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Sean McHugh

The Overprotected Kid - The Atlantic - 0 views

www.theatlantic.com/...358631

shared by Sean McHugh on 01 Apr 14 - No Cached
  • Sandseter began observing and interviewing children on playgrounds in Norway. In 2011, she published her results in a paper called “Children’s Risky Play From an Evolutionary Perspective: The Anti-Phobic Effects of Thrilling Experiences.” Children, she concluded, have a sensory need to taste danger and excitement; this doesn’t mean that what they do has to actually be dangerous, only that they feel they are taking a great risk. That scares them, but then they overcome the fear. In the paper, Sandseter identifies six kinds of risky play: (1) Exploring heights, or getting the “bird’s perspective,” as she calls it—“high enough to evoke the sensation of fear.” (2) Handling dangerous tools—using sharp scissors or knives, or heavy hammers that at first seem unmanageable but that kids learn to master. (3) Being near dangerous elements—playing near vast bodies of water, or near a fire, so kids are aware that there is danger nearby. (4) Rough-and-tumble play—wrestling, play-fighting—so kids learn to negotiate aggression and cooperation. (5) Speed—cycling or skiing at a pace that feels too fast. (6) Exploring on one’s own.
  • This last one Sandseter describes as “the most important for the children.” She told me, “When they are left alone and can take full responsibility for their actions, and the consequences of their decisions, it’s a thrilling experience.”
  • the final irony is that our close attention to safety has not in fact made a tremendous difference in the number of accidents children have.
  • ...1 more annotation...
  • sometimes it seems as if children don’t get the space to grow up at all; they just become adept at mimicking the habits of adulthood. As Hart’s research shows, children used to gradually take on responsibilities, year by year. They crossed the road, went to the store; eventually some of them got small neighborhood jobs. Their pride was wrapped up in competence and independence, which grew as they tried and mastered activities they hadn’t known how to do the previous year. But these days, middle-class children, at least, skip these milestones. They spend a lot of time in the company of adults, so they can talk and think like them, but they never build up the confidence to be truly independent and self-reliant.
  • Sean McHugh on 01 Apr 14
     
    Sandseter began observing and interviewing children on playgrounds in Norway. In 2011, she published her results in a paper called "Children's Risky Play From an Evolutionary Perspective: The Anti-Phobic Effects of Thrilling Experiences." Children, she concluded, have a sensory need to taste danger and excitement; this doesn't mean that what they do has to actually be dangerous, only that they feel they are taking a great risk. That scares them, but then they overcome the fear. In the paper, Sandseter identifies six kinds of risky play: (1) Exploring heights, or getting the "bird's perspective," as she calls it-"high enough to evoke the sensation of fear." (2) Handling dangerous tools-using sharp scissors or knives, or heavy hammers that at first seem unmanageable but that kids learn to master. (3) Being near dangerous elements-playing near vast bodies of water, or near a fire, so kids are aware that there is danger nearby. (4) Rough-and-tumble play-wrestling, play-fighting-so kids learn to negotiate aggression and cooperation. (5) Speed-cycling or skiing at a pace that feels too fast. (6) Exploring on one's own.
David Caleb

Three Huge Mistakes We Make Leading Kids…and How to Correct Them - 4 views

growingleaders.com/...-mistakes-we-make-leading-kids

learning leadership

shared by David Caleb on 25 Feb 13 - No Cached
  • Afterward, one group was told, “You must be smart.
  • The other group was told
  • “You must have worked hard.”
  • ...9 more annotations...
  • second group, most of the kids chose to take the test
  • Ninety percent of the kids who heard “you must be smart” opted not to take it.
  • second test
  • equally as hard as the first one
  • third test was given
  • The first group of students who were told they were smart, did worse.
  • The second group did 30% better.
  • Eight Steps Toward Healthy Leadership
  • Help them take calculated risks. Talk it over with them, but let them do it. Your primary job is to prepare your child for how the world really works. Discuss how they must learn to make choices. They must prepare to both win and lose, not get all they want and to face the consequences of their decisions. Share your own “risky” experiences from your teen years. Interpret them. Because we’re not the only influence on these kids, we must be the best influence. Instead of tangible rewards, how about spending some time together? Be careful you aren’t teaching them that emotions can be healed by a trip to the mall. Choose a positive risk taking option and launch kids into it (i.e. sports, jobs, etc). It may take a push but get them used to trying out new opportunities. Don’t let your guilt get in the way of leading well. Your job is not to make yourself feel good by giving kids what makes them or you feel better when you give it. Don’t reward basics that life requires. If your relationship is based on material rewards, kids will experience neither intrinsic motivation nor unconditional love. Affirm smart risk-taking and hard work wisely. Help them see the advantage of both of these, and that stepping out a comfort zone usually pays off.
  • David Caleb on 25 Feb 13
     
    What we should be doing to help our kids become more independent 
  • Gareth Barlow on 27 Feb 13
     
    Dave, top article. I don't know what the technical term is, but I'm going to re-Diigo this with some Outdoor Ed tags? First part is expecially relevant
  • Gareth Barlow on 27 Feb 13
     
    In fact, is it possible to re-Diigo it? I bet Jeffy Plaman will know...
Keri-Lee Beasley

A Difference: You, Your Kids, and Your Phones - 1 views

adifference.blogspot.ca/...your-kids-and-your-phones.html

technology digital_citizenship digital_literacy parents safety

shared by Keri-Lee Beasley on 02 Mar 15 - No Cached
  • Keri-Lee Beasley on 02 Mar 15
     
    Digital Citizenship isn't an expression often heard outside of school. The ways in which it's discussed in main stream media are quite different from how it's discussed in schools. Most often the popular press shares sensational negative stories how kids use the internet and their phones to hurt each other. We have to have open and honest conversations about how things can and have gone wrong and what we can do to make things better in the aftermath of things like cyber bullying, online harassment, or sexting. That said, it's a far more powerful message to talk to kids and parents about how engendering empathy helps us understand each other so we choose not to hurt each other. It's also important to share stories and ideas how our modern mobile technologies empower us to effect positive change in the world around us in ways that weren't possible 10 or 15 years ago. We have to move beyond stranger danger and scare tactics. Sharing frightening stories (often overstated) does nothing to model positive outcomes or move the conversation to discussions of how to deal with something gone wrong. Kids need more models of empathy and empowerment. Parents do too.
Louise Phinney

Mixed Perceptions About Kids Using Digital Media | MindShift - 0 views

mindshift.kqed.org/...about-kids-using-digital-media

media kids

shared by Louise Phinney on 06 Nov 11 - No Cached
  • Louise Phinney on 06 Nov 11
     
    As for her advice for parents, Takeuchi suggests that they make screen time into family time by watching TV or playing video games with their kids. That would help inform parents about how much digital media their kids are consuming and make it a more enriching experience.
Louise Phinney

Are We Wringing the Creativity Out of Kids? | MindShift - 0 views

blogs.kqed.org/...ing-the-creativity-out-of-kids

creativity

shared by Louise Phinney on 05 Dec 12 - No Cached
  • Louise Phinney on 05 Dec 12
     
    "One such intervention: "We have to expand our notion of what productivity means," said Lehrer. "Right now we are grooming our kids to think in a very particular way, which assumes that the right way to be thinking is to be attentive, to stare straight ahead-which is why we diagnose 20 percent of kids in many classrooms as having attention deficit disorders, when the research is actually more complicated.""
Jeffrey Plaman

calming-parental-anxiety-while-empowering-our-digital-youth.pdf - 2 views

www.fosi.org/...powering-our-digital-youth.pdf

gud parent parents pdf

shared by Jeffrey Plaman on 11 May 13 - No Cached
  • Jeffrey Plaman on 11 May 13
     
    Kids are growing up in a digital world. They connect, share, learn, explore, and play in way unimaginable just a  generation ago. This is the only world they know and their parents, teachers, political leaders and even the media  are all doing what they can to catch up. The emergence of social media, in all its extraordinary forms, is pushing the  boundaries of what we think of as private while giving us all, and our children, a platform to express ourselves anytime,  anywhere.  It can be an unnerving prospect to a parent or teacher to see their kids pack so much processing power in their  pockets. The media have played on these fears with screaming headlines and nightly news leads about cases of  online predators, pornography, cyberbullying and sexting. Some lawmakers have proposed online safety legislation  based on a single event, such as a suicide that had an online component to it. At least RQHVtate Dttorney  Jeneral suggested raising the age limit for kids accessing social media to 16 years.  While understandable, these reactions are not always helpful or healthy
Sean McHugh

Common Sense Media Debuts 1-to-1 Essentials | Common Sense Media - 0 views

www.commonsensemedia.org/...media-debuts-1-to-1-essentials

technology parents

shared by Sean McHugh on 05 Apr 13 - No Cached
  • Sean McHugh on 05 Apr 13
     
    "Gone are the days when you can dump out a backpack or flip through a folder to see your kids' work. The answers to "What did you do today?" are locked inside a password-protected device. Often kids have the upper hand in understanding how the device works -- and those 10-inch screens make it difficult to look over kids' shoulders. That's why the Common Sense Media Education team created the 1-to-1 Essentials Program. It's a first-of-its-kind, comprehensive, and free offering that covers everything that administrators, teachers, and parents need to know to maximize the benefits of schools' technology programs. "
Keri-Lee Beasley

Typing for Kids Software 2011 | Best Kids Typing Software | Keyboarding for Kids - TopT... - 1 views

typing-for-kids-software-review.toptenreviews.com

keyboarding typing software review technology

shared by Keri-Lee Beasley on 10 Oct 11 - Cached
  • Keri-Lee Beasley on 10 Oct 11
     
    Reviews of typing/keyboarding software for kids
Louise Phinney

Power Up: Apps for Kids with Special Needs and Learning Differences | Common Sense Media - 0 views

www.commonsensemedia.org/...special-needs

apps iPad specialNeeds

shared by Louise Phinney on 25 Feb 13 - No Cached
  • Louise Phinney on 25 Feb 13
     
    If your child has a special need or learning difference, you've come to the right place. Common Sense Media gets lots of requests for product recommendations from parents whose kids struggle with traditional learning. Some of their kids have a hard time with schoolwork; others have trouble staying on task or find it difficult to express their feelings.
Jeffrey Plaman

Programming Power? Does Learning to Code Empower Kids? | DMLcentral - 1 views

dmlcentral.net/...oes-learning-code-empower-kids

coding learning problemsolving

shared by Jeffrey Plaman on 01 Dec 13 - No Cached
  • Jeffrey Plaman on 01 Dec 13
     
    Programming Power? Does Learning to Code Empower Kids? | DMLcentral http://t.co/23koz2Wj5m
  • Jeffrey Plaman on 01 Dec 13
     
    Programming Power? Does Learning to Code Empower Kids? | DMLcentral http://t.co/23koz2Wj5m
Katie Day

Frontiers for Young Minds - science edited for kids, by kids - 0 views

kids.frontiersin.org

online magazines kids_magazines science writing primary_school

shared by Katie Day on 05 May 14 - No Cached
  • Katie Day on 05 May 14
     
    Frontiers for Young Minds is a web-based scientific journal with an editorial board of kids.
Katie Day

Kids Around the World | Home - 0 views

www.katw.org/index.cfm

un_day global children

shared by Katie Day on 30 Nov 10 - Cached
  • Katie Day on 30 Nov 10
     
    "Welcome to Kids Around the World! This site will introduce your students to the lives, customs, and cultures of children in countries throughout the developing world. There are a lot of ways you can use Kids Around the World in the classroom! Explore the site yourself to get an idea of how you want to use it in your curriculum. The lesson plans provided are excellent tools to get you started. They include activities for Grades K"
Katie Day

National Gallery of Art | NGAkids home page - 0 views

www.nga.gov/kids.htm

interactive kids resources art museums tools

shared by Katie Day on 16 Jul 11 - Cached
  • Katie Day on 16 Jul 11
     
    interactive art you can make online.... for kids...
Keri-Lee Beasley

Connie Yowell on Digital Media and Learning, Then and Now | Spotlight on Digital Media ... - 0 views

spotlight.macfound.org/...connie-yowell

professional_development technology digital_media digital_literacy creativity games

shared by Keri-Lee Beasley on 30 Jan 15 - No Cached
  • The Holy Grail in learning and education is context. The problem is that education is focused on generic outcomes. And as soon as you shift to that conversation, you forget about context of the learner. You forget that learning is social, and about identity, and fundamentally connected to what the learner cares about.
  • I saw a video of you talking recently. You said starting with outcomes and working backward was a big mistake. You said we should start thinking about the student and then design forward. What does that actually mean, and is that related to what you’re saying about context? In education, we traditionally think about content. We think about content as the outcomes we’re striving for. Does a kid know X? That’s what all our tests measure, and that’s how we lose the kid.  We lose the kid to our focus on content—we talk more about STEM than we do about kids. 
  • People talk about kids learning content and then testing them on that content. People like Katie and Will are thinking about designing the context for participation. That’s the Holy Grail.  Its through participation that learning happens. 
  • Keri-Lee Beasley on 30 Jan 15
     
    Interesting interview regarding the potential future of Digital Media Literacy
Sean McHugh

SimCityEDU: Using Games for Formative Assessment | MindShift - 0 views

blogs.kqed.org/...-assessment-tools-game-changer

assessment formative gaming SimCityEdu gbl

shared by Sean McHugh on 19 Mar 13 - No Cached
  • Keri-Lee Beasley on 19 Mar 13
     
    Gates & McArthur foundation looking to sponsor a version of Sim City for Educational use. 
  • Sean McHugh on 19 Mar 13
     
    "GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build SimCityEDU, a downloadable game designed for sixth graders. Scheduled to be be released in the fall of 2013, it builds on SimCity's city management theme, but provides specific challenges to players in the subject of STEM. "The big pain point we've heard from teachers is that they cannot entertain their kids to the level that they are being entertained outside of the classroom," said Jessica Lindl, general manager of GlassLab. "They want to be able to create meaningful learning experiences and they just can't compete with the digital tools their kids are accessing all the time.""
Jeffrey Plaman

Harvard Wants to Know: How Does the Act of Making Shape Kids’ Brains? | MindShift - 0 views

blogs.kqed.org/...-does-making-shape-kids-brains

tweet maker research tinker harvard projectzero

shared by Jeffrey Plaman on 11 Jan 13 - No Cached
  • Jeffrey Plaman on 11 Jan 13
     
    Via @MindShiftKQED: Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains http://t.co/OHOH2iW0
Louise Phinney

The Web Revolution: This is Just the Beginning -- THE Journal - 0 views

thejournal.com/...his-is-just-the-beginning.aspx

learning innovation

shared by Louise Phinney on 06 Feb 13 - No Cached
  • Louise Phinney on 06 Feb 13
     
    ""Take a look at the smartphone in your hand," Jaime Casap, Global Education Evangelist for Google, told the crowd during his keynote at the FETC 2013 conference in Orlando Wednesday. "That smartphone is just a phone to a kid. And to many kids, it isn't even a phone." Casap pulled his own phone from his pocket. "What you have in your hand is going to be their Commodore 64. It's going to be their Apple IIe. When they're in their twenties, it's going to be the thing they buy at a thrift store and put on a shelf in their hipster apartment just because it's cool to have one." That's the generation, he said, that's coming into our schools, and we need to be ready for that."
Louise Phinney

Make It Work: Sharing Class Sets of iPads - 1 views

digitaldollar.edublogs.org/...rk-sharing-class-sets-of-ipads

sharing ipads

shared by Louise Phinney on 01 Nov 12 - No Cached
  • Louise Phinney on 01 Nov 12
     
    "Do NOT allow the iPads to live in mobile carts - when I see an iPad in a cart, I see money being burned. The carts should be where the iPads sleep when school is closed. This is where they re-charge. But there should be a school-wide routine that as soon as kids enter a room with an iPad cart, they each walk up to the cart and get their assigned iPad. They should keep that iPad on their desk until the end of the day and return it to the cart as they walk out of the classroom. iPads should be as essential to a student desk as pencils were 20 years ago. Teachers (and kids) will be much more likely to pick up and use the devices if they're right there, as opposed to having to plan to take them out and use them for "tech time" and then put them away. Think about how you use mobile tech in your everyday life - you pull your phone out of your pocket to look up information when it's relevant, rather than waiting until your "computer time" later in the week. Students should be able to do the same."
Keri-Lee Beasley

Kids on the Internet: danah boyd's controversial idea that kids should be allowed to ro... - 3 views

www.slate.com/...owed_to_roam_free_.single.html

parenting parents article danah_boyd online internet internet_safety internetsafety digital_literacy technology

shared by Keri-Lee Beasley on 17 May 12 - No Cached
  • Keri-Lee Beasley on 17 May 12
     
    Really interesting article by Katie Roiphe about why danah boyd thinks you should not monitor your kids' web surfing.
Keri-Lee Beasley

How Digital Writing Is Making Kids Smarter | graphite Blog - 0 views

www.graphite.org/...writing-is-making-kids-smarter

digital writing writingworkshop technology literacy digital_literacy

shared by Keri-Lee Beasley on 25 May 15 - No Cached
  • Keri-Lee Beasley on 25 May 15
     
    Kids are writing more than ever before. 
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