(Einstein Never Used Flashcards How Our Children Really Learn and Why They Need to Play More and Memorize Less) [PDF] à Kathy Hirsh–Pasek

  • Paperback
  • 320
  • Einstein Never Used Flashcards How Our Children Really Learn and Why They Need to Play More and Memorize Less
  • Kathy Hirsh-Pasek
  • English
  • 11 March 2019
  • 9781594860683

Kathy Hirsh-Pasek í 0 Summary

Free read Û PDF, DOC, TXT or eBook í Kathy Hirsh-Pasek Kathy Hirsh-Pasek í 0 Summary Read & Download Einstein Never Used Flashcards How Our Children Really Learn and Why They Need to Play More and Memorize Less Tting tots learn through play is not only okay it's better than drilling academicsDrawing on overwhelming scientific evidence from their own studies and the collective research results of child development experts and addressing the key areas of development math reading verbal communication science self awareness and. Every parent and teacher of children ages 6 and under should absolutely read this The authors give information on brain science child psychological development and how those things explain learning styles and behavior Excellent research done for this book

Read & Download Einstein Never Used Flashcards How Our Children Really Learn and Why They Need to Play More and Memorize LessEinstein Never Used Flashcards How Our Children Really Learn and Why They Need to Play More and Memorize Less

Free read Û PDF, DOC, TXT or eBook í Kathy Hirsh-Pasek Kathy Hirsh-Pasek í 0 Summary Read & Download Einstein Never Used Flashcards How Our Children Really Learn and Why They Need to Play More and Memorize Less Now Available in PaperbackIn Einstein Never Used Flashcards highly credentialed child psychologists Kathy Hirsh Pasek PhD and Roberta Michnick Golinkoff PhD with Diane Eyer PhD offer a compelling indictment of the growing trend toward accelerated learning It's a message that stressed out parents are craving to hear Le. A good reviewsummary of early childhood educationReflect Resist RecenterREFLECT why are you enrolling child in certain activity does child actually like itRESIST you don t have to sign up for every if any class invented for children gymboree music class art class etc PLAY learningRECENTER engage in teachable moments play with your child BE WITH you child recognize that children take the lead in their own learning and need your support as they go alongUNSTRUCTURED PLAY TIMEBy making children dependent on others to schedule and entertain them we deprive them of the pleasure of creating their own games and the sense of mastery and independence they will need to enjoy running their own lives p11Children who are used to having all their time structured for them lost the resources necessary to amuse themselves Amusing oneself is healthy P 224Our children seem to be happy as they fly from activity to activity and from one class to the next knowledge station but we might be creating a cohort of children who are too passive to learn about the worldprecursors to the that syndrome I m bored The bored child is one who is just waiting for someone to announce the next activity so that he is always engaged The bored child is one who has never learned to be creative p 249MATHCheck out Big Math for Little PeopleThe very best way to learn about numbers is to manipulate objects line them up compare sets and so on There is simply no substitution for playing with objects and these actions speak louder than words Plus this type of play is something children love to do without being told p57BABY LANGUAGE DEVELOPMENTRANDOM FACT I want to remember the peak of crying for babies comes at around 2 months of age and then decreases from there p75THREE CRITERIA that A CHILD IS USING A WORD AS A WORD1 must have the same meaning each time it is used2 must use it with the intention to communicate saying dada over and over again but doesn t do it when dad is present means the word isn t mastered yet3 Real words allow baby to name pictures of daddy as well as the real McCoySTORYTELLING has become somewhat of a lost art in homes even though it provides the bedrock for later literacy skills tell them stories and construct stories with them practice Re telling as wellTALK WITH YOUR KIDSChildren who have larger vocabularies are the one who generally get out of early reading In fact vocabulary is the strongest predictor of later reading and literacy ability And the best way to build vocabulary is through talk talk and talk There s not need for parent to consciously introduce big words when they talk with their children however This happen automatically as parents converse with their children Research has found that without even realizing it parents adjust how they speak to their children They seem to be always slightly ahead of their children s capabilities So if a child is speaking mostly in three word sentences parent tend to add another word or two to their sentences but not to speak in paragraphs as they would to another adult p103Pre reading test Marie Clay of Auckland New ZealandREADINGIf you have share your enthusiasm about reading and your children see you absorbed in a book or a newspaper you will be indirectly teaching the importance and enjoyment of reading p 122Engage in Dialogic ReadingJust reading to a child is not enough Asking the child to consider alternative outcomes relate what s on the page to his own experiences and talk about the sounds and the letters encountered is much effective than just plain reading aloud Predict what will happen next or talk about how the characters feel p 124Lev Vygotsky Zone of proximal development Range or zone of tasks that the child cannot yet handle alone but can accomplish with the help of skilled partnersJerome Bruner calls this the concept of scaffolding invites parents to be participant in rather than spectators of their children s developmentPRAISEHow can we create children who love to learn Children start out that way They are are like little sponges To keep them that way to avoid drying up their curiosity we need to be encouraging not critical We need to praise the strategies they use to solve a problem rather than their intelligence This implicitly says to children that with the right approach they can do most anything In this way we free our children from the anxiety of disappointing us If I try something new and fail they may otherwise reason my mom will no longer think I m so smart and enable them to focus on persevering in challenging circumstances The result is a mastery oriented child a child who doesn t give up when faced with a difficult task but instead embraces and enjoys the challenge p150Is the message not to praise Not at all But learning to be viewed as a process not the validation of one s ability Professor Dweck urges us not to tell student that they are smart because it makes them dependent hooked on the praise with failure being a sign of weakness The way to make children learn to persevere is to rave about their strategies their perseverance their concentration and their follow through And if children succeed readily we should apologize for giving them a task too Mickey Mouse for them rather than giving them the idea that we look for perfection on easy tasks p 177BABIES CRYINGJohns Hopkins University in Balti found that babies whose cries got a response freuently cried less at the end of 9 months than those who were responded to less freuently It seems that when caregivers responded to the babies cries they were teaching the babies that they would be cared for perhaps building up trust in the responsiveness of the environment p 165EMOTIONAL REGULATION reminds me of some of the stuff I read in Unconditional Parenting Children who have lots of these discussions with their parents have a better understanding of their own and others emotions later on And knowledge is power Understanding your own emotions and the emotions of others helps you to behave better in situations that might lead to negative emotions Learning to regulate our emotions has benefits well into adulthood p 173Time for a child to get a prize she picked out but oops Something goes dramatically wrong The researchers say they have made a mistake and they have to give child the prize that she ranked as dead last0 a pair of brown socksHow does the parent help the child cope with this disappointment and what does that tell us about how children learn to regulate their emotions 1Do you shift your child s attention away from the disappointing prize toward the nice wrapping the prize came in 2 Do you comfort your child by holding her or verbally soothing her 3 Do you reframe the situation putting the socks on your hands and making them into a puppet or suggesting you give the socks to another child who might really like them 4Do you encourage your child to change the situation for instance by talking to the researchers and telling them that she got the wrong prize Turns our that shifting the child s attention and cognitive reframing were associate with lower levels of both sadness and anger p 193PERSPECTIVEIf a young child can t conceive what s going on in someone else s mind having perspectivea young child can never have a vengeful or vindictive uality p199Look for opportunities to discuss other people s feelingsExplain to your child that there are causes for people s feelingsAvoid ignoring or belittling you child s feelings times of emotional upset can be understood as key opportunities for teaching children how to avoid or resolve such situations while also taking the feelings of others into considerationTry to see the world through your children s eyes Once you do you ll recognize that the things that cause our children pain are often different from the things that cause us as adults pain You don t want to treat your children any differently than you would want to be treated when you express your emotionsp 203 204PLAY THE CRUCIBLE OF LEARNING Self guided exploration through play is a learning experience that teaches problem solving in a fun way p 208Play gives children a sense of power And for people who are told what to do every minute of the day having a sense of power is not only delightful it s instructive In free play children get to practice being charge buffered from any real life conseuences p 213Vygotsky argued that child are at the HIGHEST level of their development when they are at play For example 5 year old Jessica cannot sit still for than 3 minutes in the classroom even with a very supportive teacher Yet in pretend play she can play at being a good student with her peers sitting and concentrating for than 10 minutes Professor Vygotsky said In play a child is ABOVE HIS AVERAGE AGE ABOVE HIS DAILY BEHAVIOR In play it is as though he were a head taller than himself p 230TOYSStudies consistently find that the availability of play materials is important for intellectual developmentIn the first 2 years of life children seem to love toys that reuire fitting things together putting things into openings pushing and pulling things musical toys and toys that reuire eye hand coordination p222Laura Berk 3 useful uestions to consider before buying a toy1What activities will this toy inspire2 What values will the activities teach3 What social rules will my children learn to follow Jane Brody Toys should are best seen as tools of playToys should be used as an adjunct to interactions between parent and caretaker not as a substitute for an adult s participation in the child s play p242

Free read Û PDF, DOC, TXT or eBook í Kathy Hirsh-Pasek

Free read Û PDF, DOC, TXT or eBook í Kathy Hirsh-Pasek Kathy Hirsh-Pasek í 0 Summary Read & Download Einstein Never Used Flashcards How Our Children Really Learn and Why They Need to Play More and Memorize Less Social skills the authors explain the process of learning from a child's point of view They then offer parents 40 age appropriate games for creative play These simple fun yet powerful exercises work as well or better than expensive high tech gadgets to teach a child what his ever active playful mind is craving to lear. I thought this book was going to be preaching to the choir but I instead got a lot out of it I learned tons about child development in terms of math emotions socialization and pretend play Many behaviors I see in my kids right now were explained I enjoyed that research was heavily used but the writing style remained very readable The only part I disliked was the last chapter which seemed repetitive I d call this a must read for all parents of young children I walked away with some mixed feelings about my parenting I felt good that I don t over structure the kids time or press on them too many overtly educational toys But I also felt like I could be engaging in their play far than I do And it brought up new concerns for me about the structure of the local public preschool