Children's Needs

  

There are a plethora of needs that children need met. I would like to focus on play, fitness, and growth mindset. Young children need plenty of play to develop important neural pathways and connections. Sensory information taken in through the experiences in play are the foundation of the creation of the neural networks.






These developments will be necessary for children to be able to succeed academically when they begin elementary school. Ginsburg (2007) shared, "Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth" (para. 7).

The Centers for Disease Control and Prevention (n. d.), stated, "Childhood obesity has more than doubled in children and quadrupled in adolescents in the past 30 years" (para. 1). While society has acknowledged that there is a childhood obesity epidemic, nationally, obesity in children is still on the rise.

Skinner and Skelton (2014) shared that although it has stabilized to a certain degree, it is still increasing. Specifically, 17.3 percent of children aged two to 19 years were obese between 2011 to 2012 and over the last 14 years obesity has increased. I invite you to watch my piece for dissemination video on childhood obesity.



Dr. Carol Dweck's growth versus fixed mindset has strong implications for teachers and students. Dr. Dweck is a world leading researcher in motivation and is the Lewis and Virginia Eaton Professor of Psychology at Stanford University (Mindset, 2010). Her research focused on why people succeed and how to foster success. This led her to fixed versus growth mindset. In a fixed mindset intelligence is static. Persons with a fixed mindset avoid challenges, give up easily, sees effort as fruitless, ignores feedback, and is threatened by the success of others. In contrast, growth mindset is the perspective that intelligence can be developed. Persons with a growth mindset embrace challenges, see effort as a path to mastery, learn from criticism, and are inspired by others' successes. Her work is the basis of the book Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools by Mary Cay Ricci.

It is important for teachers and parents to foster a growth mindset within children. For instance, a Columbia University survey shows that 85 percent of American parents think it's important to tell their kids that they are smart, when in fact it may actually be harming them (Bronson, 2007). Dweck's research on mindset illustrates the need to praise effort, rather than intelligence. Planting the seeds of effort and growth into children from a young age would prepare them for the academic and growth opportunities to come. Moreover, it could be the foundation for developing a love of learning. I invite you to watch the videos to learn more about how the brain works and what this means for growth versus fixed mindset. Neuroplasticity  Mindset and Success

Resources

Ginsburg, K. R. (2007, January). The importance of play in promoting healthy child development and maintaining strong parent-child bonds | From the American Academy of Pediatrics | Pediatrics. Retrieved from http://pediatrics.aappublications.org/content/119/1/182

Skinner, A. C., & Skelton, J. A. (2014). Prevalence and trends in obesity and severe obesity among children in the United States, 1999-2012. JAMA Pediatrics,168(6), 561-566. doi:10.1001/jamapediatrics.2014.21

The Centers for Disease Control and Prevention. (n.d.). Obesity prevention | Healthy schools | The centers for disease control and prevention. Retrieved September 30, 2015, from http://www.cdc.gov/healthyschools/obesity/facts.htm

Place-Based Learning In Early Childhood Education

This week, my doctoral studies have led to me learning about "Place-Based Learning".  This model of learning is defined by Promise of Place (n. d.) as a practice in which students learn by leaving the classroom to discover local heritage, cultures, landscapes, opportunities and experiences.  This would be an ideal supplement to play based learning in early childhood education.  

To anyone involved in early childhood education, it is no mystery that children learn best through hands on interactive activities. Place based learning allows children to be immersed in the concept in which they are learning, thereby making learning much more expedient, as well as more personal for the learners.  Educators can easily personalize learning through such an approach.  As children find interests around them, teachable moments and child centered, though directed, learning follows suit.  

Sly (2015) shared, "There is a growing body of research on the benefits of place-based learning. Among them: higher test scores, better grade-point averages, improved classroom behavior, increased self-esteem and problem-solving abilities, and higher-level thinking skills" (para 6).  

Indeed, many educational institutions see the value in place based education, including Antoich University - New England.  In their Department of Education, the concept is taught as a core concept as opposed to traditional classroom models. Antoich University (n. d.) explained, "Children get excited about learning when they can see the connection between what they study and their own lives" (para 1).

What are your thoughts about place based learning in early childhood?  Is it a viable option for early childhood learning or do you feel it is more appropriate for middle childhood, adolescents, and teens?

References

Antioch Univeristy. (n.d.). Place - based education. Retrieved November 11, 2015, from www.antiochne.edu/teacher-education/integrated-learning/placed-based-education/

Promise of Place. (n.d.). What is PBE | Promise of place. Retrieved from http://www.promiseofplace.org/what_is_pbe

Sly, C. (2015, August 7). Teaching strategies | ecoliteracy.org. Retrieved from http://www.ecoliteracy.org/article/teaching-strategies

Sustainable Schools Project. [Image]. Retrieved from http://sustainableschoolsproject.org/education/k-5-scope

The Mavins Group. (n.d.). Children playing in the woods with grandma [Photograph]. Retrieved from http://www.themavinsgroup.com/2012/08/a-walk-in-the-woods-with-grandchildren/

Why has Play Become a Four Letter Word?

It makes sense to examine the number one ranked educational system in the world and compare it to the one in which our children are being educated.  The Programme for International Student Assessment (PISA) has shown that Finland ranks in the top or near the top on every survey since 2000 (Partanen, 2011).  There are definitely many differences that can be observed against the American system.  These include but are not limited to the facts that Finnish students take only one standardized test in their academic careers, and that Finnish students get 15 minutes of unstructured recess time for every 45 minutes of academic time (Walker, 2014).  For the purposes of this post, I am going to hone in on the recess time.

Here in the U.S. we have been systematically reducing time for children to be physically active in school.  Due to budget cuts, as well as the ill conceived notion that we need more time for academics, many districts across the nation have reduced time for physical education.

Here in my state of Wisconsin, most districts only provide 30 minutes of physical education class two times per week.  However, at least we have the benefit of having physical education taught by licensed physical education teachers.  Many students in California are not so fortunate.  There, many classroom teachers, must also teach physical education (Adams, 2015).

Another item lost, since my days of being an elementary student, is recess time. The minutes for recess have been shortened and in many cases, entire recess sessions have been eliminated in order to allow for more academic time in the classroom.  What these policy makers fail to account for is that these choices, according to research, have a detrimental effect on learning rather than increasing learning.  Chaddock et. al. (2011) shared that studies show a link between aerobic fitness and higher levels of cognition, as well as differences in brain structure. Additionally, they share that cognition can even be predicted over time through aerobic fitness level.

These thoughts led me to have a conversation with one of my colleagues. Unlike me, she has had over 20 years teaching in the classroom, and I was interested to hear her insights she has garnered through her experiences as a first and second grade teacher.  She agrees that children are not only not getting nearly enough recess time, but feels they are being pushed too hard, too fast.  She pointed out to me that Scandinavian countries (lauded for their effectiveness) don't even begin teaching students to read until they are seven years old. Meanwhile, over here, we are now providing kindergarten reading instruction; in some cases even in four year old kindergarten.  She also explained that classroom instruction has taken a dramatic shift, especially in the last 10 years. S. Evolsir, personal communication,  October 30, 2015 stated, "Learning used to be a great deal of fun for kids; we did much learning through projects and play.  There is no time for that anymore.  We have too many Common Core State Standards (CCSS) to fit in each day.  Everything is rushed, and kids are more stressed.

They need more time to play, and more time to learn through play, and through the use of all their senses. These kids also do not have enough time to break away from the classroom (through recess) to interact and learn through their friends the important social and emotional skills they need."

With the pummeling that education has taken in the public eye and the media in recent years, administrators and legislators have many tough decisions to make.  However, ultimately, we should all be advocating for the children.  Finland, as well as many research studies, have proven that kids need to be moving.  They need their recesses and physical education classes back.  It is time to turn to the experts rather than just simply "pushing" students harder and thinking that will somehow get us better results.  We can achieve more (results) with less (time), if we start giving kids what they need - time to play.

I would love to hear your thoughts on my title question.

References:

Adams, J. M. (2015, February 1). Lawsuit agreement to force schools to provide physical education. Retrieved from http://edsource.org/2015/lawsuit-agreement-to-force-schools-to-provide-physical-education/73544

Chaddock, L., Pontifex, M. B., Hillman, C. H., & Kramer, A. F. (2011). A review of the relation of aerobic fitness and physical activity to brain structure and function in children. Journal of the International Neuropsychological Society, 17, 1-11. doi:10.1017/S1355617711000567

Kids Sports. [Photograph]. Retrieved from http://kidssports.com.au/newsite/wp-content/uploads/2014/05/kids-play-ftr.jpg

More4kids/Psychology Today. (n.d.). Stressed-out-child [Photograph]. Retrieved from http://www.more4kids.info/uploads/Image/Aug/stressed-out-child.jpg

Partanen, A. (2011, December 29). What Americans Keep Ignoring About Finland's School Success - The Atlantic. Retrieved from http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/

Walker, T. (2014, June 30). How finland keeps kids focused through free play - The Atlantic. Retrieved from http://www.theatlantic.com/education/archive/2014/06/how-finland-keeps-kids-focused/373544/

About Me

My name is Darren and I am in my fifth year as a second grade teacher (second career). I am 41 years old, am married, and have three boys.  I enjoy hiking, camping, gardening, boating, riding my motorcycle, and of course reading (what teacher doesn't).  

There is nothing, and I mean nothing like teaching!  What joy it is to see a child's face light up when she/he discovers a new concept!  Watching "the wheels turn" within their minds is fascinating.  It is a wonderful career in which one gets to know so many children and families, and have a positive influence in their lives. 

Of my many educational interests, is my concern regarding childhood obesity and the effects of exercise or lack thereof on the brain. The Centers for Disease Control and Prevention (n. d.), stated, "Childhood obesity has more than doubled in children and quadrupled in adolescents in the past 30 years" (para. 1). I think that some of this can be attributed to a more sedentary lifestyle overall in our society. Moreover, due to budget cuts and the need for academic minutes, many schools across the nation are reducing physical activity classes. I am hoping that my investigations will inspire schools and legislators to increase physical education time, as well as free play time in our schools. This will result in a healthier children.

I look forward to writing and sharing posts about what I find in my investigations of this issue as well as others (brain research is another passion).  I thank you for your interest and hope you garner something to take away from the information I share.  I would love and appreciate anything you have to share on these topics.

References

The Centers for Disease Control and Prevention. (n.d.). Obesity prevention | Healthy schools | The centers for disease control and prevention. Retrieved September 12, 2015, from http://www.cdc.gov/healthyschools/obesity/facts.htm