risley, 2003). This is known as the Matthew effect - the rich (in reading) get richer, and the poor get poorer. Children from lower socio-economic families are likely to have lower literacy rates than those from backgrounds that include higher social-economic status, higher levels of parent educational achievement and literacy practices (Arnold & Doctoroff, 2003).

Gee (1991) claims that literacy is more than simply the acquisition of reading and writing skills. He says it is also a social practice or social currency, and, as such, a key to social mobility. However, social mobility is not yet a consideration for many people (particularly women) in developing countries, where the cycle of poverty is almost impossible to break.

Corlet's (2003) work on literacy in America indicated that race and gender are both significant factors in low literacy rates there. She specifically referred to Black and Hispanic peoples, and women, as being the most disadvantaged in terms of literacy acquisition. However, the impact of race and gender also apply in the same way to more than 860 million illiterate adults around the world; of these, two-thirds are women (UNESCO, 2009).

Lower rates of literacy for women in many developing countries is due to many reasons, including decreased (or no) spending on education because of economic constraints, and because of traditional attitudes about women's role in society, particularly in rural areas (United Nations Chronicle, 1990). Literacy levels of children are strongly linked to those of their parents (Kerka, 1989). Kerka's research includes two important comments about literacy. The first is that the greatest predictor of a child's future academic success is the literacy of the child's mother. The second is that, as the numbers of families headed by low-literate women increase, the cycle of illiteracy is perpetuated.

In summary, it is clear that there are many reasons for promoting literacy development at societal and individual levels. These levels are highly inter-related; higher levels of literacy lead to higher educational attainment and employment productivity, which in turn correlate with better health and life outcomes (Ministry of Advanced Education and Labour Market Development (2009).

Advantages of literacy acquisition for individuals within their societies

The Centre for Community Child Health (2006) claims many benefits for promoting literacy. Amongst these benefits are a reduction in the need for programs required to address illiteracy and the social and financial costs associated with illiteracy. In addition, at an individual level, high levels of literacy lead to increased academic and occupational success, increased self esteem and motivation to learn, participation and a commitment to education, socially acceptable behaviour, positive regard for one's abilities and prospects leading to empowerment. Dugdale & Clark (2008) claim also that there is overwhelming evidence that literacy has a significant relationship with a person's happiness and success.

Preparing children to become literacy-rich

Children begin the process of reading from birth as they become exposed to the language that surrounds them (Smith, 1998). Early literacy plays a key role in enabling the kind of early learning experiences that research shows are linked with academic achievement (Strickland, & Riley-Ayers, 2006). Clark & Rumbold (2006) note that the Organization for Economic Cooperation and Development's 2002 survey found that reading for pleasure was revealed as the most important indicator of the future success of a child, and that reading enjoyment is more important for children's educational success than their family's socio-economic status.

Consequently, from birth it is time to begin a focus on a child's emergent literacy development that focuses on reading that is pleasurable and part of daily life. The term “emergent reading” was coined by Marie Clay in the 1980s to describe all the early experiences, skills, abilities, interests, exposures, and listening, and reading behaviours that occur in a child's life which help with the development of conventional literacy (Orange, 2002). This can be facilitated by providing the infant with familiar and enjoyable exposure to language and sounds, such as the human voice, music, story reading (including many books), story-telling, singing, family discussions, rhyming, and opportunities for listening, speaking and understanding in a “literacy-promoting environment” (Centre for Community and Child Health, 2005). Writing is introduced at a young age and encouraged so that writing skills develop in tandem with language and reading abilities.

The National Association for the Education of Young Children (2008) has as the first sentence on its website “Parents and families are young children's first teachers”. This concept is particularly important to the emergence of early reading. Research shows that families that actively model literacy activities (Evan, Shaw, & Bell, 2000) such as reading for pleasure and recreation, reading newspapers and discussing community and national events have larger vocabularies (Hart and Risley, 1995) and better cognitive abilities than their counterparts (Siraj-Blatchford, Sylva, Muttock, Gilden, & Bell, 2002). Families (parents, grandparents and other extended family members, including nannies if they feature prominently in a child's life) are the child's first teachers, and sometimes need support from teachers to help them understand the importance of these roles.

Children are almost four years old when they are exposed to kindergarten teachers in the UAE, and have experienced almost four years of learning about their families and their culture. Kindergarten teachers have an important role to play in continuing to influence children's life-long attitudes towards reading (Evan, Shaw & Bell, 2000). A teachers' role includes helping parents to engage in literacy development with their children, and to continue that development, in partnership with parents, at kindergarten.

The Centre for Community and Child Health (2005) notes that the extent to which families are able to engage in the development of early literacy depends on a number of factors, including parents' own level of education and literacy practices. Kindergarten teachers need to be sensitive towards parents' different skills, and supportive of the attempts they make to support literacy development. In the UAE, helping parents to select suitable books for reading aloud to children, engage children in conversations, and model silent reading (Couchenour & Chrisman, 2004) are all examples of ways in which teachers can help children at kindergarten and support parents to enhance their child's learning at home. In addition, they can explain and model for parents ways of encouraging children to practise and recognize their own emergent literacy skills involving conventions of print, phonological awareness in the context of whole language, letter identification and shared book reading in the context of everyday activities

References

Arnold, D.H., & Doctoroff, G.L. (2003). Early education of socially disadvantaged children. Annual Review of Psychology, 54, 517-545.

Berkman, N.D., DeWalt, D.A., Pignone, M.P., Sheridan, S.L., Lohr, K.N., Lux, L., Sutton S.F., Swinson, T., & Bonito, A.J. (2004). Literacy and Health Outcomes. Retrieved on May 20, 2009, from http://www.ahrq.gov/downloads/pub/evidence/pdf/literacy/literacy.pdf

Campbell, A., & Gagnon, N. (2006). Literacy, Life and Employment: An Analysis of Canadian International Adult Literacy Survey. Report for the Conference Board of Canada. Retrieved on May 18, 2009, from http://www.conferenceboard.ca/documents.aspx?DID=1519

Canadian Union of Public Employees. (n.d). Literacy in the workplace. Retrieved on May 1, 2009, from http://cupe.ca/updir/CRA_Literacy_ENG%232Colour_a_Round3.pdf

Centre for Community Child Health. (2006). Literacy in early childhood. Policy Brief. Retrieved on May 23, 2006, from http://www.rch.org.au/emplibrary/ccch/PB13_Literacy_EarlyChildhood.pdf

Clark, C. & Rumbold, K. (2006). Reading for pleasure: A research overview. National Literacy Trust. Retrieved on May 21, 2009, from http://www.literacytrust.org.uk/research/Reading%20for%20pleasure.pdf

Corlet, M.A. (2003). Poverty, racism and literacy. Columbus, Ohio: ERIC Clearinghouse on Adult Career and Vocational Education. Retrieved on 18 May 2009 from http://www.ericdigests.org/2003-5/poverty.htm

Couchenour, D., & Chrisman, K. (2004). Families, schools and communities: Together for young children. New York: Delmar Learning.

Dugdale,G., & Clark, C. (2008). Literacy changes lives: An advocacy resource. Retrieved on May 17, 2009, from http://www.literacytrust.org.uk/research/Literacy_changes_lives_executive.pdf

Evan, M., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54(65-75).

Ferrer, A., & Green, D.A. (2005). The Effect of Literacy on Immigrant Earnings. Retrieved on May 20, 2009, from http://www.econ.ubc.ca/ine/papers/wp011.pdf

Finnie, R. & Meng, R. (2007). Perspectives on Labour and income: Literacy and employability 8(3). Retrieved on May 21 2009 from http://www.statcan.gc.ca/pub/75-001-x/10307/9605-eng.htm

Gee, J. P. (1991). Socio-cultural Approaches to Literacy. Annual Review of Applied Linguistics, 31-48.

Grinyer, J. (2005). Literacy, numeracy and the labour market: Further analysis of the Skills for Life survey. Department for Education and Skills. Retrieved on May 21, 2009, from http://www.dcsf.gov.uk/research/data/uploadfiles/RR712.pdf

Harrington, M., & McDonald, S. (1999). Literacy: A chronology of selected research and Commonwealth policy initiatives since 1975. Social Policy Group. Retrieved on May 21, 2009, from http://www.aph.gov.au/library/pubs/chron/1999-2000/2000chr02.htm

Hart, B., & Risley, T. (1995). Meaningful differences in everyday parenting and intellectual development in young children. Baltimore: Brookes.

Hart, B., & Risley, T. (2003). The 30 million word gap by age 3. American Educator, Spring.

Lincoln, A. (2008). Literacy and mental health outcomes. Retrieved on 21 May 2009 from http://www.medicalnewstoday.com/articles/131389.php

Kerka, S. (1989).Women, work, and literacy. ERIC Digest No. 92. Retrieved on May 14 2009 from http://www.ericdigests.org/pre-9213/work.htm

Ministry of Advanced Education and Labour Market Development. (2009). Adult Opportunities Action Plan September 2007. British Columbia. Retrieved on May 17 2009 from http://www.aved.gov.bc.ca/literacy/

Ministry of Social Development. (2004). United Arab Emirates Yearbook 2004. Retrieved on May 15, 2009 from http://www.uaeinteract.com/uaeint_misc/pdf/English/Social_Development.pdf

National Association for the Education of Young Children. (2008). Information for families. Retrieved on 23 May, 2009, from http://www.naeyc.org/families/

Orange, C. (2002). The quick reference guide to educational innovations: Practices, programs, policies and philosophies. Thousand Oaks, California: Corwin Press.

Centre for Community and Child Health. (2005). Literacy in early childhood. Retrieved on May 23, 2009, from http://www.rch.org.au/emplibrary/ccch/PB13_Literacy_EarlyChildhood.pdf

Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years. Research Report RR356. London: Department of Education.

Smith, A. (1998). Understanding children's development: A New Zealand perspective. (4th ed.). Wellington, New Zealand: Bridget Williams Books.

Silverstein, M., Iverson, L., & Lozano, P. (2002). An English language clinic-based literacy program is effective for a multilingual population. Pediatrics, 109, 76

Statistics Canada. (1994). Literacy, Economy and Society: Results of the First International Adult Literacy Survey. Retrieved on May 16, 2009, from http://www.statcan.gc.ca/bsolc/olc-cel/olc-cel?catno=89-545-X&lang=eng

Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.

Strickland, D., & Riley-Ayers, S. (2006). Early literacy: Policy and practice in the preschool years. Retrieved on 16 May 2009 from http://www.readingrockets.org/article/11375

United Nations Chronicle. (1990). Closing the gender gap: literacy for women and girls. Retrieved on May 22, 2009, from http://findarticles.com/p/articles/mi_m1309/is_n1_v27/ai_8886383/

United Nations Educational, Scientific and Cultural Organization (2005). Message by the UNESCO Director General. Retrieved on May 19, 2009, from http://portal.unesco.org/education/en/ev.php-URL_ID=41542&URL_DO=DO_TOPIC&URL_SECTION=201.html

United Nations Educational, Scientific and Cultural Organization. (2008). International literacy day. Retrieved on May 18, 2009, from http://portal.unesco.org/education/en/ev.php

This proposal is designed to affect positively the reading success of children in the UAE. The timing of this project is perfect because it matches with the UNESCO proclamation of this decade (2003-2012) as the decade of literacy.

The purpose of this project is to promote the literacy development of approximately 600 young Emirati children and their families. The focus of the project is on the emergent Arabic literacy of children in their early childhood years (birth - 7 years). This project is of high value for many reasons, some of which are:

* Success in reading is the foundation of success in all areas of life.

* Reading is tied to any country's well being: education, economy and industry.

* Early reading failure is likely to continue in spite of most intervention strategies (scientifically known as the “Mathew Effect” (Stanovich, 1996).

* Reading success is predicated upon high quality language development and the introduction of book reading at an early age.

Objectives

* The main objective of this project is to raise awareness about literacy development (including language, reading and writing) for those who care for and educate young children.

* The project aims at developing culturally and linguistically innovative Arabic children's literature that will be UAE contextually-based, with a key attribute of rhyme, and which will encourage the use of syntactical, semantic and phonological skills.

* This project will explore and develop potential talents of Emirati parents, kindergarten teachers, student teachers and other Emiratis in the community who wish to contribute to the writing, illustrating and publishing of children's books.

The project will be carried out as follows:

Activities

It is proposed to develop a community of readers by working with children, families and teachers of six kindergartens (approximately 600 children) in and around Al Ain. The project will be based in the selected kindergartens (including a remote kindergarten in Shwaib, which is considered in need of literacy support). It is anticipated that a reading network of parents, teachers and children will be developed between the kindergartens as well as within each one. Because the focus of the project is on engaging Emirati teachers, children and parents in literacy activities, most of the activities will be led by Emirati teachers.

Three main types of activity are planned:

1. Workshops:

· Workshops for kindergarten teachers in the area of literacy (especially the development of emergent literacy abilities including helping children to use phonological, semantic and syntactical strategies to assist children to read, and focused on how teachers can help parents).

· Workshops for parents, librarians and teachers on how to choose books, read to children from birth, and help each other in partnership.

· Workshops for parents, teachers and librarians on creative arts that promote emergent literacy (such as helping children to make their own books).

· Workshops for parents, teachers and librarians on integrating technology with literacy.

· Developing monthly parent literature clubs where parents discuss a book that is selected by them to read to their children, and where they learn about emergent literacy.

· Voluntary story reading by a range of people at the kindergartens and other local societies (such as the Women's Society).

2. Kindergartens

· Working with kindergarten administrators and librarians to upgrade their libraries for increased use by young school children, with suggested programs (including some of those listed in 1. above) that include activities for children as well as parents.

· Working with teachers to explore a variety of activities that engage children in literacy activities in classrooms.

3. Children's books

· Writing, illustrating and preparing for publication children's books about and for Emirati children. Although the main focus of this project is on the development of Arabic emergent literacy, books that are prepared in the Arabic language will be translated into English to provide a parallel resource for kindergarten classes where English is being taught.

Organizational Capacity

Miss Sherina M. Al Marar (Principal Investigator) is an Emirati national. She is a Ministry of Education Supervisor of seven kindergartens in the Al Ain Zone. She has held this position for seven years and taught in various kindergartens in the seven years prior to accepting the role of supervisor. She has been involved in a number of projects related to literacy in kindergartens in the Al Ain Zone. Miss Sherina is a member of a Ministry of Education committee that is developing a national document for the Civic Education of children in the UAE.

Miss Salama AlYabhouni (Co-investigator) is a kindergarten teacher working at one of Al-Ain's large public kindergartens. Miss Salama is a native Emirati with a B.A. degree in early childhood education from United Arab Emirates University. She is also known for being an outstanding student and a distinguished creative teacher. She has taken the initiative to hold several workshops for parents and teachers in the area of literacy.

Dr. Sana Tibi (Co-investigator) is an Associate Professor in the department of Special Education at the United Arab Emirates University with a doctorate in communication sciences and disorders from the University of Florida, U.S.A. Dr. Tibi is a consultant to Research Triangle Institute (RTI), World Bank and UNESCO on Arabic reading assessment, dyslexia and other learning difficulties. She has given several presentations in international and regional conferences and workshops on issues pertaining to children's literacy. Dr. Tibi has published several articles in international journals, served as a reviewer for some International scientific journals and panels and has written two books on reading difficulties. Dr. Tibi is also interested in issues related to children's speech and language disorders and language acquisition.

Dr. Mohamad Shaban (Co-investigator) is an Assistant Professor of Art Education at the department of Curriculum and Instruction at the United Arab Emirates University. He has a doctorate in art education from the University of Illinois at Urbana-Champaign; U.S.A. Dr. Shaban is a visual artist. He has participated in various art exhibitions nationally and internationally in the areas of drawing, painting, and ceramics. His interests include the therapeutic value of art experience for all children, and particularly those experiencing behavioral difficulties. He is interested in the drawings created by children of war. Dr. Shaban is interested in the training of students and teachers to create and design children's books. Dr. Shaban has also served as an associated editor, advisory board member, and reviewer for a number of international journals.

Dr. Lorraine McLeod (Co-investigator) is an Assistant Professor in the Department of Foundations of Education at the United Emirates University. She has a doctorate in educational leadership and management in early childhood education from Massey University, New Zealand. Dr. McLeod has had many years of experience in teaching in early childhood and primary schools and is a qualified Reading Recovery teacher with a particular interest in whole language reading. She has been involved in national parent and early childhood education programs, including the New Zealand Play centre Federation, which is designed to help parents care for and educate their young children. She currently supervises UAEU student teachers of English in Grade 1-5 classes in Ras Al Khaimah, Towayeen, Dibba and Al Ain.

United Arab Emirates University College of Education students who are majoring in Early Childhood Education, and who prepare drafts of children's books as part of their teacher education program.

Kindergarten teachers and librarians in selected Al Ain Zone kindergartens.

Proposed Timeline

Workshops will be held in kindergartens for teachers and librarians. The topics and materials used in the workshops will then be used by Emirati teachers at the monthly parent meetings that begin in October.

Workshops for teachers and librarians

Workshops

9 -11.30am

3 workshops for each topic. Staff of 2 kindergartens will combine at one venue for each topic.

Total workshops: 33

Facilitator

June 09

Introduction to project

Importance of reading to young children

Choice of books for young children

Dr Tibi

Dr McLeod

June 09

Reading books to children

Ms Sherina

June 09

Making children's books: the theory

Dr Shaban

June 09

Making reading fun: Activities to support stories

Ms Salama

October 09

Helping teachers support parents

Dr McLeod

Dr Tibi

November 09

Making children's books: practical 1

Dr Shaban

December 09

Making children's books: practical 2

Dr Shaban

January 10

Making the most of libraries

Librarian

February 10

Helping children de-code text

Dr McLeod

Dr Tibi

March 10

Making children's books( stores bag)

Ms Sherina Ms Salama

April 10

Literacy experiences from other countries/projects

Dr. Tibi

May 10

To be advised / evaluation of project

Workshops for parents

Workshops

At each of the six kindergartens one parent workshop will be held each month.

Total: 48 workshops

Emirati teachers will lead these workshops after they have attended the teacher / librarian one of the same title.

October 09

Introduction to project

Importance of reading to young children

Choice of books for young children

Names to be announced

November 09

Reading books to children

December 09

What parents can do at home

January 10

Making children's books: the theory

February 10

Making children's books: practical 1

March 10

Making reading fun: Activities to support stories

April 10

Making children's books: practical 2

May 10

Making the most of libraries / evaluation

5.

PROJECT BUDGET

ميزانية المشروع

5. يرجى كتابة وصفاً مفصلاً لميزانية المشروع من خلال تصنيف النفقات الرئيسية، والمبالغ المالية المطلوبة من مؤسسة الإمارات (بالدرهم)، أو المبالغ التي يؤمنها طرف ثالث. يرجى توخي الدقة في احتساب بنود الميزانية، وربط كل بند من هذه البنود مع المهام المذكورة في هذا المقترح.

Give a detailed description of the project budget. List major budget line items and amounts (in AED) requested from the Emirates Foundation and covered by own resources or other third party sources. Relate the itemized budget to the tasks laid out in the proposal.

Items

Amount per item

Total

Office supplies and photocopying e.g. paper, toner, cartridges (he buys one every 2 months per 4,000 dh for 4 printers), printing brochures and certificates, administrative costs.

10,000

10,000

Materials and equipment

Laminator (500), scanner (500-800), 2 x digital cameras (2,500), book binder

Computer needs - 4 hard drives high capacity external hard drive (800)+ 2 portable hard drives (2x400=800); 800+800=1600, printer (A3 & A4)(4000-5000); 5000+1,600=6,600

Book-making materials for 20 bookmaking workshops and groups of authors and illustrators: paper, cardboard (@ 45AED per sheet) glue: tools such as glue guns,scissors, staples, guillotine, felt pens, pencils; fabric (ribbons, beads, glitter, threads,); colors (paints, watercolors, crayons)

(5,000)

(6,600)

17,900

29,500

Workshop facilitators

Emirati Kindergarten teachers(5)

Emirati librarians (5)

Western librarians (2)

Story readers

33 workshops for teachers and librarians

@ 530 dhs each = 17,490

48 workshops for parents

@ 200 dhs each = 9,600

Reading sessions: 1 hour each x 2 sessions per month from Oct - May @ 25 dhs per hour = 16 sessions x 25 dhs = 400

27,490

Authors, illustrators making books

Emirati UAEU students (10)

Emirati illustrators (3) and authors (5)

30 books to be prepared

1,480 dhs per completed book

44,400

Transportation for facilitators not in schools

3,600

Purchasing Arabic children's books

25,010

Total

140,000

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