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David McGavock

Burkina Faso: Childhoods Lost in the Gold Mines | Pulitzer Center - 0 views

pulitzercenter.org/...o-ILO-labor-rights-commodities

shared by David McGavock on 30 Apr 13 - No Cached
  • Burkina Faso: Childhoods Lost in the Gold Mines
  • On the rocky ground outside the Kollo mining village near the border between Burkina Faso and Ghana, about 100 people are working, 30 or so of them children. They smash boulders into pebbles and pebbles into grit with primitive hammers and sticks. They haul buckets of well water up the hillside and, pouring this water into shallow pans filled with rock and dirt, they swirl the muddy mix, looking in the silt for tiny flecks of gold.
  • The United Nations' International Labor Organization estimates that as many as a million children between ages 5 and 17 work in the small-scale gold mines of Africa for as little as $2 a day.
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  • The U.S. Department of Labor also is funding a four-year, $5 million project in Burkina Faso, one of the world's poorest nations, to reduce child labor in cotton farming and gold mining.
  • "We are not calling upon companies to boycott gold that has been mined by children," Kippenberg said, "but to remediate the situation if they find child labor in their supply chain - by engaging the relevant government, their suppliers, and demanding progress to get these children out of the mines and into school."
  • The U.S. Labor Department and the ILO consider mining one of the worst forms of child labor because of the risks of injury and death and the long-term health consequences from constant exposure to dust, toxic chemicals, and heavy manual labor.
  • David McGavock on 30 Apr 13
     
    The United Nations' International Labor Organization estimates that as many as a million children between ages 5 and 17 work in the small-scale gold mines of Africa for as little as $2 a day. In the African Sahel, a semiarid region that stretches from the Atlantic Ocean to the Red Sea across parts of Mali, Ghana, Burkina Faso, and Niger, 30 percent to 50 percent of small-scale mine workers are children, according to ILO estimates. Child labor is against the law in Burkina Faso, where last year the government announced a plan to significantly reduce the numbers of exploited children by 2015. But enforcement is lacking.
David McGavock

Who is watching? Thinking ethically about observing children - Early Childhood Australia - 1 views

www.earlychildhoodaustralia.org.au/...cally-about-observing-chi.html

classroom interaction video children australia

shared by David McGavock on 02 Jan 13 - No Cached
  • David McGavock on 02 Jan 13
     
    "Who is watching? Thinking ethically about observing children Just how much of a child's life is private? Who has the right to monitor? What judgements are being formed; and what decisions are being made on their behalf? Every day, educators observe, record conversations and capture images of children for analysis and reflection, to guide their curriculum decisions and inform their understanding. While every step is taken to ensure children's confidentiality and privacy, how often is the perspective of the child considered? This article outlines the ethical tensions that arise for early childhood education and care settings, as they manage recording observations of children with multiple requests from students, researchers and visitors to engage with and observe children."
David McGavock

UW research on brain activity delivers lessons on how kids learn | Local News | The Sea... - 0 views

seattletimes.com/...8767_edlabreadingbrainxml.html

reading learning neuroscience research

shared by David McGavock on 22 Sep 14 - No Cached
  • she has found, in work that is not yet published, that the ability of 6-month-olds to tune in to the sounds of their native language — like the subtle difference between “pat” and “bat” — predicts a skill at age 5 that corresponds strongly with reading success.
  • parents strengthen those connections as their children grow by reading aloud to them, asking open-ended questions, and practicing serve-and-return conversations that build vocabulary and basic knowledge about the world around them.
  • two dimensions of attention — locking in on what’s important while ignoring distractions — predicted both how well they would speak at age 2½ as well as their phonological awareness at age 5.
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  • Children who have even one adult spending time with them like that can form those connections, regardless of family wealth and education,
  • preschool should be about practicing all the ways that the brain experiences language — hearing it, speaking it, seeing it and writing it
  • Preschool also should provide “lots of opportunities to play, explore, listen to stories, look at the pictures and written words, and talk about what they hear,” Berninger said.
  • David McGavock on 22 Sep 14
     
    "Those two dimensions of attention - locking in on what's important while ignoring distractions - predicted both how well they would speak at age 2½ as well as their phonological awareness at age 5. Parents direct their babies' attention to what's important with lots of warm, loving, face-to-face talk using that kind of singsong voice that dips and rises and stretches out vowel sounds. And parents strengthen those connections as their children grow by reading aloud to them, asking open-ended questions, and practicing serve-and-return conversations that build vocabulary and basic knowledge about the world around them. Children who have even one adult spending time with them like that can form those connections, regardless of family wealth and education, Kuhl said."
David McGavock

Treatment Assumptions | Circle of Security International - 0 views

circleofsecurity.net/...treatment-assumptions

shared by David McGavock on 24 Mar 13 - No Cached
    • David McGavock
      David McGavock on 24 Mar 13
       
      Relationship, relationship; nothing happens until and unless.
  • when children feel safe and secure, their attachment system terminates, and their exploratory system engages.
  • when children feel threatened, exposed, criticized, or vulnerable to attack, their exploratory system terminates and their attachment system is activated.
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  • In other words, people cannot adequately learn and defend themselves at the same time. When parents, especially high-risk parents who are often under social and legal scrutiny, take the risk of placing their caregiving approach under a magnifying glass their attachment needs (for protection and comfort) are often activated.
  • what is needed is a system for differentially identifying each child’s attachment pattern and his or her parent’s caregiving pattern, followed by a specific treatment protocol assigned to that dyadic pattern. Such a protocol helps eliminate the potential problems of a “one size fits all” approach to intervention.
  • this differential assessment-intervention protocol would allow more standardization in the training of service providers and implementation of their services, as well as the replication of the success we have come to know in our current work.
  • The Circle of Security™ is a user-friendly map that we developed to teach attachment theory to parents.
  • When children feel safe, their exploratory system or innate curiosity is activated and they need support (either verbally or non-verbally) for exploration; As they are exploring, sometimes they need their parents to watch over them, sometimes they need help, and sometimes they need their parents to enjoy with them; When they have explored long enough, (or if they get tired or anxious, or find themselves in an unsafe situation) they need their parents to welcome them back. When they return, they need their parents to comfort, protect, delight in, and/or organize their feelings. We focus on the last piece because for many of the parents it is a new idea that children need help organizing their internal experience as well as the external environment. When the attachment system is terminated, children are ready to start the circle again.
David McGavock

Baby/Toddler Reading: What Neuroscientists and Parents Need to Know | Psychology Today - 0 views

www.psychologytoday.com/...hat-neuroscientists-and-parent

readiness baby reading parents sharing interaction Child development toddler preschool

shared by David McGavock on 21 Mar 13 - No Cached
  • experts seem to think that baby/toddler reading and learning to read in school are the same. They aren't. Of course babies and toddlers don't have the brain development to learn to read like a 6-year-old. Early literacy experts have come to understand that babies and toddlers learn to read differently.
  • Although no one can explain exactly how baby/toddler reading works, babies do have capacities from birth to age 3 for picking up reading–including phonics patterns and decoding–similar to their capacities for picking up languages.
  • hese events require intimate physical contact such as snuggling with a book or cuddling with the baby or toddler at the computer.
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  • The interview with Wang, a neuroscientist, along with one of his coauthors, Dr. Sandra Aamodt, celebrates the release of their new book, Welcome to Your Child's Brain, which synthesizes research on how the brain develops from infancy to adolescence and provides scores of tips for parents. The interview and a report on NPR's web site, "How to Help Your Child's Brain Grow Up Strong," are chock full of great advice that dovetails with best practices for baby/toddler reading:
  • • Don't use force.• Realize that children reach cognitive milestones at different times.• Expect babies' brains to do very complicated things. • Take advantage of the baby's special language capacities.• Capitalize on babies' attraction to language. • Use active and social exposure to words.• Encourage bilingual learning in babyhood.• Teach self-control.• Take advantage of your child's natural sense of fun.
  • "The most simple way is to talk to your baby and around your baby a lot" and "Respond when the baby speaks, even if the baby isn't forming the words correctly or you don't understand it.
  • add reading aloud and talking about the story to increase the number and quality of word data going into the baby/toddler brain in the first three years of life.
  • most of all, add book sharing and word games, because the attention and fun with words and books are a wonderful vehicle for physical contact and bonding.
  • About 1 in 5 children struggle with phonemic awareness and other disabling issues, so dismissing reading as something that seems as simple as telling "the letter 'b' from the letter 'd' and so on" and saying that "it's something that older children can do without any effort at all," is oversimplification.
  • Many babies learn to read some words before they can speak them.
  • Children have to think in words before they can read them. But they don't necessarily have to speak them before they can read.
  • Teaching your baby or toddler to read joyfully and informally is easier than teaching a child to read formally at age 6.
  • Teach your baby/toddler to read and bring loving physical contact, language, thinking, feelings, bonding, creativity and expression into one simple act. There may be no better way to help your child's brain grow up strong than to teach your child to read joyfully.
David McGavock

Using video to investigate preschool classroom interaction: education research assumpti... - 0 views

oro.open.ac.uk/2714

learning culture using video preschool classroom interaction thinking tools

shared by David McGavock on 02 Jan 13 - No Cached
  • David McGavock on 02 Jan 13
     
    "This article reports on the use of video to collect dynamic visual data in education research and proposes that using visual technologies to collect data can give new insights into classroom interaction. Video data unveil how young children use the full range of material and bodily resources available to them to make and express meaning, forcing a reconsideration of Vygotskian accounts of the relationship between thought and language by producing grounded evidence for a pluralistic interpretation of the construction and negotiation of meaning. In addition to challenging language-biased approaches to classroom interaction, using video to collect data also forces a reexamination of established methodological practices. Drawing on data from ESRC-funded ethnographic video case studies of 3-year-old children communicating at home and in a preschool playgroup, this article discusses methodological and ethical dilemmas encountered in the collection and transcription, or representation, of dynamic visual data, arguing that visual data gives insights into aspects of communicative behaviour pre"
David McGavock

Childcare iPad apps for Sign In/Out, Attendance, Text Alerts and Child Portfolios - 0 views

www.kinderlime.com/about

photos sharing hosting childcare apps sign attendance alerts text child portfolios video children

shared by David McGavock on 04 Jan 13 - No Cached
  • David McGavock on 04 Jan 13
     
    "We are an exciting startup in the San Francisco Bay area (Santa Clara, CA) providing iPhone apps and web admin tools to Child care centers and preschools. Our apps enable smooth communication between preschools and parents through exchange of photos, email and notifications. Our single touch signin/sigout app allows parents to signin and signout their children from the daycare. We are currently in private beta. Kinderlime improves a preschool operators bottomline by getting the word of mouth through your exisiting families and real time ratio tracking. "
David McGavock

Seth Pollak, PhD | Child Emotion Lab - 0 views

www.waisman.wisc.edu/...seth.html

Child development attachment emotion PBS

shared by David McGavock on 09 Feb 13 - No Cached
  • Seth Pollak, PhD College of Letters and Science Distinguished Professor of Psychology and Professor of Anthropology, Pediatrics, Psychiatry and Public Affairs University of Wisconsin at Madison
  • approach research on child development from both basic science and applied, public health perspectives.
  • My particular area of interest is in understanding how the quantity and quality of early experiences in children's lives influences how children think about and process information.
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  • the goal of our research is to better understand the role that early experiences in children's lives have on development of brain structure and function.
  • David McGavock on 09 Feb 13
     
    This fellow was featured on the PBS series, "This Emotional Life". He was doing some interesting work with children who had experienced trauma and separation.
David McGavock

Filming Interactions to Nurture Development (FIND) - 0 views

developingchild.harvard.edu/...find

development children parents film

shared by David McGavock on 23 Sep 15 - No Cached
  • Filming Interactions to Nurture Development (FIND) is a video coaching program that aims to strengthen positive interactions between caregivers and children.
  • If an adult’s responses are consistently unreliable, inappropriate, or simply absent, children may experience disruptions to their physical, mental, and emotional health.
  • FIND coaches film families for 10 minutes as they engage in everyday activities, such as playing a game or having a snack. The coaches then edit down the footage to three brief clips that highlight positive instances of parent-child interaction, and share these with the caregiver in weekly structured coaching sessions.
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  • streamline the process for sending and receiving video files for analysis, resulting in a far more cost-effective solution that maintained participant confidentiality
  • The researchers developed and have employed a protocol for editor certification to ensure the reliability of the edited footage.
  • David McGavock on 23 Sep 15
     
    Using video clips of reciprocal interaction between caregivers. Learning from discussion.
David McGavock

Brain Development and Learning 2013 Conference, Vancouver, BC, Canada, July 24-28, 2013 - 0 views

braindevelopmentandlearning.com/BDL2013

neuroscience preschool learning conference vancouver canada development childhood

shared by David McGavock on 21 Jan 13 - No Cached
  • David McGavock on 21 Jan 13
     
    "A conference dedicated to making a difference. Be prepared to be inspired, empowered, perhaps even transformed. An interdisciplinary conference devoted to improving children's lives by highlighting innovative programs and by making the newest research and insights from neuroscience, child development, psychology, & medicine understandable & applicable to those who work directly with children."
David McGavock

Videatives | Video Clips for Early Childhood & Child Development - 0 views

www.videatives.com

classroom interaction video learning culture preschool

shared by David McGavock on 02 Jan 13 - Cached
  • David McGavock on 02 Jan 13
     
    "What is a Videative? The word videative [vid´-é-ã-tive]   refers to the combination of text and video segments to create an integrated viewing experience (video + narrative = videative). The text explains the video and the video exemplifies the text. Our videatives help you see what children know™ and thereby help you better support their learning."
Lydia Shearer

Epigenetic programming by maternal behavior - 0 views

faculty.sxu.edu/...gramming-maternal-behavior.pdf

shared by Lydia Shearer on 17 Apr 13 - No Cached
  • Lydia Shearer on 17 Apr 13
     
    This study looked at the relationship between a nurturing mother rat and the epigenetic expression of the stress response in the pup. They found that the nurturing mother rat, whether the biological mother or the adopted mother, changed the stress response in the pup. The nurturing mother lowered the stress response while the neglectful mother raised the stress response. Also, pups who were raised by the neglectful mother grew up to have more behavioral issues than those raised by nurturing mothers. These changes in the epigenome have major consequences for the health of the children as well as the potential for disease later on in life. I am curious as to how we can support mothers (and fathers) through services such as a year paid maternity leave among many other support systems so that mothers and fathers can provide as much nurturing as possible for their children.
David McGavock

How The Memory Works In Learning - 1 views

www.teachthought.com/...w-the-memory-works-in-learning

classroom children neuroscience learning research brain learning culture

shared by David McGavock on 04 Jan 13 - No Cached
  • Teachers are the caretakers of the development of students’ highest brain during the years of its most extensive changes. As such, they have the privilege and opportunity to influence the quality and quantity of neuronal and connective pathways so all children leave school with their brains optimized for future success.
  • We now know that through neuroplasticity, interneuron connections (dendrites, synapses, and myelin coating) continue to be pruned or constructed in response to learning and experiences throughout our lives.
  • The prefrontal cortex
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  • the CEO that can manage and control our emotions.
  • undergoing maturation throughout the school years.
  • the emotion sensitive limbic system is a switching-station that determines which part of the brain will receive input and determine response output.
  • ew information cannot pass through the amygdala (part of the limbic system) to enter the frontal lobe if the amygdala is in the state of high metabolism or overactivity provoked by anxiety. It is important for teachers to know that when stress cuts off flow to and from the PFC, behavior is involuntary.
  • it is possible to decrease the stressors of frustration from work perceived as too difficult or boredom from repeated instruction after mastery is achieved
  • research reveals other causes of the high stress state in school and suggests interventions to reduce the stress blocking response in the amygdala.
  • most successful construction of working (short-term) memory takes place when there has been activation of the brain’s related prior knowledge before new information is taught.
  • help students increase working memory efficiency
  • with opportunities to make predictions, receive timely feedback, and reflect on those experiences.
  • Memory is Sustained by Use
  • needs to be activated multiple times and ideally in response to a variety of prompts for neuroplasticity to increase its durability
  • Retention is further promoted when new memories are connected to other stored memories based on commonalities, such as similarities/differences, especially when students use graphic organizers and derive their own connections.
  • Multisensory instruction, practice, and review promote memory storage in multiple regions of the cortex,
  • requires opportunities for students to transfer learning beyond the contexts in which it is learned and practiced
David McGavock

Mission & History « Early Childhood Options - 0 views

www.earlychildhoodoptions.org/...mission-history

history mission childhood options children preschool

shared by David McGavock on 06 Jan 13 - No Cached
  • David McGavock on 06 Jan 13
     
    Colorado Resource for Early Childhood. "Mission of Early Childhood Options The mission of Early Childhood Options is to promote a collaborative system that improves the quality, affordability and availability of early childhood programs in Summit County."
David McGavock

About Us | Communication Across Barriers - 0 views

www.combarriers.com/about

Child development poverty culture Beegle

shared by David McGavock on 26 Apr 13 - No Cached
  • We assist organizations and communities who want to improve outcomes for people living in poverty.
  • Conferences for youth and adults living in poverty and the Navigator/Neighbor program for matching trained citizens who are not in poverty with citizens who are in poverty), Poverty Competency assessments, customized action planning tools, books, articles, research, informative free newsletter, a resource focused website, and other educational materials for making a difference
  • David McGavock on 26 Apr 13
     
    If we intend to support children we need to understand the roots of poverty so we can support families. Donna Beegle can help us understand what it means and how to help families. Dr. Beegle was named a 2013 Woman of Influence by the Portland Business Journal! The annual Orchid Awards honor women who are compelling, affect change and represent their positions with strength, wisdom and grace. "Our Mission: Communication Across Barriers is dedicated to broadening and improving opportunities for people who live in the war zone of poverty Our far reaching goals: Assist communities and organizations to "fight poverty, not the people who live in it." We illuminate real and structural causes of poverty and provide life changing information that shatters common myths and stereotypes about people who live in poverty Offer research-based strategies and insider perspectives for improving relationships, communication, and opportunities across poverty barriers Develop an army of speakers and trainers who can educate and assist communities in breaking poverty barriers Provide models and programs that increase a connected, collaborative, community-wide approach to fighting poverty Educate and engage people not in poverty with tools and avenues for making a difference in their own communities"
David McGavock

Developmental Cognitive Neuroscience Lab - Adele Diamond - 0 views

www.devcogneuro.com

Adele Diamond neuroplasticity Child development

shared by David McGavock on 04 May 13 - No Cached
  • Our lab specializes in studying a region of the brain known as prefrontal cortex (PFC) and the cognitive abilities that depend on it, especially in young children.
  • Those abilities are often called executive functions and consist of cognitive control functions such as cognitive flexibility, inhibition (attentional control, self-control), working memory, reasoning, and problem-solving.
  • We have recently documented marked advances in executive functions due to an early childhood school curriculum (Tools of the Mind) that requires no specialists or expensive equipment, just regular teachers in regular classrooms.
  • David McGavock on 04 May 13
     
    Developmental Cognitive Neuroscience is an interdisciplinary field devoted to understanding how children's minds change as they grow up, interrelations between that & how the brain is changing, and environmental and biological influences on that.
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