NQS PLP E Newsletter No43. A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Listening Skills for Staff. The Power (and Peril) of Praising Your Kids. What do we make of a boy like Thomas?
Thomas (his middle name) is a fifth-grader at the highly competitive P.S. 334, the Anderson School on West 84th. Let’s lose the ADHD label and find the child. When I trained as a primary school teacher 15 years ago, these were some of the words used to describe children with ADHD: ‘Difficult.’
‘Challenging.’ ‘Disruptive.’ There were others, whispered by harassed-looking teachers in the staffroom or concerned parents at the school gates, but none seemed to be positive. When I got my first ‘real’ class to teach, and saw that some of the children came with the dreaded ‘ADHD’ label attached, I approached the new term with butterflies the size of dragons in my stomach. But here’s what it took me a few more years to learn… NO MORE CHALLENGING BEHAVIOR CHEAT SHEET. The power of positive relationships.
Talking with Babies and Toddlers June05. PowerfulInteractions. Effective ways to help children s early language development POSTER. Serve and Return. Effective Teacher-Child Interactions. The Brain-Changing Power of Conversation. The Science Researchers used highly faithful audio recorders — a system called Language Environment Analysis (known as LENA) — to capture every word spoken or heard by 36 4–6 year olds from various socioeconomic backgrounds over two full days.
The recordings were analyzed to measure the number of words spoken by each child, the number of words spoken to each child, and the number of conversational turns — back-and-forth exchanges initiated by either adult or child. Comparing those measurements with brain scans of the individual children, the analysis found that differences in the number of conversational turns accounted for differences in brain physiology, as well as for differences in language skills including vocabulary, grammar, and verbal reasoning. MIT Brain Study: Back-And-Forth Talk Key To Developing Kids' Verbal Skills. New MIT research finds that for children's brain development, parents don't just need to talk to their kids — it's important to talk with them, in back-and-forth exchanges. "What we found is, the more often parents engaged in back-and-forth conversation with their child, the stronger was the brain response in the front of the brain to language," said cognitive neuroscience professor John Gabrieli.
Story continues below Most Viewed Stories That stronger brain response, measured as children ages 4 to 6 lay in a scanner listening to simple stories, reflects a deeper, more intimate engagement with language, said graduate student Rachel Romeo. Further reading. Carol Dweck: The power of believing that you can improve. How can parents and teachers best educate young children? What principles can both teachers and parents bring to the education of very young children? Gillian Craig, who was part of the Learning Time with Shaun and Timmy writing team, explains. As teachers and parents, we follow certain principles in our roles. Supporting and extending language development. Asking questions is an authentic way of interacting with children.
Interacting is an important way of communicating. What to consider when teaching English in large classes. How many students do you teach? Do you feel that your classes are too big? Author and education consultant Jason Anderson looks at the issues and offers some potential solutions. Ey besd. B480 Special Need Publication A4 V5 Final MR. Neurodiversity TfS online conference. Teaching English to learners with Special Educational Needs (SENs) – Myths and realities.
2Bbellybreathhome. Schema and Fairies. Schemas in Children’s Play - N a t u r e P l a y. Written by Clare CaroSchemas in Children’s Play are such an important concept when it comes to the development of our children that it’s worth taking the time to understand them so you can facilitate them when you see them.What are these schemas?
Well it’s really a fancy word for the urges that children have to do things like climb, throw things and hide in small places. They appear through play; perhaps it is the way they choose to do things, or what they desperately need to do out of the blue! Bringing It All TogetherAfter looking at each schema individually to get to grips with what each 'urge' is all about we may already be able to recognise some of the different ways they can appear in your child.Rotation, Trajectory, Enveloping, Orientation, Positioning, Connection, Enclosure/Container, Transporting and Transformation are urges that show in all children starting as early as their first birthday, some times before.How Can Knowing About These Urges Help Us?
"I Said I Want the Red Bowl!" Responding to… Amelia, told that she can’t have a fifth book before bedtime, shouts: “You are the meanest mommy!
You are not invited to my birthday party!” Derek, when offered a choice between carrots and cheese, not ice cream, before dinner announces: “I don’t like the choices you are choicing me!” Alex hurls a bowl of his favorite cereal off the table and screams, “I said the red bowl, not the blue bowl!” If any of these exclamations sounds familiar, you are not alone. Welcome to what can feel like the Wild West of toddlerhood. But seen through the eyes of the child, and through the lens of development, these behaviors, while maddening, are utterly normal, and signal important milestones are being achieved.
Getting clear on expectations is critical because the meaning we assign to a child’s behavior influences how we manage our own emotions and reactions to the behavior at hand. Does my toddler have a short attention span because she won’t sit still for a story? A: It is perfectly normal for toddlers to not sit still very long—period.
Most don’t like to stay in one place for long now that they can explore in so many new ways—by running, jumping, and climbing. Analysing our interactions.