Bruce D. Perry: SED in EC

Bruce D. Perry: Social & Emotional Development in Early Childhood
Chicago Humanities Festival
Dec 11, 2014

speech_and_child_vocabHuttenlocher et al., 1991

EC relational environments


54:30 the rate of change is so much faster than our rate of problem solving, and we’re always behind the curve. It took to the American Academy of Pediatrics until 3 or 4 years ago to finally make a statement that children under the age of 3 shouldn’t watch TV all the time . TV was introduced in the 50’s. [see also:] If it took that long …it’s going to take a long time for them to develop a consensus statement on–for example–the use of texting

Questions To Ask About Ed-Tech

Questions To Ask About Ed-Tech At Your Kids’ School
March 19, 2015

a national survey in 2014 found that nearly half of all K-12 schools allow students to bring their own smartphones to class, which they’re using to do research, shoot video and, let’s be honest, to text the occasional emoji note.

  • Who’s reading the privacy policies on the apps my kids will be using?
  • What percentage of the money you’re raising will go toward evaluating the outcomes of the new systems?

It’s interactive, then it must be a better educational tool

Vocab Tech For Toddlers Encourages ‘Anytime, Anywhere Learning’
December 31, 2014

“Kids tend to consume across platforms and across settings,” Levine says. “They’re on the couch, they’re in the living room …

Sesame Workshop is building on the popularity of characters like Big Bird as well as 45 years of educational research to create new digital products for young children. Testing is a key step in the development of these products.

… the researchers were observing how each child interacts with the mechanics of the game.

“People believe just because it’s interactive it must be a better educational tool,” Truglio says. “You can put pretty crappy content on a digital device.”

Truglio says her team asked educators what was most needed to help children develop literacy skills. The answer was: vocabulary.

“We’re trying to teach children words in order to build their core knowledge skills,” Truglio says. “Children know ‘bus’ and they know ‘car’ and they know ‘boat.’ But do they know the superordinate word called ‘transportation’?”

this game introduce kids to large concepts, but it also requires an adult to help the child — a decision aimed at getting parents to interact with their children instead of using the device as a baby sitter.

Second part:
A study done in 1995 indicated that children from higher-income families heard 30 million more words at home by the age of 4 than children from low-income homes. This has become known as the 30 million-word gap.
“We found a total of 33 books for children in a community of 10,000 children. … Thirty-three books in all of the neighborhood,” she says. By comparison, there were 300 books per child in the city’s affluent communities. Neuman recently updated her study. She hasn’t yet released those findings but says not much has changed.

Gamification engages those who need it most

How to Engage the Students Who Need It Most: Gamification
Chris Aviles
Dec 20, 2014

Gamification is about increasing motivation and engagement.
Once you have a kid’s attention, it is still up to the teacher to deliver a solid, meaningful lesson.

Your best, brightest student may enjoy learning in a gamified class, but they don’t need it. Those students will be successful no matter what system they’re in.


School Readiness and Self-Regulation (2014)

School Readiness and Self-Regulation: A Developmental Psychobiological Approach.
Annu Rev Psychol. 2014 Aug 21.
Blair C, Raver CC.

Research on the development of self-regulation in young children provides a unifying framework for the study of school readiness. Self-regulation abilities allow for engagement in learning activities and provide the foundation for adjustment to school.
A focus on readiness as self-regulation does not supplant interest in the development of acquired ability, such as early knowledge of letters and numbers; it sets the stage for it.

In this article, we review research and theory indicating that self-regulation and consequently school readiness are the product of integrated developmental processes at the biological and behavioral levels that are shaped by the contexts in which development is occurring.
In doing so, we illustrate the idea that research on self-regulation powerfully highlights ways in which gaps in school readiness and later achievement are linked to poverty and social and economic inequality and points the way to effective approaches to counteract these conditions.

A lifestyle intervention in preschool children (Ballabeina)

Influence of a lifestyle intervention in preschool children on physiological and psychological parameters (Ballabeina): study design of a cluster randomized controlled trial.
BMC Public Health. 2009 Mar 31;9:94.
Niederer I1, Kriemler S, Zahner L, Bürgi F, Ebenegger V, Hartmann T, Meyer U, Schindler C, Nydegger A, Marques-Vidal P, Puder JJ.

Childhood obesity and physical inactivity are increasing dramatically worldwide.
Children of low socioeconomic status and/or children of migrant background are especially at risk.
In general, the overall effectiveness of school-based programs on health-related outcomes has been disappointing.
A special gap exists for younger children and in high risk groups.

This paper describes the rationale, design, curriculum, and evaluation of a multicenter preschool randomized intervention study conducted in areas with a high migrant population in two out of 26 Swiss cantons. Twenty preschool classes in the German (canton St. Gallen) and another 20 in the French (canton Vaud) part of Switzerland were separately selected and randomized to an intervention and a control arm by the use of opaque envelopes.
The multidisciplinary lifestyle intervention aimed to increase physical activity and sleep duration, to reinforce healthy nutrition and eating behavior, and to reduce media use.
According to the ecological model, it included children, their parents and the teachers.
The regular teachers performed the majority of the intervention and were supported by a local health promoter. The intervention included physical activity lessons, adaptation of the built infrastructure; promotion of regional extracurricular physical activity; playful lessons about nutrition, media use and sleep, funny homework cards and information materials for teachers and parents. It lasted one school year. Baseline and post-intervention evaluations were performed in both arms. Primary outcome measures included BMI and aerobic fitness (20 m shuttle run test).
Secondary outcomes included total (skinfolds, bioelectrical impedance) and central (waist circumference) body fat, motor abilities (obstacle course, static and dynamic balance), physical activity and sleep duration (accelerometry and questionnaires), nutritional behavior and food intake, media use, quality of life and signs of hyperactivity (questionnaires), attention and spatial working memory ability (two validated tests). Researchers were blinded to group allocation.

The purpose of this paper is to outline the design of a school-based multicenter cluster randomized, controlled trial aiming to reduce body mass index and to increase aerobic fitness in preschool children in culturally different parts of Switzerland with a high migrant population.

The CON group continued to follow their usual school curriculum which included one 45 min physical education lesson taught by the classroom teachers and one 45 min rhythmic lesson (given by a rhythmic specialist)

… PA lessons were given four times a week including 40 min lessons and 5 min cool down.

…Results of the intervention will be available in 2010.

Urie Bronfenbrenner