Sesame Street - Games - 0 views
Orisinal : Morning Sunshine - 0 views
BBC - Schools - Pre-school - 0 views
N O G G I N: Games & More - 0 views
Preschool Games - 0 views
Crayola Creativity Central - 0 views
Welcome to the Age of Overparenting - Boston Magazine - bostonmagazine.com - 7 views
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asks us to think back to the childhood moment when we were the happiest. “Okay, now raise your hand if there was an adult with you in that moment,” he says.
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You don’t gain self-esteem first, then achieve great things. You work hard, fail, pick yourself up, try again, accomplish something new, and then feel pretty good about yourself.
What's Wrong With the Teenage Mind? - WSJ.com - 19 views
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Adolescence has always been troubled, but for reasons that are somewhat mysterious, puberty is now kicking in at an earlier and earlier age. A leading theory points to changes in energy balance as children eat more and move less.
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Recent studies in the neuroscientist B.J. Casey's lab at Cornell University suggest that adolescents aren't reckless because they underestimate risks, but because they overestimate rewards—or, rather, find rewards more rewarding than adults do. The reward centers of the adolescent brain are much more active than those of either children or adults. Think about the incomparable intensity of first love, the never-to-be-recaptured glory of the high-school basketball championship. What teenagers want most of all are social rewards, especially the respect of their peers. In a recent study by the developmental psychologist Laurence Steinberg at Temple University, teenagers did a simulated high-risk driving task while they were lying in an fMRI brain-imaging machine. The reward system of their brains lighted up much more when they thought another teenager was watching what they did—and they took more risks.
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What happens when children reach puberty earlier and adulthood later? The answer is: a good deal of teenage weirdness. Fortunately, developmental psychologists and neuroscientists are starting to explain the foundations of that weirdness.
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Why Women Still Can't Have It All - www.theatlantic.com - Readability - 7 views
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Just about all of the women in that room planned to combine careers and family in some way. But almost all assumed and accepted that they would have to make compromises that the men in their lives were far less likely to have to make.
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when many members of the younger generation have stopped listening, on the grounds that glibly repeating “you can have it all” is simply airbrushing reality, it is time to talk.
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I still strongly believe that women can “have it all” (and that men can too). I believe that we can “have it all at the same time.” But not today, not with the way America’s economy and society are currently structured. My experiences over the past three years have forced me to confront a number of uncomfortable facts that need to be widely acknowledged—and quickly changed.
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grand theft childhood? - 0 views
Growing Up Online | FRONTLINE | PBS - 0 views
Tools of the Mind | Extended Campus | Metro State - 8 views
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Tools of the Mind is a research-based early childhood program that builds strong foundations for school success in preschool and kindergarten children by promoting their intentional and self-regulated learning. In a series of rigorous experimental trials, Tools of the Mind has been shown to have a significant impact on self-regulation of preschool children. The study also found these gains in self-regulation to be related to scores in child achievement in early literacy and mathematics.
The LMS and the adolescence of web learning « Lisa's (Online) Teaching Blog - 8 views
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there may be levels of web learning maturation at work here: Childhood: people who are very new to using the web for learning tend to accept what is given to them, because they don’t really know what the options are. When online learning with the LMS was new, most people were in this category. Adulthood: people who use the web a great deal and in varied ways tend to do better in online classes, and assess the worth of the LMS (or any tool) based on how well it works for the course. Adolescence: in between are the adolescents. They know just enough to be dangerous. They have enough experience to want convenience and not enough to understand the larger issues of pedagogy, including the restrictiveness of an LMS on what the instructor wants to do. They can drive but have no sense of how traffic works.
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Why it’s important to deal now with the “teen angst” of web-adolescence: 1. Not customizing the LMS to suit your pedagogy implies that we all teach the same way. If we all teach the same way, then a computer can do our work instead. (I’ve been reading Daniel Pink’s A Whole New Mind – he’s pretty clear that if a computer can do your job, eventually it will.) 2. Instructors should use the tools that best create the environment they want, and that increasingly means web applications that require multiple log-ins. Students should get accustomed to using separate tools for separate tasks, just like in the real world. 3. Acknowledging the teen view means taking it seriously, but it doesn’t mean developing policy around it. Just as parents try to mitigate the excesses of the teen diet and habits, we owe students our wisdom in creating the learning experience that is most appropriate. (Oh dear, I’m starting to sound like Edmund Burke again.)
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