To Help Children Learn, Build on What They Already Know - RAISE READY KIDS In his brilliant children’s book Fish Is Fish, Leo Lionni tells the story of a fish and tadpole who become best friends. Eventually, of course, the tadpole grows up, becomes a frog, and ventures out onto dry land. One day, the frog jumps back into the pond to see his old friend the fish. “I have seen extraordinary things!” the frog exclaims. “Like what?” 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. So, an adult’s idea of snuggling on the couch to hear a story may not be the same idea a toddler has for story-time. You may only be able to read or talk about a few pages in a book at a time. Here are some ways to engage active children in reading: Read a book at snack times when your child may be more likely to sit for longer.Offer your child a small toy to hold in her hand—such as a squishy ball—to keep her body moving while you read.Read in a dramatic fashion, exaggerating your voice and actions.
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… 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?
Observation, Assessment and Planning - Early Years Matters The EYFS Profile summarises and describes children’s attainment at the end of the EYFS. It is based on on-going observation and assessment in the three prime and four specific areas of learning, and the three learning characteristics, set out below: The prime areas of learning: • communication and language Guiding Principles for Use of Technology with Early Learners The thoughtful use of technology by parents and early educators can engage children in key skills such as play, self-expression, and computational thinking which will support later success across all academic disciplines and help maintain young children’s natural curiosity. The Departments recognize that families and early educators have many different options for using technology with early learners. The Departments believe that guidance needs to reflect the reality that families and early educators have access to apps, digital books, games, video chatting software, and a multitude of other interactive technologies that can be used with young children. Even as new technologies emerge, the Departments believe that these principles apply, though guidance may evolve as more research on this topic is published.
How Are Happiness and Learning Connected? As teachers, we also know that when students' affective filters or defenses are sky high, fight or flight responses will be modus operandi. A room full of defensive behaviors (withdrawn, angry) is a sad, unproductive place to teach and learn. Now let's flip it and take a look at how much more we are able to learn when we are in harmony with the people and things in any given educational environment. Being in harmony means feeling safe, feeling valued and a necessary part a group, and in this case, a learning community.
Whole Child Development Is Undervalued The question is how to make such an approach both systemic and sustainable. Whole Person Socio-emotional, physical, creative, and cognitive capacities are deeply intertwined and equally important in ensuring a child's wellbeing, learning, and growth. (That shouldn't be a surprise to anyone studying or supporting children's learning.) Nobel laureate James Heckman, a professor of economics at the University of Chicago, has shown that the non-cognitive skills emerging in early childhood are among the strongest predictors of adult outcomes. And Paul Tough, author of How Children Succeed, has continued to emphasize the crucial role that soft skills play in character formation and building on persistence, curiosity, and even grit -- the "passion and perseverance for very long-term goals," according to psychologist Angela Lee Duckworth.
Key Person & Attachment - Early Years Matters The Key Person Children thrive from a base of loving and secure relationships. This is normally provided by a child’s parents but it can also be provided by a key person. How to teach children English using illustrated storybooks What makes illustrated storybooks such a good resource for teaching young learners of English? The British Council’s Gail Ellis, co-author of a storytelling handbook for primary English language teachers, explains. Listen to an interview with Gail in our podcast and register for her webinar taking place on Thursday, 2 October. Illustrated storybooks provide an ideal resource for helping children learn English. This is because children love listening to stories. Storybooks present language in familiar and memorable contexts, and high quality illustrations help children understand as they match what they hear to what they see.
KQED Public Media for Northern CA To make that argument requires a deep dive into the profound nature of empathy. Right now, empathy roughly equates to “I like you and am willing to tolerate you regardless of differences because I am a good person.” But the textbook definition hints at something more profound: It’s ‘the feeling of being able to understand and share another person’s experiences and emotions.’ That all-encompassing definition means empathy results from a complex mix of other meaningful emotions and attitudes that fuel human personality, such as openness, curiosity, self-restraint, vulnerability, sensitivity, awareness, respect, appreciation, and even love. Add this list to the fact that empathy can’t manifest unless we have had our own experiences and emotions to contrast, compare, and connect with others—and we can see that empathy is more than a simple connector; it’s the subterranean, fundamental glue that holds humanity together.
The Art of Control Executive function — our ability to remember and use what we know, defeat our unproductive impulses, and switch gears and adjust to new demands — is increasingly understood as a key element not just of learning but of lifelong success. Researchers at the Center on the Developing Child at Harvard University describe executive function as an air traffic control system for the mind — helping us manage streams of information, revise plans, stay organized, filter out distractions, cope with stress, and make healthy decisions. Children learn these skills first from their parents, through reliable routines, meaningful and responsive interactions, and play that focuses attention and stirs the beginnings of self-control. But when home is not stable, or in situations of neglect or abuse, executive function skills may be impaired, or may not develop at all, limiting a child’s success in elementary school and later life.
KQED Public Media for Northern CA Babies and toddlers raised in supportive and caring home environments tended to do better on standardized tests later on, and they were more likely to attain higher degrees as adults. They were also more likely to get along with their peers and feel satisfied in their romantic relationships. "It seems like, at least in these early years, the parents' role is to communicate with the child and let them know, 'I'm here for you when you're upset, when you need me. And when you don't need me, I'm your cheerleader,' " says Lee Raby, a psychologist and postdoctoral researcher at the University of Delaware who led the study.