Ryuta Kawashima, the scientist behind the smash-hit “brain training” games on Nintendo DS portable consoles, turned down the chance to become a millionaire, saying he’d rather work for a living.

The self-confessed workaholic — who says he has no time for games, even his own — is instead busy at his job, trying to come up with new inventions aimed at Japan’s growing elderly population.

“Not a single yen has gone in my pocket,” said the soft-spoken 48-year-old professor with round-rim glasses.

“Everyone in my family is mad at me but I tell them that if they want money, go out and earn it.”

His brain-training software, which incorporates quizzes and other simple mental stimulation, is credited with introducing a new demographic to video-game machines as older people try to prevent senility.

Royalties from the brain training software for the Nintendo DS alone have reached 2.4 billion yen (22 million dollars), with 17 million titles sold worldwide since its debut in Japan in May 2005.

Under the rules of his employer, state-funded Tohoku University, Kawashima could take up to half the proceeds with the rest going to the school.

But Kawashima, married to a high-school classmate with four sons, is happy to live on his annual salary of around 11 million yen (100,000 dollars).

“To hear this may put you off — but my hobby is work,” he told AFP in an interview at his office in the northern city of Sendai.

Asked whether he ever thought of taking the royalty money and moving to a tropical island, Kawashima simply said: “I wouldn’t know what to do there. If I had such time to spare, I want to do my research.”

Indeed, it seems like nothing gets in the way of work. When for instance he decided last year to lose 20 kilogrammes (44 pounds), he just cut down on food, he says, adding: “If there is time for physical exercise, I want to use it for research.”

Kawashima became interested in brains when he was a teenager, saying that he “wanted to put my brain in a computer so it would be around to see the last day of humanity”.

While that ambition may still be a long way off, Kawashima pours his portion of the royalties from his work into funding research. He has built a 300-million-yen laboratory at the university’s Institute of Development, Aging and Cancer where he works, and another lab worth 400 million yen is due to be completed in March.

Kawashima has received public praise for his apparent philanthropy, but says other researchers have the right to earn money from their work if that is what motivates them.

People can train their brains just as they do their bodies, Kawashima says.

He no longer uses his own software to keep his own brain nimble, he says, confident that his research work is enough.

Now in the fourth year of an education ministry-funded project looking at youngsters’ brain development, he says he does not yet know how children’s minds are affected by long hours playing video-games.

“Having fun is not studying. Making them study is not to entertain children but to pressure them to make efforts. People fall to lower and lower places unless they are driven to go higher,” he said. (…)

Source: AFP
http://afp.google.com/article/ALeqM5gMwDe1ovbiILhtf3JKM2Ez79rGvA

American education is on a shaky foundation when students believe they are brilliant even though they have major deficiencies in basic skills. Many high school students with high grade point averages cannot write a coherent essay, do simple grammar or computation correctly. We are not confronting these glaring gaps. We promote students with basic academic shortcomings to avoid deflating the student’s self-esteem or deal with parental displeasure. Instead schools concentrate on creating a “feel good entertainment environment.”

Schools are failing students because they attempt to please everyone. Many schools are doing what teachers, parents and students want rather than what is needed. Students spend too much time watching movies, changing classes, organizing clubs and having parties for every occasion. These extra frills limit teaching time. Teachers are forced to go forward to cover the curriculum without being able to help the children having problems

Dating back to the early 1900s, John Dewey’s Progressive Education movement has emphasized following the natural inclination of children. Children like to play at school rather than concentrate on memorizing what appears to them to be meaningless tasks. Reading skills, times tables, writing skills, science, history and geography facts need to be learned and relearned. Allowing students to do what they want rather than what they need to do does not prepare them for the real world of work.

Any complicated task requires learning basic skills and terminology before successful completion. An adult learns a foreign language the same as a child: Starting at the beginning. Everyone must learn the sounds of the letters, words for every object, concepts and the grammar of the new language. It is a tedious task with many mistakes and corrections. It requires a lot of focused, tiring repetition for both the student and the teacher.

Only the dedicated teacher would choose to do repetitive exercises rather than share general knowledge and personal insights of life. It is easier to talk about what one enjoys rather than to endure the daily grind of assisting students to internalize the basic elements of learning. This knowledge creates hooks allowing students to attach other thoughts and ideas assisting in the creation of more sophisticated thinking.

This process of moving from the concrete to the abstract is essential for a student to be able to think for himself. Without basic knowledge people can be more readily propagandized.

It is less stressful for schools to appease everyone by serving “dessert” without requiring students to eat the “meal” first. This approach has led to many difficulties. The unrealistic belief that students and teachers can skip the mundane and rudimentary part of the learning process is leaving many students lacking the necessary skills to become self-educated.

American education is making a fundamental mistake by attempting to make school a painless endeavor. Initially learning new material is difficult, although the later pay off is great. The ability to express oneself well and think clearly on an abstract level can only be obtained through considerable effort.

Our students’ poor performance is most often the direct result of inappropriate and misguided educational policies. Grading of students often lacks integrity. Grade inflation has resulted because we are blinded by looking at the social appropriateness of the child rather than the skill achievement. Students who are unable to disguise their academic inadequacies or social inappropriateness are labeled and placed in special education classes. This process excuses the school’s responsibility to educate the child and solely blames the recipient, (the student) for his lack of learning. Schools need to become more accountable or there will be no improvement in our educational system. (…)

Source: Tampa Tribune, FL
http://tinyurl.com/33wp57

If you are thinking that it might be better to delay your child’s entry into kindergarten for another year, Beth Graue has some simple advice: Don’t.

Graue, a University of Wisconsin-Madison professor who once taught kindergarten, has been researching school readiness since earning her Ph.D. at the University of Colorado at Boulder in 1990. During her 17 years on the faculty of the UW-Madison Department of Curriculum and Instruction, she has become a widely recognized expert on the contentious subject, sought out by such national media as the New York Times.

Her research has found that delaying entry — called “academic redshirting,” after the college sports practice of deferring eligibility for freshman players — has few positive effects. Children who are older when they start kindergarten might experience initial academic and social advantages, but those generally disappear by the end of third grade. Meanwhile, “redshirts” have higher than expected placement in special education and more social, emotional, and disciplinary problems.

Yet many parents are reluctant to heed the research because they believe that their child is different, Graue says. Many simply don’t want their child to be the youngest or smallest student in the class. Some even go as far as to time conception to avoid a birthday close to the Sept. 1 enrollment cut-off date.

“Readiness is a relative thing,” she says. “There are some kids who always color outside the lines, and that extra year will just make them bigger, not necessarily more ready.”

She has found that parents are less likely to delay entry for girls with fall birthdays, and these girls tend to do well. When entry is delayed, the consequences are similar, regardless of gender.

“We will always have some kids who are more or less ready, no matter what the cut-off date is,” says Graue.

Parents delay entry for a variety of reasons — most often for social, emotional, physical and biological concerns. They are usually trying to avoid something, such as their kid being the last picked for kickball.

Middle-class parents are more likely to be familiar with redshirting as a strategy from reading parenting magazines and blogs. These families are also better able to provide an enriching home environment. Working-class parents tend to want their kids in school sooner.

Graue recently completed a study on how the media portrays readiness. In her interviews with reporters who had interviewed her on the subject, she found that most had a personal experience with readiness before writing about it and tended to soft-pedal the research findings to appease their audiences.

Although research on this topic continues, Graue will keep urging parents not to delay. Instead, she puts the responsibility on the schools to be more adaptable to students’ diverse needs. (…)

Source: PhysOrg.com, VA
http://www.physorg.com/news120923657.html

A quarter of Aussie dads with young children are working at least 55 hours a week, cutting into time spent with their kids, a survey shows.

They also read to their children at bedtime just as frequently as other fathers.

Demographer Dr Jennifer Baxter examined the relationships between work hours and specific aspects of parenting for fathers of children aged four and five.

The study, published today in the journal Family Matters, found that one-quarter of the men worked 55 hours or more per week.

These fathers spent, on an average weekday, 2.2 hours with their child, compared to 2.9 hours for fathers working 35 to 44 hours per week.

Dr Baxter found that they had “reduced levels of assistance and support to their partner in child-rearing”.

They also had “reduced involvement with their children on a range of activities, but not for reading with their children”.

However, they contributed more financially, averaging a gross weekly income of $1300, compared to fathers working 35 to 44 hours per week, who earned $908.

Dr Baxter said it was clear that in many families, especially when children were young, there was still an expectation that the father be the main breadwinner.

But despite the ill-effects of the longer hours on co-parenting, the researchers said the differences among all full-time employed fathers was actually quite small.

What was more important was that fathers put in time when they could.

“Even among those working fairly standard hours, some fathers were less involved in their children’s activities and less supportive as a co-parent,” the authors said.

“And conversely, other fathers ensured their family time was not compromised by their work demands, even if those work demands were significant.”

The findings are consistent with international research suggesting that when higher levels of motivation, skills and supports are in place, institutional factors need not always make a large difference to fathering.

Source: NEWS.com.au, Australia
http://www.news.com.au/story/0,23599,23136597-1702,00.html

The scene is one thats played out in many primary schools across the country. Thomas is a bright boy but hes struggling to concentrate. Hes wriggling about in his chair, tapping the table and cant sit still for a moment.

His classmate, Jenny, is also having problems in the literacy lesson. Shes finding it hard to listen to the teacher because shes distracted by Thomas, so neither child is learning properly.

The solution? To separate boys and girls and educate them in single-sex classrooms, according to Dr Leonard Sax, a research psychologist and author of the new book Boys Adrift.

He believes that boys and girls brains are hardwired to learn in different ways, and that boys, in particular, benefit from being taught apart from the age of five.

His argument is a contentious one. For the past decade, theres been growing concern about boys who are routinely outperformed by girls at every level.

Experts believe a culture where its seen as cool to be non- academic and a feminised curriculum with an emphasis on coursework rather than sudden-death exams have fuelled the problem.

Dr Sax, who is founder of the National Association for Single Sex Public Education in the U.S., claims that boys are suffering a toxic mix of failing to be engaged by the curriculum, over-prescription of attention deficit hyperactivity disorder (ADHD) drugs and a lack of suitable role models. They no longer experience the thrill of victory and the agony of defeat due to a lack of competitive sport in schools. And they often return home to play computer games that make them disconnected from the real world as they displace family activities such as having dinner together.

All these factors are leading to a growing epidemic of underachieving young men, who were switched off education at a young age.

Long after girls have gone to university, they are still at home, suffering from failure to launch into adult life. Dr Sax believes that boys are introduced to formal education too soon and many are unable to cope with requirements such as having to sit quietly for long periods.

In this country, five-year-olds are expected to do what you might have expected six and seven-year-olds to do 30 years ago, he says. But boys and girls brains develop along profoundly different timetables. It might be appropriate to ask five-year-old girls to sit still and be quiet in class, but for many five-year- old boys its not developmen-tally appropriate. The message they get at five is that doing well in school is something that girls do.

Young boys also become afraid of being seen as swots an attitude that can continue throughout their education. However, in single- sex classes boys are more likely to see getting good grades as cool.

Girls are also able to flourish, as they can pursue subjects such as maths and science which are traditionally seen as male subjects.

Experts in Britain are divided on the subject of single sex education. A recent four-year government funded study by academics at Cambridge University concluded that in some subjects, single-sex classes could overcome the laddishness that holds boys back.

But a study by Durham University and Queens University, Belfast, suggested that boys did better in mixed lessons because of the civilising effects of their female peers.

Professor Alan Smithers, director of the Centre for Education and Employment Research at Buckingham University, has argued that scientific evidence is too weak to settle the age-old argument over single sex versus co-education.

He reviewed studies from Australia, North America, New Zealand, Ireland and the UK and claimed they show that gender is not important.

But Dr Sax claims that state primary and secondary schools in the UK should offer the choice of single-sex classes (more often found in the independent sector). (…)

Source: RedOrbit, TX
http://www.redorbit.com/news/education/1234855/are_boys_losing_out/

Skill Training Is the Answer Say Authorities!

Some experts in the field say indiscriminate praise by adults sets children up for low standards and lack of respect for authority. The Human Potential Movement’s dictum of heaping praise on children has come under question. The American Psychological Association Monitor quoted William Damon, Ph. D. (currently a professor of education and Director of the Center on Adolescence at Stanford University) as saying that the self-esteem movement has tried to offset the shame-based parenting of past generations. “This may well be a reaction against the heavy, guilt inducing parenting style of the past, but now we have gone too far.”

Martin Seligman, author of Learned Optimism and creator of the concept of learned helplessness, which is a major theory of depression, was quoted as saying “…. What needs improving is not self-esteem, but improvement of our skills (for dealing) with the world…. Bolstering self-esteem without changing hopelessness or passivity… . accomplishes nothing.”

A long look at the effects of the ways that adults praise children is long overdue. Remember the old saying, “Don’t give a man a fish; teach him how to fish.” Generic cues that praise children and are typically used to promote self-esteem such as “nice job”, “super” and “keep up the good work” start to lose their meaning when overused. Children become immune to bland, general cues. They shrug off compliments when they know they have not done a good job. Children need to be held accountable for their poor work as well as their hurtful actions.

Teach children to evaluate their work and praise themselves. Learning an internal phrase that allows the child to motivate himself is a powerful skill that will last a lifetime. You can work yourself out of the job as primarily motivator when you teach children their own set of Helper Words that they can carry around inside them. Some Helper Words to encourage children to use self-talk to make good choices and feel good about their effort include:

- Do you like what you accomplished? Tell yourself, “I worked hard and did a good job.”

- How do you feel about this worksheet? Give yourself a big pat on the back. Tell yourself, “Right on!”

- Did you remember to praise yourself for a job well done? Tell yourself that you made a good choice.

- What can you say to yourself to get out of this problem? How will you feel when you figure it out?

- Stop and think. How do you feel about what you just did? Remind yourself, “I feel good about being responsible for my behavior.”

Asking children to evaluate and praise themselves when appropriate helps tie in associational learning of high standards, their effort and feeling good about themselves.

Source: Gather.com, MA
http://www.gather.com/viewArticle.jsp?articleId=281474977242619

(…) Research shows that parents have a big impact on their child’s progress at school.

The complexities of modern society, with changing family units, a faster pace of living, more stress and less time can all affect the quality of the parent-child relationship.

The teaching and learning research director at the Australian Council for Educational Research, Prof Stephen Dinham, has studied how models of good parenting can be models for good teaching.

He says American psychologist Diana Baumrind grouped parenting styles into authoritarian, authoritative, permissive and uninvolved in the 1960s.

“Baumrind found that students of permissive parents had high self-esteem and were popular, but they tended to go off the rails at high school,” Dinham says.

“Parents who adopted an authoritarian style often ended up with rebellious kids down the track.

He says the aim is to balance “demandingness with responsiveness” and that good parents, teachers and leaders are “highly responsive to the person, treat them as an individual, meet their needs and motivate them, but they also have high expectations, get the best out of people and don’t settle for second best”.

Dinham says few people fit neatly into Baumrind’s categories and circumstances can alter their response.

“You might need to be authoritarian until things are on an even keel and then you can be more responsive.”

It’s also difficult to reverse an entrenched parenting or teaching style. If you’ve been a permissive parent, you’ll find it difficult to suddenly be authoritarian.

“The same with teaching. It’s easier when you take over in class to ease off a bit than it is to try to get tougher or demanding later on,” Dinham says.

A lecturer at James Cook University’s School of Education, Dr Helen Boon, says parents can be too concerned about how their kids perceive them.

“Often there are parents who want their kids to love them and think, ‘If I do this, my child won’t be pleased. Can I punish them? How are they going to feel?’ Generally, put the wellbeing and welfare of the child first, and how that affects you second.

“That holds also for good teachers.” (…)

Source: Melbourne Herald Sun, Australia
http://tinyurl.com/38lejz

When it comes to gift buying for children, parents often find themselves faced with the difficult task of choosing between entertainment and educational value.

Parents don’t have to pick between the two when they decide to give a board game that can be both fun and educationally engaging.

“Many of today’s parents are adding board games to their birthday shopping lists,” says Matt Carlson, a columnist on the popular parenting website gamerdad.com. “Board games stimulate imagination, teach co-operative play, encourage analytical thinking and are often a child’s first encounter with important, real-world themes like money management and practical decision-making.”

A 2007 study of American young people found that spending time with family was the No. 1 response when participants were asked what makes them most happy. Though parents often lament the scarcity of family time, homes with a well-stocked game closet enjoy a built-in outlet for parent-child interaction. “Game play is an easy gateway to the type of family time that our parents and grandparents took for granted,” says Carlson. (…)

- Choose games the whole family will enjoy. A carefully selected game will broaden the appeal of a family’s game collection to include friends, older siblings, parents and even grandparents. To select true family games, choose themes that cross gender lines and are ideal for a range of ages. (…)

“Savvy parents know that games are a great way to have interactive family time,” says Carlson. “Today’s board games provide opportunities for social engagement and educational value in a fun and interactive way that keeps kids returning.”

Source: 24 Hours Vancouver, Canada
http://vancouver.24hrs.ca/Lifestyle/2008/01/29/4799006-sun.html

(…) The original LEGO(R) brick, known to billions around the globe, turns 50 at exactly 1:58pm today, when the original patent was filed, marking a legacy of creativity and fun for children of all ages. Celebrations are taking place in LEGO offices around the world, but the real magic has been happening in playrooms and classrooms around the world for
a half-century.

On average, there are abut 62 LEGO bricks for every one of the world’s inhabitants. In addition to providing great fun, LEGO bricks also promote motor, cognitive and creative skills - one of the many reasons parents have put their faith in the LEGO brand for decades. It’s not just children who are crazy about these building blocks: countless numbers of adults find inspiration in them - be it in art, architecture, engineering, landscaping, filmmaking or furniture design, among others. The bricks are also used in classrooms from preschool to university levels to teach any subject matter playfully, and some workplaces even use the bricks for creative inspiration and developing team communication skills.

“When you give someone a LEGO brick, the possibilities are endless,” said Soren Torp Laursen, president LEGO Americas. “The brick is a medium for creativity and fun unlike any other. Over the last 50 years we have seen millions of incredible creations and heard amazing stories from the young and the young at heart. The classic brick remains the same, the only thing that varies is the creative breath that children bring to the play experience, and that’s the real magic behind a timeless toy.” (…)

Source: Canada NewsWire, Canada
http://www.newswire.ca/en/releases/archive/January2008/28/c4491.html

Short-Stories-Help-Children.com provides a welcome twist to parenting and enables kids to publish stories and solicit comments.

Originally launched in December of 2006, the site aims to cut through much of the tedium of learning from the parenting professionals.

Short-Stories-Help-Children.com is a light-hearted, refreshing look into parenting for those moms and dads struggling with their first gradeschoolers. It deals with raising kids in today’s complex world of marketing hype, peer pressure and behavioural issues.

The site provides commentary about educational methods, literacy in its various forms, learning disorders, distractions that hurt productivity, discipline and violence in schools to name a few. And it invites parents to share their experiences.

Basic concepts are clarified by the analogy of writing short stories to show parents how to focus a child’s attention and efforts.

Simple, otherwise unseen, benefits are highlighted, and sometimes a parent is given a slap on the wrist for falling into everyday traps.

The site includes:

* The Parenting Answers Search Engine

* Games, puzzles, audible stories, brain teasers, safe play areas and educational links for children

* Various resources for childhood activities, writing tips, and, of course, a dash of short stories, and all are family friendly.

* Readers can opt-in to a newsletter and supply anecdotes of their own parenting successes and mishaps (…)

Source: URLwire, TN
http://www.urlwire.com/news/012808.html