Grant Application Form Essay

essay A+

Get Full Essay

Get access to this section to get all the help you need with your essay and educational goals.

Get Access

Simplified Grant Application Form

Undertaking SUMMARY

???? ????? ???? ?? ??????? ?? ?????? ?????? ????? ????? ?? ??? ?????? ????? ?????? ??????? ??? ???????? ????? ??? ????? ????? ?? ??? ???? ????? ????? ????????? ?? ?????? ???????? ?? ????? ???? ???????? ??? ?????? .

???? ??? ??????? ??? ??? ???? ????? ??????? ???????? ??? 600 ?? ??????? ?????????? ??????? ?????? . ??? ???? ??? ??????? ??? ?????? ???????? ??????? ?????? ???? ????? ????? ??????? ???????? ?? ????? ??????? ?????? ??????? ?? ??????? ?????? ?? ????? ( ???????-6 ????? ) .


1- ??? ???? ????? ?????? ?????? ?????? ?? ???? ??????? ???????? ??? ???????? ?? ????? ?????? ??????? ????? ?????? .

2- ?????? ??? ???? ?????? ????? ??????? ??????? ???? ???? ?????? ?? ?????? ??????????? ????? ???? ?? ????? ?????? ???? ????? ???? ??? ??????? ???????? ??????? ???????? .

3- ??????? ?????? ????? ??????? ???????? ?? ?????? ??????? ????? ???? ??????? ??????? ??????? ??????? ??? ???? ?????? ?? ???????? ?? ???????? ??????? ???? ?????? ??? ??????? ?? ??????? ?????? ????????? .

Please supply a brief sum-up of the undertaking in the infinite provided. Please compose this drumhead carefully ; it may be used verbatim in sum uping your application to the board or other decision-making organic structure at the Emirates Foundation ( EF )

Program Area:


???? ???????? :

Undertaking Title:


????? ??????? :

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

???? ??? ??????? ??? ??? …

The intent of this undertaking is to advance the literacy development of about 600 immature Emirati kids and their households. The focal point of the undertaking is on back uping instructors and households to value and advance the emergent Arabic literacy of kids in their early childhood old ages ( birth – 6 old ages ) .


* To raise consciousness about literacy development ( including linguistic communication, reading and composing ) for those who care for and educate babies and immature kids.

* To develop culturally and linguistically advanced Arabic kids ‘s literature that will be UAE contextually-based, with a cardinal property of rime, and which will promote the usage of syntactical, semantic and phonological accomplishments.

* To research and develop possible endowments of Emirati parents, kindergarten instructors, pupil instructors and other Emiratis in the community who wish to lend to the authorship, illustrating and publication of kids ‘s books.

???? ?????? ??????? : ( ????? 100 ???? ?? ??? )


??????? ????????? ??????? ( ??? ?????? ??????? ) :

Entire Cost of Project ( sum / currency ) :

June 2009

????? ????? ???????? :

Start Date of Undertaking:


?????? ??????? ?? ????? ???????? :

Amount Requested from EF:

June 2010

??????? ??????? ???????? ?? ??????? :

Expected Completion Date:

The undermentioned subdivisions can be completed in either English or Arabic. Use extra sheets as necessary.

???? ????? ??????? ??????? ?????? ??????? ?? ??????????? ??? ???? ??????? ????? ?????? ??? ???????



3.???? ???? ?????? ?? ???????? ???? ????? ??? ????? ???? ?? ????? ??????? . ( ??? ??? ?????? ????? ?? ???????? ???? ??? ????????? ?????? ?????? ???????? ????????? ?? ?? ????? ???? ??? ??? ) .

Give a brief history of your makings to finish the undertaking. If others are to be involved in finishing the undertaking, delight give their makings as good. Please attach CVs, testimonies and other documental support. Please refer to CV ‘s attached.

The followers is a brief debut to those involved in forming and finishing the undertaking. Their Curriculum vitae are appended.

Miss Sherina Al Marrar ( an Emirati citizen ) is the chief manager of this undertaking. She is presently working as the supervisor of different kindergartens in different metropoliss in the Emirate of Abu Dhabi. Miss Al Marrar is a qualified early childhood instructor and has taught in UAE kindergartens for many old ages. She has given several workshops on early childhood acquisition and humanistic disciplines and trades of literacy for kindergarten instructors.

Miss Salama Al Yabhouni ( an Emirati citizen ) is a UAEU alumnus with a B.A. in Early Childhood Education. She has been a kindergarten instructor for the past two old ages and was late promoted to the place of subdivision supervisor at the Maqam kindergarten where she is working. She has taken many enterprises to educate parents and instructors 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 classs related to linguistic communication humanistic disciplines and design and has worked besides as an art adviser for several schools. He has participated in several national and international art exhibitions.

Dr. Sana Tibi is a bilingual ( Arabic and English ) reading adviser to the RTI and World Bank organisations on issues related to early class literacy. She is presently learning in the Department of Special Education in the College of Education, UAEU.

Dr. Lorraine McLeod is a module member at the College of Education, UAEU. Dr. McLeod has worked as an early childhood and simple class instructor for many old ages and is a specializer instructor in the country of remedial reading in New Zealand. Dr. McLeod is really interested in back uping parents to heighten their kids ‘s literacy development, particularly in the old ages from birth – 6.

4.PROJECT Detail

??? ???? ???????

4. ????? ????? ?????? ?????? ??????? ( ?????? ???????? ??????? ???????????? ???? ????? ) . ???? ????? ??????? ???????? ???????? . ( ???? ??????? ???? ?????? ?? ??? ???? ?????? ??? ??? ) .

Give a full description of the undertaking ( background, aims, the attack that will be used, and the program of activity ) . What are the major awaited consequences of the undertaking? Use extra sheets if necessary.


Literacy – the ability to read and compose, to be literate – is of great benefit to persons, the economic system and society as a whole. Research shows that higher degrees of literacy lead to higher educational attainment, which in bend correlatives with better wellness and life results ( 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 ) set these constructs into a planetary and national position when he said:

The fulcrum of the relationship between literacy and sustainable development is citizenship, understood non as a formal entitlement but as the active, originative and dynamic activity of people as they shape and re-shape their lives. In this position, literacy is a stipulation of effectual societal engagement and a tool of authorization at single and community degrees. A flexible set of literacy-based capablenesss is indispensable for run intoing the challenge of sustainable development. How we learn to accommodate will find our public assistance and security, and possibly our very endurance.

In 2008, with the planetary literacy rate at 84 % , one of every five grownups in the universe could non read or compose ( UNESCO, 2008 ) . One of UNESCO ‘s ends is to raise this rate to 90 % by 2015. In the UAE, the literacy rate had risen to about 90 % by 2004 ( Ministry of Social Development, 2004 ) . This betterment was partially due to the cosmopolitan instruction that is now available for kids in the UAE, combined with literacy undertakings that have been available for grownups in the last few decennaries. The highest degrees of illiteracy in the UAE are now amongst the aged.

The impact of literacy on planetary and social issues

Degrees of literacy in any state are governed by a complex set of interconnected of political, economic, and societal issues which have an impact on national, organisational and personal success. In a survey carried out by Statistics Canada, for illustration, it was claimed that “inadequate degrees of literacy among a wide subdivision of the population potentially endanger the strength of economic systems and the societal coherence of nations” ( Statistics Canada, 1994 ) . Campbell & A ; Gagnon ( 2006 ) support this claim by proposing that literacy is indispensable for a high criterion of life, and that it is critical to employment and productiveness, while Ferrer & A ; Green ( 2005 ) found that high degrees of literacy contribute to a state ‘s economic and societal wellbeing.

Poor reading and authorship accomplishments are linked to higher rates of unemployment, and public assistance dependance ( Silverstein, Iverson & A ; Lozano, 2002 ) . In an Australian study, the consequence of low rates of literacy on the employment rate was clearly illustrated when a 16 per cent unemployment rate for people with hapless literacy accomplishments was recorded, compared to a 4 per cent unemployment rate for those with really high literacy degrees ( Harrington & A ; McDonald,1999 ) . In add-on, labour market results can be significantly improved by higher literacy rates ( Fennie & A ; Meng, 2007 ; Grinyer, 2005 ) . These are good illustrated in a list of literacy-related workplace advantages noted by the Canadian Union of Public Employees ( n.d. ) as follows: increased ability to make on-the-job preparation ; better squad public presentation ; increased quality of work ; increased productiveness ( decreased clip per undertaking, increased end product, lower mistake rate ) ; better wellness and safety records ; reduced wastage, cost nest eggs ; better employee and client keeping ; increased profitableness ; increased engagement and communicating ; improved problem-solving, decision-making and capacity to work independently ; increased worker assurance ; and improved workplace morale.

Low degrees of literacy are associated besides with several inauspicious wellness results which have an impact on employment and employment productiveness every bit good as impacting the person. These antipathetic wellness results include low wellness cognition, increased incidence of chronic unwellness, poorer intermediate disease markers, less than optimum usage of preventative wellness services ( Berkman et al. , 2004 ) and create barriers to positive wellness results for those with a psychiatric diagnosing ( Lincoln, 2008 ) . It has besides been noted that there are close connexions between female parents ‘ literacy and child wellness. Harmonizing to the United Nations Chronicle ( 1990 ) literate adult females are more likely to protect their kids ‘s wellness, with up to a nine per centum decrease in child mortality rates for every twelvemonth of a female parents ‘ instruction.

Research has shown that if kids miss out on early reading development, it is hard for them to catch up ( Stanovich, 1986 ; Hart and Risley, 2003 ) . This is known as the Matthew consequence – the rich ( in reading ) acquire richer, and the hapless get poorer. Children from lower socio-economic households are likely to hold lower literacy rates than those from backgrounds that include higher social-economic position, higher degrees of parent educational accomplishment and literacy patterns ( Arnold & A ; Doctoroff, 2003 ) .

Gee ( 1991 ) claims that literacy is more than merely the acquisition of reading and composing accomplishments. He says it is besides a societal pattern or societal currency, and, as such, a key to societal mobility. However, societal mobility is non yet a consideration for many people ( peculiarly adult females ) in developing states, where the rhythm of poorness is about impossible to interrupt.

Corlet ‘s ( 2003 ) work on literacy in America indicated that race and gender are both important factors in low literacy rates at that place. She specifically referred to Black and Hispanic peoples, and adult females, as being the most deprived in footings of literacy acquisition. However, the impact of race and gender besides apply in the same manner to more than 860 million nonreader grownups around the universe ; of these, two-thirds are adult females ( UNESCO, 2009 ) .

Lower rates of literacy for adult females in many developing states is due to many grounds, including decreased ( or no ) disbursement on instruction because of economic restraints, and because of traditional attitudes about adult females ‘s function in society, peculiarly in rural countries ( United Nations Chronicle, 1990 ) . Literacy degrees of kids are strongly linked to those of their parents ( Kerka, 1989 ) . Kerka ‘s research includes two of import remarks about literacy. The first is that the greatest forecaster of a kid ‘s future academic success is the literacy of the kid ‘s female parent. The 2nd is that, as the Numberss of households headed by low-literate adult females addition, the rhythm of illiteracy is perpetuated.

In drumhead, it is clear that there are many grounds for advancing literacy development at societal and single degrees. These degrees are extremely inter-related ; higher degrees of literacy lead to higher educational attainment and employment productiveness, which in bend correlative with better wellness and life results ( Ministry of Advanced Education and Labour Market Development ( 2009 ) .

Advantages of literacy acquisition for persons within their societies

The Centre for Community Child Health ( 2006 ) claims many benefits for advancing literacy. Amongst these benefits are a decrease in the demand for plans required to turn to illiteracy and the societal and fiscal costs associated with illiteracy. In add-on, at an single degree, high degrees of literacy lead to increased academic and occupational success, increased ego regard and motive to larn, engagement and a committedness to instruction, socially acceptable behavior, positive respect for one ‘s abilities and chances taking to empowerment. Dugdale & A ; Clark ( 2008 ) claim besides that there is overpowering grounds that literacy has a important relationship with a individual ‘s felicity and success.

Fixing kids to go literacy-rich

Children get down the procedure of reading from birth as they become exposed to the linguistic communication that surrounds them ( Smith, 1998 ) . Early literacy plays a cardinal function in enabling the sort of early acquisition experiences that research shows are linked with academic accomplishment ( Strickland, & A ; Riley-Ayers, 2006 ) . Clark & A ; Rumbold ( 2006 ) note that the Organization for Economic Cooperation and Development ‘s 2002 study found that reading for pleasance was revealed as the most of import index of the future success of a kid, and that reading enjoyment is more of import for kids ‘s educational success than their household ‘s socio-economic position.

Consequently, from birth it is clip to get down a focal point on a kid ‘s emergent literacy development that focuses on reading that is enjoyable and portion of day-to-day life. The term “emergent reading” was coined by Marie Clay in the 1980s to depict all the early experiences, accomplishments, abilities, involvements, exposures, and hearing, and reading behaviors that occur in a kid ‘s life which aid with the development of conventional literacy ( Orange, 2002 ) . This can be facilitated by supplying the baby with familiar and gratifying exposure to linguistic communication and sounds, such as the human voice, music, narrative reading ( including many books ) , story-telling, vocalizing, household treatments, riming, and chances for listening, speech production and apprehension in a “literacy-promoting environment” ( Centre for Community and Child Health, 2005 ) . Writing is introduced at a immature age and encouraged so that composing accomplishments develop in tandem with linguistic communication and reading abilities.

The National Association for the Education of Young Children ( 2008 ) has as the first sentence on its website “Parents and households are immature kids ‘s first teachers” . This construct is peculiarly of import to the outgrowth of early reading. Research shows that households that actively model literacy activities ( Evan, Shaw, & A ; Bell, 2000 ) such as reading for pleasance and diversion, reading newspapers and discoursing community and national events have larger vocabularies ( Hart and Risley, 1995 ) and better cognitive abilities than their opposite numbers ( Siraj-Blatchford, Sylva, Muttock, Gilden, & A ; Bell, 2002 ) . Families ( parents, grandparents and other extended household members, including nursemaids if they feature conspicuously in a kid ‘s life ) are the kid ‘s first instructors, and sometimes necessitate support from instructors to assist them understand the importance of these functions.

Childs are about four old ages old when they are exposed to kindergarten instructors in the UAE, and have experienced about four old ages of larning about their households and their civilization. Kindergarten instructors have an of import function to play in go oning to act upon kids ‘s life-long attitudes towards reading ( Evan, Shaw & A ; Bell, 2000 ) . A instructors ‘ function includes assisting parents to prosecute in literacy development with their kids, and to go on that development, in partnership with parents, at kindergarten.

The Centre for Community and Child Health ( 2005 ) notes that the extent to which households are able to prosecute in the development of early literacy depends on a figure of factors, including parents ‘ ain degree of instruction and literacy patterns. Kindergarten instructors need to be sensitive towards parents ‘ different accomplishments, and supportive of the efforts they make to back up literacy development. In the UAE, assisting parents to choose suited books for reading aloud to kids, engage kids in conversations, and model soundless reading ( Couchenour & A ; Chrisman, 2004 ) are all illustrations of ways in which instructors can assist kids at kindergarten and support parents to heighten their kid ‘s acquisition at place. In add-on, they can explicate and pattern for parents ways of promoting kids to rehearse and acknowledge their ain emergent literacy accomplishments affecting conventions of print, phonological consciousness in the context of whole linguistic communication, missive designation and shared book reading in the context of mundane activities


Arnold, D.H. , & A ; Doctoroff, G.L. ( 2003 ) . Early instruction of socially disadvantaged kids. 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. , & A ; Bonito, A.J. ( 2004 ) . Literacy and Health Outcomes. Retrieved on May 20, 2009, from hypertext transfer protocol: //

Campbell, A. , & 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 hypertext transfer protocol: // DID=1519

Canadian Union of Public Employees. ( n.d ) . Literacy in the workplace. Retrieved on May 1, 2009, from hypertext transfer protocol: // % 232Colour_a_Round3.pdf

Centre for Community Child Health. ( 2006 ) . Literacy in early childhood. Policy Brief. Retrieved on May 23, 2006, from hypertext transfer protocol: //

Clark, C. & A ; Rumbold, K. ( 2006 ) . Reading for pleasance: A research overview. National Literacy Trust. Retrieved on May 21, 2009, from hypertext transfer protocol: // % 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 hypertext transfer protocol: //

Couchenour, D. , & A ; Chrisman, K. ( 2004 ) . Families, schools and communities: Together for immature kids. New York: Delmar Learning.

Dugdale, G. , & A ; Clark, C. ( 2008 ) . Literacy changes lives: An protagonism resource. Retrieved on May 17, 2009, from hypertext transfer protocol: //

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

Ferrer, A. , & A ; Green, D.A. ( 2005 ) . The Effect of Literacy on Immigrant Earnings. Retrieved on May 20, 2009, from hypertext transfer protocol: //

Finnie, R. & A ; Meng, R. ( 2007 ) . Positions on Labour and income: Literacy and employability 8 ( 3 ) . Retrieved on May 21 2009 from hypertext transfer protocol: //

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 study. Department for Education and Skills. Retrieved on May 21, 2009, from hypertext transfer protocol: //

Harrington, M. , & A ; McDonald, S. ( 1999 ) . Literacy: A chronology of selected research and Commonwealth policy enterprises since 1975. Social Policy Group. Retrieved on May 21, 2009, from hypertext transfer protocol: //

Hart, B. , & A ; Risley, T. ( 1995 ) . Meaningful differences in mundane parenting and rational development in immature kids. Baltimore: Rupert brookes.

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

Lincoln, A. ( 2008 ) . Literacy and mental wellness results. Retrieved on 21 May 2009 from hypertext transfer protocol: //

Kerka, S. ( 1989 ) .Women, work, and literacy. ERIC Digest No. 92. Retrieved on May 14 2009 from hypertext transfer protocol: //

Ministry of Advanced Education and Labour Market Development. ( 2009 ) . Adult Opportunities Action Plan September 2007. British Columbia. Retrieved on May 17 2009 from hypertext transfer protocol: //

Ministry of Social Development. ( 2004 ) . United Arab Emirates Yearbook 2004. Retrieved on May 15, 2009 from hypertext transfer protocol: //

National Association for the Education of Young Children. ( 2008 ) . Information for households. Retrieved on 23 May, 2009, from hypertext transfer protocol: //

Orange, C. ( 2002 ) . The speedy mention usher to educational inventions: Practices, plans, policies and doctrines. Thousand Oaks, California: Corwin Press.

Centre for Community and Child Health. ( 2005 ) . Literacy in early childhood. Retrieved on May 23, 2009, from hypertext transfer protocol: //

Siraj-Blatchford, I. , Sylva, K. , Muttock, S. , Gilden, R. , & A ; Bell, D. ( 2002 ) . Researching effectual teaching method in the early old ages. Research Report RR356. London: Department of Education.

Smith, A. ( 1998 ) . Understanding kids ‘s development: A New Zealand position. ( 4th ed. ) . Wellington, New Zealand: Bridget Williams Books.

Silverstein, M. , Iverson, L. , & A ; Lozano, P. ( 2002 ) . An English linguistic communication clinic-based literacy plan is effectual for a multilingual population. Pediatricss, 109, 76

Statistics Canada. ( 1994 ) . Literacy, Economy and Society: Consequences of the First International Adult Literacy Survey. Retrieved on May 16, 2009, from hypertext transfer protocol: // catno=89-545-X & A ; lang=eng

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

Strickland, D. , & A ; Riley-Ayers, S. ( 2006 ) . Early literacy: Policy and pattern in the preschool old ages. Retrieved on 16 May 2009 from hypertext transfer protocol: //

United Nations Chronicle. ( 1990 ) . Closing the gender spread: literacy for adult females and misss. Retrieved on May 22, 2009, from hypertext transfer protocol: //

United Nations Educational, Scientific and Cultural Organization ( 2005 ) . Message by the UNESCO Director General. Retrieved on May 19, 2009, from hypertext transfer protocol: // & A ; URL_DO=DO_TOPIC & A ; URL_SECTION=201.html

United Nations Educational, Scientific and Cultural Organization. ( 2008 ) . International literacy twenty-four hours. Retrieved on May 18, 2009, from hypertext transfer protocol: //

This proposal is designed to impact positively the reading success of kids in the UAE. The timing of this undertaking is perfect because it matches with the UNESCO announcement of this decennary ( 2003-2012 ) as the decennary of literacy.

The intent of this undertaking is to advance the literacy development of about 600 immature Emirati kids and their households. The focal point of the undertaking is on the emergent Arabic literacy of kids in their early childhood old ages ( birth – 7 old ages ) . This undertaking is of high value for many grounds, some of which are:

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

* Reading is tied to any state ‘s well being: instruction, economic system and industry.

* Early reading failure is likely to go on in malice of most intercession schemes ( scientifically known as the “Mathew Effect” ( Stanovich, 1996 ) .

* Reading success is predicated upon high quality linguistic communication development and the debut of book reading at an early age.


* The chief aim of this undertaking is to raise consciousness about literacy development ( including linguistic communication, reading and composing ) for those who care for and educate immature kids.

* The undertaking aims at developing culturally and linguistically advanced Arabic kids ‘s literature that will be UAE contextually-based, with a cardinal property of rime, and which will promote the usage of syntactical, semantic and phonological accomplishments.

* This undertaking will research and develop possible endowments of Emirati parents, kindergarten instructors, pupil instructors and other Emiratis in the community who wish to lend to the authorship, illustrating and publication of kids ‘s books.

The undertaking will be carried out as follows:


It is proposed to develop a community of readers by working with kids, households and instructors of six kindergartens ( about 600 kids ) in and around Al Ain. The undertaking will be based in the selected kindergartens ( including a distant kindergarten in Shwaib, which is considered in demand of literacy support ) . It is anticipated that a reading web of parents, instructors and kids will be developed between the kindergartens every bit good as within each one. Because the focal point of the undertaking is on prosecuting Emirati instructors, kids and parents in literacy activities, most of the activities will be led by Emirati instructors.

Three chief types of activity are planned:

1. Workshops:

· Workshops for kindergarten instructors in the country of literacy ( particularly the development of emergent literacy abilities including assisting kids to utilize phonological, semantic and syntactical schemes to help kids to read, and focused on how instructors can assist parents ) .

· Workshops for parents, bibliothecs and instructors on how to take books, read to kids from birth, and assist each other in partnership.

· Workshops for parents, instructors and bibliothecs on originative humanistic disciplines that promote emergent literacy ( such as assisting kids to do their ain books ) .

· Workshops for parents, instructors and bibliothecs on incorporating engineering with literacy.

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

· Voluntary narrative reading by a scope of people at the kindergartens and other local societies ( such as the Women ‘s Society ) .

2. Kindergartens

· Working with kindergarten decision makers and bibliothecs to upgrade their libraries for increased usage by immature school kids, with suggested plans ( including some of those listed in 1. above ) that include activities for kids every bit good as parents.

· Working with instructors to research a assortment of activities that engage kids in literacy activities in schoolrooms.

3. Children ‘s books

· Writing, exemplifying and fixing for publication kids ‘s books about and for Emirati kids. Although the chief focal point of this undertaking is on the development of Arabic emergent literacy, books that are prepared in the Arabic linguistic communication will be translated into English to supply a parallel resource for kindergarten categories 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 place for seven old ages and taught in assorted kindergartens in the seven old ages prior to accepting the function of supervisor. She has been involved in a figure of undertakings related to literacy in kindergartens in the Al Ain Zone. Miss Sherina is a member of a Ministry of Education commission that is developing a national papers for the Civic Education of kids in the UAE.

Miss Salama AlYabhouni ( Co-investigator ) is a kindergarten instructor working at one of Al-Ain ‘s big public kindergartens. Miss Salama is a native Emirati with a B.A. grade in early childhood instruction from United Arab Emirates University. She is besides known for being an outstanding pupil and a distinguished originative instructor. She has taken the enterprise to keep several workshops for parents and instructors in the country of literacy.

Dr. Sana Tibi ( Co-investigator ) is an Associate Professor in the section of Particular Education at the United Arab Emirates University with a doctor’s degree in communicating scientific disciplines and upsets from the University of Florida, U.S.A. Dr. Tibi is a adviser to Research Triangle Institute ( RTI ) , World Bank and UNESCO on Arabic reading appraisal, dyslexia and other larning troubles. She has given several presentations in international and regional conferences and workshops on issues refering to kids ‘s literacy. Dr. Tibi has published several articles in international diaries, served as a referee for some International scientific diaries and panels and has written two books on reading troubles. Dr. Tibi is besides interested in issues related to kids ‘s address and linguistic communication upsets and linguistic communication acquisition.

Dr. Mohamad Shaban ( Co-investigator ) is an Assistant Professor of Art Education at the section of Curriculum and Instruction at the United Arab Emirates University. He has a doctor’s degree in art instruction from the University of Illinois at Urbana-Champaign ; U.S.A. Dr. Shaban is a ocular creative person. He has participated in assorted art exhibitions nationally and internationally in the countries of drawing, picture, and ceramics. His involvements include the curative value of art experience for all kids, and peculiarly those sing behavioural troubles. He is interested in the drawings created by kids of war. Dr. Shaban is interested in the preparation of pupils and instructors to make and plan kids ‘s books. Dr. Shaban has besides served as an associated editor, consultative board member, and referee for a figure of international diaries.

Dr. Lorraine McLeod ( Co-investigator ) is an Assistant Professor in the Department of Foundations of Education at the United Emirates University. She has a doctor’s degree in educational leading and direction in early childhood instruction from Massey University, New Zealand. Dr. McLeod has had many old ages of experience in learning in early childhood and primary schools and is a qualified Reading Recovery instructor with a peculiar involvement in whole linguistic communication reading. She has been involved in national parent and early childhood instruction plans, including the New Zealand Play Centre Federation, which is designed to assist parents care for and educate their immature kids. She presently supervises UAEU pupil instructors of English in Grade 1-5 categories in Ras Al Khaimah, Towayeen, Dibba and Al Ain.

United Arab Emirates University College of Education pupils who are majoring in Early Childhood Education, and who prepare bill of exchanges of kids ‘s books as portion of their teacher instruction plan.

Kindergarten instructors and bibliothecs in selected Al Ain Zone kindergartens.

Proposed Timeline

Workshops will be held in kindergartens for instructors and bibliothecs. The subjects and stuffs used in the workshops will so be used by Emirati instructors at the monthly parent meetings that begin in October.

Workshops for instructors and bibliothecs


9 -11.30am

3 workshops for each subject. Staff of 2 kindergartens will unite at one locale for each subject.

Entire workshops: 33


June 09

Introduction to project

Importance of reading to immature kids

Choice of books for immature kids

Dr Tibi

Dr McLeod

June 09

Reading books to kids

Ms Sherina

June 09

Making kids ‘s books: the theory

Dr Shaban

June 09

Making reading merriment: Activities to back up narratives

Ms Salama

October 09

Helping instructors support parents

Dr McLeod

Dr Tibi

November 09

Making kids ‘s books: practical 1

Dr Shaban

December 09

Making kids ‘s books: practical 2

Dr Shaban

January 10

Making the most of libraries


February 10

Helping kids de-code text

Dr McLeod

Dr Tibi

March 10

Making kids ‘s books ( shops bag )

Ms Sherina Ms Salama

April 10

Literacy experiences from other countries/projects

Dr. Tibi

May 10

To be advised / rating of undertaking

Workshops for parents


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

Entire: 48 workshops

Emirati instructors will take these workshops after they have attended the instructor / librarian one of the same rubric.

October 09

Introduction to project

Importance of reading to immature kids

Choice of books for immature kids

Name callings to be announced

November 09

Reading books to kids

December 09

What parents can make at place

January 10

Making kids ‘s books: the theory

February 10

Making kids ‘s books: practical 1

March 10

Making reading merriment: Activities to back up narratives

April 10

Making kids ‘s books: practical 2

May 10

Making the most of libraries / rating



??????? ???????

5. ???? ????? ????? ?????? ???????? ??????? ?? ???? ????? ??????? ????????? ???????? ??????? ???????? ?? ????? ???????? ( ??????? ) ? ?? ??????? ???? ?????? ??? ???? . ???? ???? ????? ?? ?????? ???? ?????????? ???? ?? ??? ?? ??? ?????? ?? ?????? ???????? ?? ??? ??????? .

Give a elaborate description of the undertaking budget. List major budget line points and sums ( in AED ) requested from the Emirates Foundation and covered by ain resources or other 3rd party beginnings. Associate the itemized budget to the undertakings laid out in the proposal.


Amount per point


Office supplies and run offing e.g. paper, toner, cartridges ( he buys one every 2 months per 4,000 dh for 4 pressmans ) , publishing booklets and certifications, administrative costs.



Materials and equipment

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

Computer needs – 4 difficult thrusts high capacity external difficult thrust ( 800 ) + 2 portable difficult thrusts ( 2×400=800 ) ; 800+800=1600, pressman ( A3 & A ; A4 ) ( 4000-5000 ) ; 5000+1,600=6,600

Book-making stuffs for 20 bookmaking workshops and groups of writers and illustrators: paper, composition board ( @ 45AED per sheet ) gum: tools such as glue guns, scissors, basics, closure by compartment, felt pens, pencils ; cloth ( threads, beads, glister, togss, ) ; colourss ( pigments, water-colors, crayons )

( 5,000 )

( 6,600 )



Workshop facilitators

Emirati Kindergarten instructors ( 5 )

Emirati bibliothecs ( 5 )

Western bibliothecs ( 2 )

Narrative readers

33 workshops for instructors and bibliothecs

@ 530 dhs each = 17,490

48 workshops for parents

@ 200 dhs each = 9,600

Reading Sessionss: 1 hr each x 2 Sessionss per month from Oct – May @ 25 dhs per hr = 16 Sessionss x 25 dhs = 400


Writers, illustrators doing books

Emirati UAEU pupils ( 10 )

Emirati illustrators ( 3 ) and writers ( 5 )

30 books to be prepared

1,480 dhs per completed book


Transportation system for facilitators non in schools


Buying Arabic kids ‘s books




Get instant access to
all materials

Become a Member