Whether you’re a parent or an educator (or both!), child behavior is at the top of your concerns at some point in each day. In the latest section of our read along series, What If Everybody Understood Child Development?: Straight Talk About Bettering Education and Children’s Lives (affiliate link), Rae Pica explores several topics surrounding our adult approaches to managing child behavior. She shares a key concept that is at the heart of what I teach about Positive Guidance : [Read more…]
You know that famous scene in The Princess Bride, when the legendary Spanish swordsman, Inigo Montoya, says, “You keep using that word. I do not think it means what you think it means.”
I’m re-sharing some of my grandma’s wisdom today. Funny how a grandparent’s wisdom grows in value over the years, like the priceless investment that it is — you know, the wisdom you didn’t understand as a kid, but it means so much to you now. Read more about what I learned from my grandma in the post, Allowing Children to Bloom in Season.
Growing up in the 80s and 90s, my brother’s room was a shrine to Michael Jordan. After I came home one day, devastated about missing out on a part for a children’s theater production, I was taken by my brother to his display. He pointed at one of his favorite posters.
The topic of “testing” gets a very passionate response from educators (and parents), and not usually a very good one. But ask them about assessments, and you’re likely to get a very different response. It may be a matter of semantics, but the underlying cause is not something to consider lightly.
The mystery of the disappearing recess, is not an uncommon topic of discussion in elementary education. The majority of adults remember a morning recess, a lunch recess, and an afternoon recess. I think most Americans would hazard a guess and say that there is probably less time devoted to recess today than in years gone by.
“Our finest moments are most likely to occur when we are feeling deeply uncomfortable, unhappy or unfulfilled. For it is only in such moments, propelled by our discomfort, that we are likely to step out of our ruts and start searching for different ways or truer answers.”– M. Scott Peck
Can you relate to that? To coming up against a feeling that accepting the status quo just might not work any longer? That some of the “should’s” and “have-to’s” are rooted in misconceptions and “that’s-just-the-way-we’ve-always-done-it”?
Peck’s words form one of the guiding quotes in Heather Shumaker’s newest book,It’s OK to Go Up the Slide: Renegade Rules for Raising Confident and Creative Kids (*affiliate link), and explain her drive to question everything in order to give kids what they really need, rather than what we’ve simply assumed they should accept. [Read more…]
It was years ago that I read the passage, but it is one of the first that comes back to me as I consider the importance of recognizing that the work of the mind and the work of the body are inextricably linked.
In my most recent post, I wrote about how powerful words are in a young child’s development. As I mentioned then, it’s been said that sometimes we’re in such a hurry to give kids the things we never had, that we forget to give them the things we did have. Meaningful conversation may rank high on that list of simple, yet powerful things we take for granted.
The 30 million word gap has become somewhat legendary. But in case you missed the recurrent rumbling, here’s the quick rundown. Back in 1995, researchers Betty Hart and Todd Risley recorded hours and hours of interactions between parents and children. What they found was startling. By age three, the average child from a family in the professional class heard 30 million more words than did the average child living on welfare. What was perhaps most striking about this research was their finding that there was a tight link between the number of words a child heard and their future academic success. This link was so strong that it appears to exist even when other factors, including socioeconomic factors, were controlled for. In essence, they asserted that closing that word gap could close the achievement gap between the social classes.
Subsequent studies have found that it isn’t just the quantity of words, but the quality of conversation that makes such a big difference for kids. [Read more…]