Browsing Tag: preschool

    Help Shawn Stop the Jet Train – Learn Numbers at the Train Factory – Part 3
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    Help Shawn Stop the Jet Train – Learn Numbers at the Train Factory – Part 3

    September 12, 2019


    Let me show you our secret station, Station Number 5 (FIVE). Can you help me type the password? (Computer) Please enter your password. (Shawn) The password is THREE (3), FOUR (4), ONE (1), FIVE (5), TWO (2). (Computer) I am sorry, try again. (Shawn) ZERO (0), NINE (9), SEVEN (7), EIGHT (8), SIX (6). (Computer) Access granted. (Shawn) Well done. This is our prototype train. He is a jet train. We call him J-1000. He can go up to 1,000 (ONE THOUSAND) miles per hour. He is the fastest train ever built. (Speedy) Even faster than Benny? (Shawn) Yes. (Speedy) Wow! (Shawn) Do you want to see how the engine blades spin? Push the green button, number 1 (ONE). (Computer) ONE (1). Program activated. (Shawn) Now push the yellow button number 2 (TWO). (Computer) TWO (2). (Shawn) And now the orange button, number 3 (THREE). Do not push the red button or the jet train will launch. (Computer) THREE (3). (Speedy) This is so cool! (Shawn) Okay, let’s turn the engines off. Push… Oh, no! I got connected to the jet train. Help me get unstuck. (Speedy) We will! (Rusty) I will help you. Do you want me to push the red button? (Computer) Four (4). Data transfer complete. All phases complete. Auto pilot activated. (Shawn) No! That button is not for that! (Speedy) Come on! Let’s help Shawn. Look there is another set of engines. (Computer) All phases complete. Auto pilot activated. (Chief) My mustache! (Shawn) Can you help me disable the engines? You will have to climb onto the J-1000 and type the code. Okay, jump on the count of THREE (3). ONE (1)… (Speedy) Look out! (Shawn) ONE (1), TWO (2), THREE (3) (Shawn) Be careful! The code is ZERO (0), ONE (1), TWO (2), THREE (3), FOUR (4), FIVE (5), SIX (6), SEVEN (7), EIGHT (8), NINE (9) (Speedy) Look out! (Computer) Activation code denied. (Shawn) No! (Rusty) Hold on! (Rusty) ZERO (0), ONE (1), TWO (2), THREE (3), FOUR (4), FIVE (5), SIX (6), SEVEN (7), EIGHT (8), NINE (9), TEN (10) (Computer) Data transfer complete. Shutting down. TEN (10), NINE (9), EIGHT (8), SEVEN (7), SIX (6), FIVE (5), FOUR (4), THREE (3), TWO (2), ONE (1), ZERO (0). Program terminated. (Speedy) Wow. This was faster than TEN (10) miles per hour. (Shawn) Thank you all for your help. If you did not know the numbers we would not have stopped the jet train. It’s nice to have good friends who can help you when you need them.

    Bob The Train | ABC song | Alphabets song | nursery rhymes | 3d rhymes | kids tv cartoon videos
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    Bob The Train | ABC song | Alphabets song | nursery rhymes | 3d rhymes | kids tv cartoon videos

    September 8, 2019


    Hi!
    I’m Bob The Train! Do you wanna go on an Alphabet ride with me? Yes! A A B B C And D E E F F G H I J J K K L And M N N O O P Q R S S T T U And V W X and Y And Z Wasn’t that fun Let’s start from Z this time Z And Y And X And W V and U And T and S R and Q And P and O N and M And L, K, J I and H And G and F E, D, C and B And A One more time starting from A Lets all sing together now A and B and C and D E and F and G, H , I J and K and L and M N and O and P, Q, R S and T and U and V W, X and Y and Z Did you enjoy the Alphabet with Bob The Train Yes! See you again next time

    The Number Adventure at the Train Factory with Shawn and Team! – Full Cartoon
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    The Number Adventure at the Train Factory with Shawn and Team! – Full Cartoon

    September 2, 2019


    (Speedy) Hi, I’m Speedy! We’re here to take you to the train factory. (Rusty) Hi, and I am Rusty the robot. We are very glad you are coming along. Look, here’s Shawn on the monitor. (Shawn) Hi, how are you? I’m very happy that you’re coming to the factory! (Dexter) OK, Shawn, I am moving out ten containers. (Shawn) Thank you, Dexter. You can help us build the trains and learn about the numbers. On the way to the factory Rusty the Robot will show you what we do here. I suppose you’ve met Speedy, too. He’s a quick little train but I think Rusty will keep him in check. (Rusty) OK. You can operate this train. Push this lever forward to accelerate. We cannot travel faster than ten miles per hour. We want everybody to be safe at the factory. (Speedy) I can go a lot faster than ten miles per hour, but the robot won’t let me. (Rusty) We’re going a little too fast. Pull this lever to slow down to ten miles per hour. Thank you. Here we test different trains. We use numbers a lot. We count train parts when we build trains. We count how many objects a train can carry. (Dexter) Hello everyone. (Rusty) Hello. (Dexter) Hey, Robot, don’t close the gate yet. Thanks. (Rusty) We also measure the weight of the objects using numbers. We calculate how much weight each train car can hold from a light ONE (1) ton to a heavy ONE HUNDRED (100) tons. We also measure distance and speed using numbers. We have slow trains like Donald and fast trains like Benny. (Benny) Okay Donald, Are you ready to race again? (Donald) Bring it on, Benny. (Rusty) By the time Donald travels THREE (3) sections Benny has traveled TEN (10). (Donald) Oh, no. Not again! (Rusty) When you go to school they will teach you about numbers and measuring. We’re arriving at the facility. (Shawn) Hi. I’m so glad you’re here. Let me introduce you to the team. You already know Speedy and Rusty and this is Donald. (Donald) Hi. It is very nice to meet you again. (Benny) I don’t know how you got here first. (Donald) I told you I would win this time. (Benny) I am very glad to see you again. Shawn, we might have to replace my two headlights. I don’t see well at night anymore. (Shawn) No problem, Benny. Dexter is coming back. (Dexter) It’s nice to meet you. Thank you for coming over to help us. (Shawn) Okay, it’s time to go to work. (Chief) Don’t forget about me.
    How are you doing. I am Dan but everybody calls me Chief. Okay, guys, I am not going to delay you. I have to go clean the test tracks. (Shawn) See you later Chief. Oh, wait! Let’s all take a picture. ONE (1), TWO (2), THREE (3). Okay, it’s time to go to work. We are at the Assembly and Repair Stations. The first number you will learn is the number 1 (ONE). We have one big container we have to lower. Go ahead and push the button. (Computer) Greetings! ONE (1), ZERO (0). (Shawn) Oops, right now we have ZERO (0) containers. (Computer) ONE (1) (Shawn) Okay, Donald, you can move it out. (Donald) No problem! Moving out ONE (1) container! (Shawn) Look, Benny is at Station Number 2 (TWO). He needs TWO (2) headlights replaced. (Benny) Okay, I am ready for my TWO (2) new headlights. (Computer) TWO (2) (Shawn) ONE (1) TWO (2) (Computer) ONE (1) TWO (2) (Shawn) Well done! (Benny) Thank you very much. Now I can see a lot better! (Shawn) This electric train needs THREE (3) doors. Thank you. (Computer) THREE (3) ONE (1) TWO (2) THREE (3) (Shawn) At Station Number 4 (FOUR) we install wheels. Release FOUR (4) wheels for this passenger car. (Computer) FOUR (4) ONE (1), TWO (2), THREE (3), FOUR (4) (Shawn) At Station 5 (FIVE) we weld steps. Do you want to help me weld steps? We’ve already welded FOUR (4) steps. We still need the step number 5 (FIVE). (Computer) FIVE (5) FIVE (5) (Shawn) Well done! This wooden train car needs 6 planks. (Computer) SIX (6) (Shawn) ONE (1), TWO (2), THREE (3), FOUR (4), FIVE (5), SIX (6) We install glass windows at Station 7 (SEVEN). Okay, let’s install them. (Computer) SEVEN (7) ONE (1), TWO (2), THREE (3), FOUR (4), FIVE (5), SIX (6), SEVEN (7) (Shawn) It’s okay. I have another one. (Computer) SEVEN (7) (Shawn) At Station 8 (EIGHT) we install bolts. We need EIGHT (8) of them. (Computer) EIGHT (8) ONE (1), TWO (2), THREE (3), FOUR (4), FIVE (5), SIX (6), SEVEN (7), EIGHT (8) (Shawn) The next TWO (2) stations are different. Instead of counting objects we will measure distance and count the amount. (Speedy) Can I go with you? (Shawn) Of course! At Station Number 9 (NINE) we install engines. Instead of counting objects we will count distance. We have to lift the train NINE (9) feet to fit the engine. (Computer) NINE (9) (Shawn) ZERO (0), ONE (1), TWO (2), THREE (3), FOUR (4), FIVE (5), SIX (6), SEVEN (7), EIGHT (8), NINE (9) At the last station we are going to fill the engine with TEN (10) gallons of oil. Instead of counting objects we will measure liquid using numbers. We are going to count backwards! (Speedy) I can count backwards. (Computer) TEN (10) (Speedy) TEN (10), NINE (9), EIGHT (8), SEVEN (7), SIX (6), FIVE (5), FOUR (4), THREE (3), TWO (2), ONE (1), ZERO (0) The engine is filled up! (Shawn) Thank you both for your help. Let me show you our secret station, Station Number 5 (FIVE). Can you help me type the password? (Computer) Please enter your password. (Shawn) The password is THREE (3), FOUR (4), ONE (1), FIVE (5), TWO (2). (Computer) I am sorry, try again. (Shawn) ZERO (0), NINE (9), SEVEN (7), EIGHT (8), SIX (6). (Computer) Access granted. (Shawn) Well done. This is our prototype train. He is a jet train. We call him J-1000. He can go up to 1,000 miles per hour. He is the fastest train ever built! (Speedy) Even faster than Benny? (Shawn) Yes! (Speedy) Wow! (Shawn) Do you want to see how the engine blades spin? Push the green button, number 1 (ONE). (Computer) ONE (1). Program activated. (Shawn) Now push the yellow button number 2 (TWO). (Computer) TWO (2). (Shawn) And now the orange button, number 3 (THREE). Do not push the red button or the jet train will launch. (Computer) THREE (3). (Speedy) This is so cool! (Shawn) Okay, let’s turn the engines off. Push… Oh, no! I got connected to the jet train. Help me get unstuck. (Speedy) We will! (Rusty) I will help you. Do you want me to push the red button? (Computer) Four (4). Data transfer complete. All phases complete. Autopilot activated. (Shawn) No! That button is not for that! (Speedy) Come on! Let’s help Shawn. Look there is another set of engines. (Computer) All phases complete. Autopilot activated. (Chief) My mustache! (Shawn) Can you help me disable the engines? You will have to climb onto the J-1000 and type the code. Okay! Jump on the count of THREE (3). ONE (1)… (Speedy) Look out! (Shawn) ONE (1), TWO (2), THREE (3) (Shawn) Be careful! The code is ZERO (0), ONE (1), TWO (2), THREE (3), FOUR (4), FIVE (5), SIX (6), SEVEN (7), EIGHT (8), NINE (9) (Speedy) Look out! (Computer) Activation code denied. (Shawn) No! (Rusty) Hold on! (Rusty) ZERO (0), ONE (1), TWO (2), THREE (3), FOUR (4), FIVE (5), SIX (6), SEVEN (7), EIGHT (8), NINE (9), TEN (10) (Computer) Data transfer complete. Shutting down. TEN (10), NINE (9), EIGHT (8), SEVEN (7), SIX (6), FIVE (5), FOUR (4), THREE (3), TWO (2), ONE (1), ZERO (0). Program terminated. (Speedy) Wow! This was faster than 10 (TEN) miles per hour! (Shawn) Thank you all for your help. If you did not know the numbers we would not have stopped the jet train. It’s nice to have good friends who can help you when you need them.

    Take a Field Trip to the Grocery Store | KidVision Pre-K
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    Take a Field Trip to the Grocery Store | KidVision Pre-K

    August 29, 2019


    – [Announcer] This module is sponsored by the Children’s Services
    Council of Broward County. (upbeat pop music) – Today we’re at Whole Foods to find out about healthy
    foods and a balanced diet. Let’s go. Hi.
    – Hi! – I’m Penny.
    – Hi Penny. – And these are the KidVision VPK kids and we’re here to find out
    about the USDA food plate. – Awesome, I’m Vanessa,
    welcome to Whole Foods Market. I’ve got a shopping cart. Why don’t we go find some
    healthy items for our plate? – Going shopping! Here we go, here we go. Where are we? – We are in the produce department. So, here we are with all of our fruits. – How do we know we’re
    making healthy food choices? – Well, that’s a good question. When half of our plate
    is fruits and vegetables, we know we’ve made good choices. We want to make sure that we’re getting all the colors of the
    rainbow on that plate. Take a peak around and see what fruits we have that make the color of the rainbow. – What color is this? – [Both Children] Orange. – Orange, and what color are the grapes? – Green. – [Penny] Green! – [Vanessa] And how about that? – What are these?
    – Red. – Red strawberries. So, this is like the
    colors of the rainbow. If you eat the colors of
    the rainbow every day, you’ll be nice and healthy and you’ll be making healthy food choices. Should we bring some of this,
    put it in our shopping cart? Yes, which one would you like? Ah, I guess we’re gonna take some oranges, oh, nice oranges. And we need the green grapes, red strawberries. (upbeat pop music) Should we go from here to the vegetables? – Absolutely.
    – Okay. (upbeat pop music) – So, vegetables come
    in pretty colors, too. Look at the orange on these carrots. Would you like to take one? Let’s see how if we can
    tell how fresh they are. – And look at these nice, red radishes. Those are nice, right? Yeah, let’s put those in. So, fresh is best, right? – Absolutely. – And how can you tell if something is fresh and ready to eat? – So, we want to look at it, we’re gonna use our senses, right? So, first, we’ll look at
    it, does it look fresh? – Yes. – It’s got the nice, fresh, green tops. And we can smell it. Smells like a carrot. – Oh, it does smell like a carrot. – We want to make sure when we snap it, that it’s nice and crisp. That will tell us that it’s fresh. Are you ready? – Did you hear it? – Ah!
    – Ah, I heard mine too! – Mine too. – And finally, we can taste it. – [All] Mm. – These are fresh. – They are fresh, right from the garden. – That’s terrific. Should we put these in our shopping cart? (upbeat pop music) So, we did fruits, we did vegetables, and now we’re going to the dairy aisle. – Okay, let’s go! Here we are. We can see butter and milk. These are dairy items. – That’s great. Wow, I see there’s
    different kinds of milk. Could you read us the labels? – Sure, so we have whole milk, two percent reduced fat milk, one percent low fat milk, and skim milk, which is fat free. – Which milk to you like best? – Whole milk.
    (cow mooing) – You like whole milk? Good, so let’s put that in our cart. Good, that’s great. So, let’s keep going
    along the dairy aisle. (upbeat pop music) There’s all kinds of
    things in the dairy aisle. Look, there’s yogurt. – Cottage cheese, cream cheese. – Look, there’s american
    cheese, all kinds of cheese. Oh, and I see ahead of
    us another food group, the protein group. – So, let’s head on over
    to the seafood counter. – [Penny] Excellent. (upbeat pop music) – Protein makes up a quarter of our plate. Fish is one type of protein. Beans, meat, eggs and nuts, those are other types of protein. – Protein is weighed by the
    pound, it’s sold by the pound. – It is. So, we can look and see
    how much the fish weigh, how much do the shrimp weigh. Let’s see, what do you think they weigh? Let’s check it out. – Let’s see, let’s see
    if they’ll weigh a fish. – Wow!
    – I wanna eat– – That’s a big fish. Let’s see how much it weighs. It’s 1.67 pounds. I don’t think that we
    need that much fish today, so why don’t we pick up a smaller, we’ll pick up a shrimp
    platter for our lunch. – That’s a good source of protein. What other proteins do we have here? – There’s so many. So many from the sea, lobster,
    shrimp, crab and scallops. There’s also different types of meat. We have lamb, chicken, turkey, those are all sources of protein, as well. (upbeat pop music) Let’s head over to the grains
    so we can complete our plate. – It smells like fresh bread. – So, here we are. We’re gonna pick up the
    last item for our plate, which is grains. Bread can be made from many
    different types of grains like wheat, there’s rye, we have sourdough breads
    and cereal breads, we even have breads made
    from quinoa and rice. – So, grains can be many things. It could be rice and cereals and breads. So, grains are part of our food plate. (upbeat pop music) Do you want to grab a bread? Now let’s make sure we
    have all the food groups. – [Vanessa] So, we have our grains. – [Penny] We have grains. – [Vanessa] We have our vegetables. – [Penny] Vegetables. – [Female Child] Protein! – [Vanessa] Our protein, wonderful. And our dairy and our fruits. – And if we eat all five
    food groups every day, we’re gonna have a
    balanced, nutritious diet. And it will be a rainbow
    of different colors. And what’s at the end of the rainbow? – [Both Children] A pot of gold! – Gold, and if you eat
    the rainbow every day, what is that pot of gold? – [All] Healthy body! – So you want to make sure you eat lots of different types of foods and all of the food groups every day. – Like carrots. – Like carrots, that’s wonderful. Thank you so much. – You’re so welcome. – We’re gonna check out, say goodbye. – Well, thanks for shopping today. I’ll see you again soon in the aisles. – You will. Thank you for showing us Whole Foods. – You’re very welcome. (upbeat pop music)

    Help Shawn The Train teach the car about traffic signs! (Learn Traffic Signs for Children)
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    Help Shawn The Train teach the car about traffic signs! (Learn Traffic Signs for Children)

    August 28, 2019


    Look what I found! It’s the car that ran away from us when we were learning how to count. Wait car! I didn’t mean you go. Let’s learn the traffic signs and teach this car how to drive. You look nice and shiny! Frank the fire truck did a good job washing you. Ok, car, don’t drive fast and listen to what we tell you. The first sign is the stop sign. Make sure you stop in front of each stop sign. Ah, ah, ah! Never try to beat the train! Always stop in front of the railroad crossing signs when the light turns red. You see why… Hi, Donald! Do you hear that, car? It’s a fire truck! Pull over and let emergency vehicles pass you. Look red light! Always stop at the red light. Good job! Don’t speed. It says: “School zone, 15 miles per hour”. Always stop if a school bus is loading or unloading. This is a construction zone. Be very careful! No, car, don’t go there! Not again! Great! And I just washed you not long ago. Ok, car, let’s find the fire truck so we can wash you again. Now you see how important it is to know traffic signs.
    Thank you for learning signs with us!

    How to Mail a Letter |  Post Office Field Trip | KidVision Pre-K
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    How to Mail a Letter | Post Office Field Trip | KidVision Pre-K

    August 28, 2019


    – [Teacher] This module is sponsored by A D Henderson Foundation. (playful music) – We are at the post
    office to mail a letter and find out what happens to it. Where do we mail our letter? – In the mail box. – Who can tell me why
    this is called a mailbox? – It’s a box and you put mail in it. – That’s right, because it’s
    a box and you put mail in it. This is a compound word,
    it’s called mail box. So what would the letter be called if we put it in the box? Mail. And this is the box. But why can’t we mail our letters? – There’s no stamp. – There’s no stamp. So let’s go inside and get a stamp so we can put our letters in the.. – Mailbox. – Perfect. Let’s go. Thank you. – Hi, welcome to the post office. May I help you? – Yes, I’m Penny, and
    these are the KidVision VPK Kids, and we have letters
    we would like to mail, but we need stamps. – Okay, I’m going to
    take you over to Gladys. She has some fun stamps for you to mail your letters out today. – Okay, thank you. Thank you. – Good morning. – Good morning. – My name is Gladys. How can I help you? – We need stamps. – We need stamps, but we wanna make sure that our address is correct. What is on the address of the envelope? – Let me read your return address here. Name, address, and zip code. And here, where it’s going to. Name, address, and zip code. Let me see the other ones. – Everyone check.
    – Um hum. – Check your letters. Make sure you have your name, your street address, your city, state, and your zip code. So what are we missing? – [Kids] Stamps. – [Penny] Our stamps. – [Gladys] We need one stamp, and we’re going to put it on our envelope. – Where does the stamp go? – Just peel, right here. – [Penny] It goes on the
    empty corner of the envelope, that’s correct. Can you put your stamp
    on the empty corner? – [Gladys] Just peel this down. – [Kid] Do we have to rip the stamp out? – [Penny] Yes, it’s stickers. Stamps are stickers. You’re doing a good job of peeling it. – [Kid] I want one of those. – So stamps look different even though they’re the same amount? – Yes, the same amount, yes. – [Penny] And why does it cost money to mail a letter? – Because we have expenses to cover. – The money that you
    pay to buy a stamp helps pay all the workers and
    keeps the facilities open so that we can have a post office. And now, what happens next? – Next, we’re gonna put it in here and gonna take it to the mailbox. – Penny and the kids,
    I’m gonna introduce you to Billy, who’s a letter carrier here. – Hi Billy. – Good morning Penny. Good morning children. Thanks for coming into
    the postal service today. I’d like to tell you all about my job. This route here is number thirty-seven. So anything that goes
    to route thirty-seven, comes to me. I have letters, and we call these flats. And I also have many
    different sizes of boxes and packages. Like this package right here, or a parcel. What shape is this? – Rectangle.
    – A rectangle. – All right. Sometimes, we also have
    packages like this. – What shape is that? – A cylinder.
    – A cylinder. – Good job kids. Can you tell me what shape is that letter? – Rectangle.
    – It’s a rectangle. And I see he’s got some.. These magazines are called flats. Why do you think they’re called flats? – Because they’re flat. – Because they’re flat. And what shape is that? – A rectangle? – It’s a rectangle, good job. – And then this all goes into the case. I put it all together, Then I go to my packages, and I line my packages up. And I pull all the mail down, and I load it in this hamper. And then I roll this
    hamper out to my truck. Let’s go outside. – [Penny] Okay. – And I’ll load up my parcels. (happy music) – Okay, here we are. Out at my mail truck. As you can see, there’s a big eagle emblem on the back of the truck. And this tells you that this vehicle is with the United States Postal Service. So when you see this vehicle, you know the mailman
    is in the neighborhood. I wear a special uniform, special shoes that protect my ankles in case I step in a
    hole, or step on a rock and I would twist my ankle. This way I don’t hurt it. I always have to have white socks with nice, bright colored stripes. I have to have blue pants
    with a stripe down the side. And a blue shirt. I always have to have
    my identification badge on so people know who
    I am when I’m out there delivering the mail. And I also have the insignia right here. And my hat, but because I
    work outside in the sun, I always like to switch
    my hat when I get outside, and I put this sun hat
    on to keep my face out of the sun so that I don’t get sunburned. – Look inside. How do you organize your letters when you put them in the mail truck? – I load them up in a nice, straight line all the way to the back of the cabin. These packages are called SPRS.. – SPRS – Because they’re not in a regular box, and they’re not flat. They’re a different shape. They’re not a letter or a magazine. I take my packages, and the package I’m
    going to deliver first, I put in the front of the cabin. And the packages I’m gonna deliver last, I put in the back of the cabin. I’ve already put all my letters and my flats together in separate bundles. This is First Street, this is Second Street, and this is Third Street. So as I park at each block, I can just take the mail for the section of the route that I’m going to deliver. And I deliver to the
    same addresses every day. So I get to know all my customers. They become like family to me. And it really makes me feel good that I can make my customers
    happy on a daily basis. I’m gonna load these
    last packages and SPRS into my vehicle, so I can get ready to go out and deliver to all my customers. – Thank you very much. It was very nice to meet a mail carrier. – Thank you Penny. It was my pleasure. You too children, you’ve
    been wonderful today. Thank you so much for
    coming to the post office. – That’s terrific. Thank you very much for telling us about the post office. – No problem, than you for coming, Penny and the kids, and any time you’re in the area, feel free
    to stop by and visit. – Bye bye packages. – Bye.
    – Bye. (playful music)

    Working On The Railroad | Bob The Train | Video For Toddlers by Kids Tv
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    Working On The Railroad | Bob The Train | Video For Toddlers by Kids Tv

    August 24, 2019


    “Let’s sing the Railroad song, With Bob the Train!” I’ve been working on the railroad All the live-long day. I’ve been working on the railroad Just to pass the time away. Can’t you hear the whistle blowing, Rise up so early in the morn; Can’t you hear the captain shouting, “Dinah, blow your horn!” Dinah, won’t you blow,
    Dinah, won’t you blow, Dinah, won’t you blow your horn? Dinah, won’t you blow,
    Dinah, won’t you blow, Dinah, won’t you blow your horn? Someone’s in the kitchen with Dinah Someone’s in the kitchen I know Someone’s in the kitchen with Dinah Strummin’ on the old banjo! Singin’ fee, fie, fiddly-i-o Fee, fie, fiddly-i-o-o-o-o Fee, fie, fiddly-i-o Strummin’ on the old banjo. Singin’ fee, fie, fiddly-i-o Fee, fie, fiddly-i-o-o-o-o Fee, fie, fiddly-i-o Strummin’ on the old banjo.

    Take a Field Trip To The Police Station | KidVision Pre-K
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    Take a Field Trip To The Police Station | KidVision Pre-K

    August 24, 2019


    (playful music) – Today we’re gonna
    tour a Sheriff’s Office and learn some safety tips. The Sheriff’s Office
    is where Deputies work. And Deputies are a lot
    like police officers. Do you know what police officers do? – Keep us safe! – That’s right. A police officer or a deputy’s job is to keep us safe from harm. So if we need help, look for
    a law enforcement officer. How do we recognize a
    law enforcement officer? – Uniform! – Badges. – [Boy] A car. – [Penny] What does a
    police car look like? – [Boy] Official colors. – [Girl] The badge and we’ve got it. – [Another Boy] Lights. – That’s right. Those are the
    things you can use to identify a law enforcement officer. It’s their job to watch our neighborhoods, make sure everyone is safe, and respond if a problem arises. Look, there’s my friend. He’s a law enforcement officer
    and he drives a police car. – Hi Penny, how are you? – Hi Officer John. – How are you doing? – Good. – Hi kids, how are you? – Great! – [Penny] Come on children,
    let’s go with Deputy John into the Sheriff’s Office and
    he’ll show us around. – Now one way law enforcement
    officers keep everyone safe is by answering and
    responding to 911 calls. That’s what we do in this room. Come on, I’ll show you. Here is where we take your 911 calls. We will ask you your name,
    what your emergency is, and where you are. Are you at home? Are you at a shopping mall? Or at a friend’s house? – What is an emergency? – [Penny] An emergency is when
    people need help right away. What could be an emergency? – [Girl] When you have fire in your house. – [Penny] A fire. – [Another Girl] An
    accident is an emergency. – [Penny] Excellent answer.
    If someone gets really hurt it’s an emergency. – That’s right, those are all emergencies. Now if you need help
    always look for an adult. If you can’t find one, look
    for a phone and call 911. – [Penny] What are those numbers again? – 911. – [Deputy John] In this
    room we use maps, computers, telephones, and other tools to
    help us locate and help you. We will send an ambulance, a
    fire truck, or a police car. Whatever you need. – Thanks, this has been wonderful. Knowing how to contact an
    emergency unit is a great way to stay safe. – Now let’s head over to
    the fingerprinting room and I’ll show you kids
    some other cool stuff. Law enforcement officers
    also need to identify people. One way we do this is by fingerprinting. – [Penny] Everyone has
    their own fingerprint. No two are the same. So you can be identified
    by your fingerprint. – [Deputy John] That’s right Penny. Fingerprinting is the most
    accurate way to identify people. There may be more than one
    girl named Molly in the world, but you’re the only one
    that has your fingerprints. – That’s the truth, but
    fingerprints are not the only thing that’s unique about you. What else is different
    about you than anyone else? – My brain. – My shirt. – In fact, everything about you is unique. We use fingerprinting because
    it’s the most reliable. You can change your hair color,
    you can change your clothes, but you can’t change your fingerprints. Okay, who wants to be fingerprinted first? – [All] Me! – Just like that. Look at that! Pretty cool, huh? – [Penny] Wow, you did it! Look at that! That is your fingerprint! – [Boy] Look! – [Penny] Wow, look at yours TJ! Congratulations, you did it! Right there is your unique fingerprint. – That’s right! There is no other one like it. We now have a mistake-proof
    way of identifying you. Who else wants to give it a try? – [Girl] How do fingerprints keep us safe? – [Deputy John] Having
    your fingerprints on file helps law enforcement
    because we can match them to the ones we have in our
    records, which helps us identify you in case you’re lost. – Getting lost can be very scary. – That’s true Penny, but come
    with me and we’ll explore some ways that you can keep yourself safe. – Deputy John is gonna tell
    us what to do if we get lost. – One thing that always need to remember, and it’s the most
    important, always stay calm. – Children, show me what you
    look like when you’re scared. – Ah! – When you’re calm. Great, that’s it. Stay calm, and then look
    for an adult to help you. If you’re in a store look
    for someone who works there. – But if you’re not in a store, look for a law enforcement officer. But remember, the adult that
    you are with is also gonna be looking for you so stay where you are. – Yes, good idea. And you can also call out their name. But be a good listener, they’re probably calling out for you too. – It’s also a good idea
    if you’re planning a trip to a busy place to make a plan with the adult that you’re traveling with. Have a meeting place in
    case you get separated like, for example, the front of the store. – That’s a good idea. What other safety tips do you have? – Well Penny, here’s another good idea. You can write your guardian’s
    name and cellphone number on a card and put it in your pocket. That way if you get lost
    or separated, another adult can use it to call. – I’ll stay by my mom and dad. – That’s great, good idea! But if you do get lost,
    look for a uniform. Look, what is Deputy John wearing? – Uniform! – That’s right. And typically people who
    work in stores will wear some kind of uniform. Your safety is our number one
    concern and that is something that we all have to contribute to. We all have to do our part. Hi-5, alright! – Thank you very much Deputy
    John for all the information. – Thank you Penny and thank you kids. Take care, bye! – Bye bye!

    Marry Had A Little Lamb | Kindergarten Nursery Rhymes For Toddlers
    Articles, Blog

    Marry Had A Little Lamb | Kindergarten Nursery Rhymes For Toddlers

    August 23, 2019


    Hello kids! Let’s take a look at Mary and her lamb! Mary had a little lamb,
    little lamb, little lamb, Mary had a little lamb,
    its fleece was white as snow. And everywhere that Mary went, Mary went, Mary went, And everywhere that Mary went,
    the lamb was sure to go. It followed her to school one day, School one day, school one day, It followed her to school one day,
    which was against the rules. It made the children laugh and play, laugh and play, laugh and play, It made the children laugh and play,
    to see a lamb at school. And so the teacher turned it out, Turned it out, turned it out, And so the teacher turned it out,
    but still it lingered near. And hopped and hopped it did all about, It did all about, it did all about, And hopped and hopped it did all about,
    till Mary did appear. “Why does the lamb love Mary so?” Love Mary so? Love Mary so? “Why does the lamb love Mary so,”
    the eager children cry. “Why, Mary loves the lamb, you know.” The lamb, you know, the lamb, you know, “Why, Mary loves the lamb, you know,”
    the teacher did reply.