Example sentences of "with [art] children " in BNC.

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31 The school was an amiable establishment in Somerset which existed largely for the daughters of service and diplomatic families , whose fees were subsidised by the services to ensure that the scions of the officer class need not be tainted by cheek-by-jowl association with the children of other ranks .
32 Actually , Helen and Geoff are away ( with the children , of course , it 's Spain again this year I think ) , and Mr Davis 's boy Kevin from the house on the corner is keeping an eye on things and doing the garden for them .
33 Then , with wind howling round the windows and rattling the doors , we sat in front of a peat fire and played games with the children .
34 She took a flat with the children , but then Herbert bought a house for them to live in .
35 He had gone to stay during the school holidays with the children of a farmer who was one of his father 's clients .
36 A happy nanny gets into fist-fights with the children .
37 What with the children and the school fees .
38 If there is a dispute between people as to where children should live or who is to have contact with the children then magistrates can make the appropriate residence orders or contact orders .
39 There was also evidence that , when a mother adopted a style of discussing rules and feelings with the children when they quarrelled , they were apt to develop in their offspring more mature ways of handling conflict .
40 Adults were dropping out of evening classes because they did not like learning with the children who were ‘ catching up ’ on their schooling , feeling embarrassed or ashamed .
41 This is a great blessing , for now they are so near , Ronnie can pop in with the children on the way home from school .
42 Mrs Joiner 's relationship with the children was very pleasant and she remained remarkably encouraging when they were a little restless .
43 Nevertheless , the example points up the paradox of the advantage to the teacher of having to experience new learning alongside and in co-operation with the children , and yet at the same time having to be an expert in the subject .
44 The important thing is that the whole programme is planned in a way that brings out learning in depth , allowing for sustained involvement with the children , and has clear developing purposes .
45 It is all very well reading Isaac Asimov and making robots that cut the grass , play ping-pong with the children or slave in households .
46 I was at a concert with the children a month or so later and saw one rather pushy friend , who I could normally handle .
47 Now he is being invited to learn along with the children in Science , to admit ignorance ( he the headmaster ! ) , to reward discovery learning when neither he nor the children know the answer .
48 Sessions begin with the children taking the initiative and deciding what toys or activity they want and parents are invited to join in such things as organising the dolls ' house , making sand pies , playing with trains , building houses , mixing paints and cutting up paper .
49 ’ And all the activities for the children that one can attend — sports days , Christmas parties , the Mod — you can get involved in them along with the children .
50 The Committee further recommended openness with the children about their genetic origin .
51 Businessmen working away from home frequently describe the tension on their return when their partners , who have been shut in with the children all week , suggest going out for dinner .
52 When cooking with the children we want to finish with something eatable , so we are likely to add the liquid carefully ourselves , but we could let children experiment with the play-dough and if they make the first lot too soggy , more flour and salt can be added without much trouble until they make a ‘ workable ’ dough , and there can be plenty of conversation about too much , too little , a little more , a lot more and enough .
53 Then , by watching and joining in with the children 's play , the balance of new and old can be altered as their interests change , without having everything in the water at once .
54 There will be considerable opportunity in this kind of shared activity to talk with the children as they play and for the teacher to discuss the mathematical ideas involved .
55 Stories like ‘ The Three Bears ’ or ‘ The Three Billy Goats Gruff ’ , which involve ordering , can be good starting points , developed in creative work , and used as a basis for talk with the children .
56 In many cases it is she who develops an opportunity for talk with the children , following their interest in the activities provided , and pursues attention to ideas like one-to-one correspondence , comparison and so on .
57 While playing with the children we can introduce the terms backwards , forwards , in front of , behind , by the side of and next to .
58 Yet the case is different with the children in England , for when they emigrate , the vast majority will go to English-speaking countries , and they will have profited from the intimate contact they had with the English life and language . ’
59 The abundance of physical work prevented Madrichim from spending enough time with the children , let alone helping them with their education .
60 The emphasis was on self-reliance , with the children free to work out their own solutions without a close-knit family environment .
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