Posts tagged naeyc
Posts tagged naeyc
You can’t teach what you can’t remember Presented by Linda Christian
Think back to your childhood play….
Who was there
How long did it last
Where did it take place
Based on this memory what makes something “play” ??
Side comment from me about this session and sessions like this…. these are the people doing the RESEARCH that ends up informing our practice. When we say things like “studies show….” and “we have research that supports…” these are the guys and gals doing the actual studies. It is important for us as practitioners to 1) be familiar with their names 2) know their current areas of research interest and 3) know how to find the articles and reports they publish in areas that specifially apply to our work!!!
Rethinking children’s play in the 21st Century: A discussion with play scholars from around the world
Diane Levin presenting “Remote Control (RC) Teaching and Learning” more NAEYC notes from Lisa Murphy
Children with (her phrase) Problem Solving Deficit Disorder (PSDD):
Have a problem finding engagement
Say they are bored a lot
Seem to lack creativity and imagination
Difficult to play cooperatively without aggression
Do better when they are told what to do
Ask for new things all the time but get bored quickly with them
They don’t say, “I can’t do it.”
They ask, “what does it do?” about the playdough
From Larry Griffin
Prefrontal cortex (PFC)
Not fully developed until about 20-25 yrs old
25 there is a spike in PFC activity and at 50 there is another one – this is the “the gramma is not the mother I grew up with!”
directionality (where’s my car?)
getting out of this room and back up to the 3rd floor
where we are in space
boys have more blood flow in this area
men know streets girls know landmarks
Visual processing > processing what you see
associate a name with a face
limbic = emotional responses
know what something is called
mood is controlled here
“the little brain”
Autonomic functions (breathing)
Jarrod Green (presenter) Re-Imagining Health and Safety : The Recovery and Resilience Approach
Thinking back to your childhood – how physical was it? What did you do and who was with you? Did you ever get hurt? Getting to the point »> the injury isn’t the huge part of the memory. We got hurt, sure, but we kept doing it.
A crisis in physical play because of our concerns with safety.
The new publication from Alliance for Childhood looks at the impact of too much screen time
Pet issue: the country seems to be convinced that if everyone can read at the age of 5 that all will be better. But there is no research that supports the idea that if they read by 5 they will “do better”
If we could blow up that one assumption – since we have no global evidence – we could revamp ece.
Being stubborn or being schizophrenic? We have people who sit around and agree but then go do something different because of their job.
Scripted kindergartens … the pendulum doesn’t go too much further… what comes after this?
21st century learning skills
who is strategically placed to make some of these changes?
Are they isolated?
How do we support and back up the proponents.
It’s not the person on the stage that needs to know me, I need to connect with the folks who are sitting in the chairs next to me because they are here too and we obviously share a similar interest.
Find the little chinks and drive wedges in it. It’s too big and it will make you crazy if you try to tackle it all at the same time.
Opening Session keynote with MEM FOX
NAEYC 2012 Atlanta
No matter how gifted or how disadvantaged or what language or or or no child can learn to read if they have not been read to.
The books that children listen to provide the best possible words in the best possible places.
Learning how to speak comes before learning how to read.
Read GREAT stories – not rubbish ones!
By Deb Pierce, PDI NAEYC Conference, Indy 2012
**CDA (child development associate credential) started in 1971, and in 1985 NAEYC started managing it
CDA is offered in 18 languages
50 states recognize it
over 20,000 applicants per year
300,000 CDA recipients
12,000 renewals per year
Teaching Friends: Vygotsky and Paley on how young children learn from each other and their teacher.
Presented by Gillian McNamee, June 12, 2012, Indy NAEYC PDI
Friendships, relationships, trust, kindess, respect and listening effect academic performance.
She wants to focus on the part of learning that depends on and thrives when children are learning with and from each other.