Teachers TV: Listening Skills for Staff. 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. Quality Interactions Early Years. 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. Read the MIT News story for a fuller summary of the research. The Takeaways The “conversational turns” are key here, the researchers say.
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.
NQS PLP E Newsletter No43. Carol Dweck: The power of believing that you can improve. A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. 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. Slim as they get, Thomas recently had his long sandy-blond hair cut short to look like the new James Bond (he took a photo of Daniel Craig to the barber). Unlike Bond, he prefers a uniform of cargo pants and a T-shirt emblazoned with a photo of one of his heroes: Frank Zappa. Thomas hangs out with five friends from the Anderson School. They are “the smart kids.” Ycyoungchildren.68.3. NO MORE CHALLENGING BEHAVIOR CHEAT SHEET. B480 Special Need Publication A4 V5 Final MR. Ey besd. Neurodiversity TfS online conference. Teaching English to learners with Special Educational Needs (SENs) – Myths and realities.
‘I know I have children with special educational needs in my class, I want to help them and we are supposed to promote inclusion, but I really am not sure how to do this’ Vera, primary teacher from Spain ‘Some of the children in my class are really badly behaved, they can’t sit still, don’t finish their work and are always calling out.
I think they might have a learning difficulty, but I don’t know what to do’ Kris, secondary teacher from Poland Do you feel like these teachers? Myth 1 – You have to be a specialist psychologist or specially trained teacher to know how to teach these learners No, you don’t. Myth 2 – other learners in the class make less progress when they are taught with learners with SENs No, this is not necessarily the case. Myth 3 – learners with SENs cannot learn languages. 2Bbellybreathhome. Schema and Fairies. Schemas are one of those things that divide practitioners, like fairies at the bottom of the garden. You either believe in them and are in absolute awe at how amazing they are, or you just don’t believe they exist. It’s really interesting when you discuss this with people and it’s extra exciting when a ‘non-believer’ suddenly says “That describes my key child exactly!!”
But first of all, let’s explore what a schema is. Athey (2007) defines schema as ‘patterns of behaviour and thinking in children that exist underneath the surface feature of various contents, contexts and specific experience’ (page 5). Schemas in Children’s Play - N a t u r e P l a y. "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. Young children are driven by emotions, not logic, so irrational behavior is normal and to be expected. Does my toddler have a short attention span because she won’t sit still for a story?