It is a question which worries every parent – what is the best way to prepare your child for their first day at school?
Now a psychologist has devised a checklist of 22 skills she believes children need to learn before beginning their formal education.

According to her findings, nearly half of parents would like more advice and information to prepare children for their first day at school.

Fewer than one in six parents have a clear idea about this, while one in five said they had no idea what skills children should have by the age of four or five. Only 18 per cent said they knew where to go for official advice.

Dr Spencer said: “Ensuring a child is adequately prepared for school is one of the most important things parents have to do.

“But it can be very challenging and daunting if the guidance and information needed is not there.

“A lot of the available material on pre-school development is focused on teaching child carers the skills, but can be difficult for parents with young children to access and understand.”

The list of suggested skills, called the Curricu-mum, was commissioned by the children’s television show Hi-5 which is designed to reflect pre-school learning guidelines.

Cecilia Persson, programme director for the Cartoonito network, which broadcasts Hi-5, said: “We believe the Hi-5 Curricu-mum is exactly what parents of pre-school children have been looking for.”

The list suggests that by the time they start school, children should be able to recite the alphabet, to count and use number and to write their own names. It also suggests children should know how to share, how to play with others and be able to dress and feed themselves.

It also claims children should be able to join in conversations, learn to sing songs, know which foods are healthy and be able to differentiate between past and future events and actions which are right and wrong.

However, Judith Gillespie, development officer for the Scottish Parent Teacher Council said she was concerned the list could create more anxiety and pressure for parents of young children.

“To a parent that is an incredibly daunting list. I think the trouble is it will make some parents feel like failures,” she said.

“Saying these are things children should be able to do is incredibly unhelpful. It would be more helpful to say that these are the kinds of things that many children learn to do before they start school. Children learn differently and develop differently and making it a requirement that they should be able do all these things is very bad news.”

Ms Gillespie said teachers did not expect children to learn the alphabet or to be able to count and use numbers before they started school and the list did not take into account the fact that boys tend to be more boisterous and learn at a different pace.

“In many respects, the most important things on the list are social skills like sharing – it is far more important that children go to school with social skills.”

Alphabet and dressing among 22 target tasks

These are the 22 tasks the report says children should be taught by the time they reach school.

1 Write their own name – a useful skill that helps confidence.

2 Know the alphabet. Being able to recite the letters of the alphabet will be a help when children begin to learn to read and write.

3 Sing/recite songs. Learning simple songs and rhythms helps children develop their learning skills.

4 Take turns and share with other people without a fuss. Learning to get along with other children is crucial.

5 Complete simple activities on their own.

6 Be sensitive to others’ feelings and know the difference between right and wrong.

7 Dress and feed themselves (even if they get it wrong).

8 Join in group activities with other children.

9 Make up stories (even if they make no sense).

10 Join in general conversation at home.

11 Tell the difference between past and future.

12 Be able to focus their attention on one thing for a prolonged period without becoming restless.

13 Count basic numbers and answer number-based questions such as: “How many carrots are on your plate?”

14 Complete simple puzzles such as jigsaws.

15 Ask lots of questions. Curiosity is a great asset in a pre-school child.

16 Know the difference between different groups; eg cats and dogs.

17 Experiment with basic technology, such as typing their name on a computer.

18 Have fun outside and be active.

19 Tell the difference between healthy and unhealthy foods.

20 Play “make believe” and use imagination.

21 Make things and get messy with paints and crafts.

22 Make music with toy instruments and experiment with different sounds.

Source: Scotsman, United Kingdom
http://news.scotsman.com/latestnews/The-key-skills-that-make.4652933.jp

Nap time’s over for some Alabama kindergartners.

School systems throughout the state are doing away with the 30-minute afternoon snooze because they say it wastes valuable instruction time.

Henry County Schools phased out nap times for kindergarten students this year and replaced them with a 30-minute rest/reading time when students can relax or work on reading skills.

The state adopted a new data-driven reading series this year and continues to push the Alabama Reading Initiative in schools.

Headland Elementary School Principal Faye Shipes said losing nap time was necessary to keep up with increasingly demanding state goals.

“To be perfectly honest, there’s so much in the kindergarten curriculum that we need the extra classroom time,” Shipes said.

Henry County School Superintendent Dennis Coe recently polled superintendents of other school districts and found most of them had already done away with nap time.

Shipes said she’s only received a few negative comments from parents about the new policy.

But some educators don’t agree with the trend.

Montana Magnet School Principal Sue Clark said the breaks let students rest so they can later focus on schoolwork. Without the naps, students get tired and can become inattentive and easily frustrated, she said.

She said teachers at the Dothan school usually convert nap time into a rest/read time once kindergarten students enter their second semester. By then, Clark said, most students have adjusted to the length of the school day.

“It’s a developmental thing,” she said.

Source: Montgomery Advertiser, AL
http://tinyurl.com/5v9pkj

More than nine out of 10 private Korean kindergartens are disregarding the curriculum determined by the Ministry of Education, Science and Technology and are teaching English to their students.

Teaching English in kindergarten is illegal under the Early Childhood Education law.

In South Korea, the kindergarten curriculum is under the jurisdiction of the Education Ministry, but kindergarten is not compulsory at all and most kindergartens are run by private institutions. In addition, kindergartens are not part of elementary schools as they are in some Western countries.

According to figures released by the office of Democratic Party National Assembly member Choi Jae-sung, a study of 274 private kindergartens revealed that 262, or 95.6 percent, are teaching English.

Of those, 216, or 82.4 percent, began teaching English to their kindergartners in 2006 and 19 more began in 2008.

Some 173, or 66 percent, said they teach students English “because of parental demand.”

Another 13.4 percent responded that they teach English because they “don’t want to lose out in competition with other kindergartens,” while 10.3 percent said they are only teaching English “because of the government’s emphasis on strengthening English education.”

In addition, 43.9 percent, or 115 kindergartens, said they employ native English teachers.

Under law, kindergartens may only teach within the range of permitted curricula via ordinances set by the Ministry of Education, Science and Technology; currently, that does not include English.

“Given the emotional and mental development of children, at the kindergarten level they need an education method where they learn diverse areas in an integrated manner, and not concentrate on one subject,” said a ministry official. “According to the ministry, kindergartens should not teach English.”

“We have a situation in which ‘the law over there, while reality is over here’ with the continuing increase in kindergartens that teach English and private English academies that are sprouting up all over the place,” said Choi. (…)

Source: The Hankyoreh, South Korea
http://english.hani.co.kr/arti/english_edition/e_national/317869.html

A lot of parents feel unhappy when seeing their children learning hard in early childhood, while others believe that early childhood is the best time to begin learning.

Most state-owned kindergartens do not teach English to pupils, while the Ministry of Education and Training does not have regulations on teaching foreign languages to small children. However, at people-founded kindergartens, foreign language lessons are a fixture.

Phuong, an expert at a scientific research institute in Hanoi, who has a daughter learning at the Kim Lien state-owned kindergarten, said that teaching English to small children is a kind of maltreatment.

Phuong said that she did not learn much when she was small, but she still became a PhD. She will not force her daughter to study hard. Phuong said that the most important thing now for a child like her daughter is good health.

Meanwhile, Thu, the owner of a limited company in Hanoi, does not share the same view. Thu learned about the syllabuses of many kindergartens before deciding to send her 2-year-old daughter to a kindergarten. There, Thu’s daughter has lessons in literature, music, games, English and many subjects to help children become cleverer.

“I want my daughter to get the most active education. As far as I know, in western countries, children begin learning when they are 2 years old,” Thu said.

Learning at the age of 3: good or bad thing?

According to Associate Prof Dr Nguyen Cong Khanh from the Hanoi Pedagogical University, a lot of parents worry that teaching children at the age of 3 will torment children. The parents believe that children at this age need more playing than learning. However, Khanh said that this is the wrong viewpoint.

Khanh said that if children have a suitable education, i.e. they can learn right in early childhood, they could have many more opportunities in their lives.

Source: VietNamNet Bridge, Vietnam
http://english.vietnamnet.vn/education/2008/10/809340/

Any sprint coach will stress the importance of a good start. That’s why sprinters focus just as much on the starting blocks as the finish line – for what happens at the outset often determines the outcome.

Such is life.

This is the first lesson, quite literally, that advocates of early childhood development will teach you. The human brain is essentially front-end loaded, according to scientists. The pattern of your life is stamped to a large degree by the stimuli and experiences of early childhood which imprint themselves on the developing brain.

Other kids who come from disadvantaged backgrounds are already losing the race before they darken the doors of a school. By no means are they doomed, but they do face an uphill battle. Research shows that if kids have not caught up in literacy and language skills by Grade 3, chances are they never will. Or if they are experiencing a behavioural or learning impediment, this spells trouble down the road.

One-quarter of Canadian kids up to six years old are in that situation. That’s not just a scary statistic, but a call to action. Not only is this a tragedy for the children who never reach their potential, but also for our society. Underachievement carries a lot of baggage in terms of costly social and health problems.

But that’s not all. It’s also an important economic issue. Increasingly, our prosperity will depend on producing knowledge workers – a fact that is more readily grasped in China than here. Other countries are investing in early childhood development programs – Scandinavians lead the pack – but Canada ranks last among industrialized countries in spending in this area.

Our current crop of political leaders doesn’t get it yet. Prime Minister Stephen Harper foolishly cut the Liberals’ modest funding of such initiatives. And the provincial Tories recently canned a pre-Primary pilot program deemed too expensive to expand provincewide.

But there are signs the business community is paying attention. Last week, former banking executive Charles Coffey made a direct pitch to a primarily business audience at the Halifax Club.

“Of course your universities and colleges need more dollars,” he said. “But I’m just as convinced that at the other end of the educational spectrum, major investments in your early child development programs are sorely needed too. When corporate Canada divides its philanthropy pie for education, why can’t a larger piece be devoted to early childhood development? It’s time to invest in bridging the gap.”

At the moment, early childhood education in Canada consists of a loose patchwork of programs and assistance. Advocates would like to see billions invested in creating a nationwide network of community hubs, preferably centred around schools, that would provide support for parents, child care, social services and activities.

For those who toil in the trenches, this is an investment in human capital we can no longer afford to put off.

“I’ve spent 10 years on the South Shore of Nova Scotia as a supervisor of special education and student services,” Theresa Griffin, Maritime co-ordinator of the Council for Early Child Development, told The Chronicle Herald editorial board last week. “We could tell those kids coming into the system who were going to need support. But you know what? Those kids had to fail. They had to fail badly and repeatedly before we could put any kind of intervention in place for them. And then … the intervention was not tailored to their needs, nor intensive enough, of sufficient dosage, to make a difference.”

That’s a waste of government resources. But it’s also a waste of human resources which our society needs. Without greater emphasis on early childhood development, we might as well be entering the global race without tying our shoelaces first.

Source: TheChronicleHerald.ca
http://thechronicleherald.ca/Editorial/1081664.html

American taxpayers invest heavily in education. Last year, spending on public K–12 education totaled $553 billion, about 4 percent of gross domestic prod­uct (GDP) in 2006. For each child enrolled in a pub­lic elementary or secondary school, expenditures averaged $9,266 that year—an increase of 128 per­cent, adjusted for inflation, since 1970.

Despite this increase in public spending, student achievement and educational attainment over the last four decades has remained relatively flat. In 2007, a significant portion of students, disproportionately from disadvantaged backgrounds, scored “below basic” in reading and math on the National Assess­ment of Educational Progress (NAEP). Sadly, in many of the nation’s largest cities, fewer than half of high school students graduate.

While academic research has consistently shown that increased spending does not correlate with edu­cational gains, the research does show a strong rela­tionship between parental influences and children’s educational outcomes, from school readiness to college completion. Two compelling parental factors emerge:

2. parents’ involvement in their children’s schoolwork.

Consequently, the solution to improving educa­tional outcomes begins at home, by strengthening marriage and promoting stable family formation and parental involvement.

The Erosion of Family Stability in America

“Perhaps the most profound change in the American family over the past four decades,” writes sociologist Paul Amato, “has been the decline in the share of children growing up in households with biological parents.” In 1960, 88 percent of all children lived with two parents, compared to 68 percent in 2007. In 1960, 5 percent of all children were born to unmarried mothers. That figure rose to 38.5 per­cent in 2006. Demographers have estimated that, overall, one child in two will spend some portion of his or her childhood in a single-parent family.

Studies show that children raised in intact families, i.e., with two con­tinuously married parents, tend to fare better on a number of cognitive, emotional, and behavioral outcomes than children living in other family forms. Not surprisingly, the changes in family structure over the last 40 years have affected child and adoles­cent well-being. In 2002, nearly 7 million children between the ages of 12 and 18 repeated a grade. Based on this figure, Professor Amato estimates that if the share of two-parent fami­lies had remained unchanged be­tween 1980 and 2002, some 300,000 fewer teens would have repeated a grade. Some 750,000 fewer students in 2002 would have repeated a grade if the share of two-parent families remained at the level it was in 1960.

Social science research over the past decades suggests that family structure affects children’s school outcomes, from preschool to college. Some of the variations in school performance could be explained, in part or in whole, by the differences in family resources such as time and money, family dynamics and parental characteristics that are asso­ciated with the various family forms. These are mediating factors, or mechanisms through which family structure affects schooling outcomes. Family structure may also exert a direct influence, inde­pendent of mediating factors. Thus, depending on the outcome, family structure’s total effect may con­sist of one or more mediating influences or a com­bination of both direct and mediating influences.

Though various methodological research issues— e.g., data quality, inconsistent definitions of family structure, the selection effect (e.g., are individuals who possess better parenting qualities more likely to choose marriage and stay married, or does mar­riage per se bolster children’s well-being?)—limit the findings, the evidence, nonetheless, is strong: Fam­ily structure matters.

School Readiness. A number of early-childhood outcomes contribute to children’s eventual school readiness. The evidence suggests that potentially important early-childhood outcomes vary by family structure. One study, analyzing 1,370 mothers in the Fragile Families and Child Wellbeing Study who were continuously married or in cohabiting rela­tionships from the child’s birth to age three, found that three-year-olds born to cohabiting mothers tended to exhibit more aggressive, withdrawn, and anxious or depressive behavior than children born to married mothers. For aggressive and with­drawn behaviors, the association was explained by income differences. For anxiety and depressive symptoms, even controlling for income, the cohab­itation effect remained.

Studies show that reading to young children aids their literacy development. Toddlers and preschool-age children in married-parent families are read to more often than peers in non-intact families. One study of 11,500 kindergartners living with two par­ents orparent figuresreported that, accounting for parental education and income, children living with married parents averaged higher reading achieve­ment test scores than peers living in cohabiting or stepparent families.

Elementary and Secondary Education. The research on family structure and elementary and secondary educational outcome is extensive. Studies have reported that:

1. First-graders whose mothers were married when they were born are less likely to engage in dis­ruptive behavior with peers and teachers than those whose mothers were single or cohabiting at the time of their birth.

2. Children aged three to 12 who live in intact fam­ilies have higher average math scores than peers whose mothers live in cohabiting relationships.

3. The association between family structure and nine-year-olds’ science and math achievement appears to be cross-national.

4. Children aged seven to 10 who live in continu­ously intact families tend to score higher on read­ing tests than peers who have lived in other family structures.

5. Children aged six to 11 who live in intact fami­lies tend to be more engaged in their schoolwork than peers in other family structures.

6. Eighth-graders in two-parent families perform, on average, better on math and science tests than peers in single-parent or stepparent families.

7. The predominant family structure of a school’s student population appears to be linked to the individual science and math scores of eighth-graders.

8. Ninth-graders whose mothers were married when they were born are more likely to complete an algebra course than are peers whose mothers were single when they were born.

9. Middle school and high school students who expe­rience a parental divorce tend to suffer declines in their grade point averages and are more likely to fail a course one year later compared to peers of married parents; the evidence suggests a causal link.

10. Among middle school and high school students, the portion of childhood spent in a single-parent family is associated with declines in GPAs over time; and living in a single-mother family with a cohabiting partner is associated with a greater likelihood of suspension or expulsion from school at a later time.

Finally, studies have also shown a robust link between family structure and high school dropout or graduation rates, and the evidence suggests that the relationship may be causal.

Higher Education and Educational Attainment. The impact of family structure on educational out­comes appears to last into young adulthood. Throughout the college entrance process, students from non-intact families tend to fall behind their peers from intact families. The gap increases when the process involves selective college admission. Overall, children from intact families complete more years of schooling and achieve higher educational attainment than do peers from other family forms.

One study, analyzing two nationally representa­tive data sources, reported that longer durations in single-parent or blended families during child­hood appear to have a negative impact on college attendance and graduation. Though family income and parental education explained the association between single-parent families and lower college attendance and graduation rates, the disparities in these outcomes between children in intact families and those in blended families persisted.

Similarly, another study showed that, accounting for family income and estimated financial aid, an average student from a non-intact family was 5 per­cent less likely to attend a four-year college and 6 percent less likely to graduate from college than an average student from an intact family.

Parental Involvement

Parental involvement emerges as another robust influence on educational outcomes. It is multi-dimensional. Examples include monitoring chil­dren’s activities outside home and school; setting rules; having conversations about and helping chil­dren with school work and school-related issues; holding high educational expectations; discussing future planning with children and helping them with important decision making; participating in school-related activities such as meeting with teach­ers and volunteering in the classroom; and reading to children or engaging in other enrichment or lei­sure activities together.

A meta-analysis of 77 studies, consisting of 300,000 elementary and secondary students, found that parental educational expectations are a particu­larly important aspect of parental involvement. Parenting style, reading to children, and, to a lesser extent, participation in school-related activities appeared to be influential as well. Furthermore, parental involvement is associated with multiple measures of student achievement, for the entire stu­dent population as well as for minority and low-income student populations. Overall, “the academic advantage for those parents who were highly involved in their education averaged about 0.5–0.6 of a standard deviation for overall educational out­comes, grades and academic achievement.”

Parental Involvement and Family Structure. The level of parental involvement varies by family structure, and the relationship between parental involvement and educational outcomes depends on the family context as well. One study, for exam­ple, found that compared to high school students from intact families, those from single- or step­parent families reported less parental involvement in their school work, supervision, and parental educational expectations, which, in turn, affected school outcomes.

Early Childhood. Studies show that a sensitive, warm, and respon­sive type of parenting and engaging in play activities with young children bolster their social and emotional development, communication skills, and ability to focus. Doing arts and crafts with children, reading to them, showing them how to write words, and using a more complicated vocab­ulary around them also aid their liter­acy and language development. One study reported a link between these types of parental engagement and a range of school readiness out­comes such as “children’s motivation to learn, attention, task persistence, and receptive vocabulary and…fewer conduct problems.”

Frequent contact between parents and their children’s preschools as well as parent participation in school-related activities, such as volunteering in the classroom or meeting with a teacher, appear to benefit children on a num­ber of dimensions, including classroom performance and social interaction with peers and adults. One study reported that children whose teachers per­ceived more parental involvement tended to exhibit fewer problems and higher language and math com­petencies compared to children whose teachers per­ceived less parental engagement. The evidence also suggests that parental school involvement’s pos­itive influences buffer against some of the negative effects of poverty.

Elementary Education. Parental involvement during elementary school affects children’s school­ing outcomes as well. The quality of the parent-child relationship is significant. Middle school stu­dents who received sensitive, supportive parenting from their mothers during kindergarten tend to per­form better in school. Children of parents who frequently praise and show affection to them are less likely to require classroom attention for behavior and socio-emotional issues.

Studies also show that parental involvement in school-related activities during elementary school is associated with long-term educational gains. One study reported that among low-income African-American families, children of highly involved par­ents during elementary school were more likely to graduate from high school. In the same study, children of parents who were involved in school-related activities for three or more years completed more years of schooling compared to peers of less involved parents. Involvement, specifically by fathers, is significant as well. Children of fathers who visit their classrooms and meet with teachers tend to fare better in school than peers whose moth­ers are the only involved parent.

Reading with children and the way in which par­ents read to their children affect children’s reading ability. The research shows a distinction between reading storybooks to children, which contributes to their literacy development, and teaching children to read and write, which aids their language devel­opment. Both types of activities affect third- and fourth-grade performance.[50] Furthermore, parents’ use of vocabulary and their attitude toward home­work appear to influence corresponding outcomes in their children. Not surprisingly, children of parents who provide appropriate help with their homework tend to fare better in school.

The home environment in which children are raised plays a role in schooling outcomes. For ex­ample, in a study of middle-class families, elemen­tary students whose parents offered them math and science learning materials showed greater incli­nation toward and interest in math and science activities. Finally, parental expectations of achieve­ment, particularly adolescents’ perceptions of such expectations, appear to strengthen their actual mo­tivation and ability in school.

Secondary Education. Parent-child relation­ship quality continues to be an effective factor in schooling outcomes throughout adolescence. For example, in one study, youths who felt bonded to their parents and enjoyed good communication with them tended to have higher grades and physical well-being. In another study, among low-income youths, those whose parents encouraged individual decision making in their children during early ado­lescence were more likely to graduate from high school and attend college. Beyond academics, teens who receive more support from their parents are more likely to participate in structured after-school activities, which, in turn, are positively corre­lated with achievement and social competence.

During adolescence, parental monitoring to the extent to which parents know their children’s activ­ities outside of home and school, plays a crucial role in adolescent outcomes, particularly when children and adolescents perceive genuine care from their parents. Parental monitoring is associated with fewer school problems, less substance use, and reduced delinquency. Moreover, parental monitor­ing is positively linked to social development, school grades, and school engagement, such as pay­ing attention in class and being motivated to do well in school. The evidence also suggests that paren­tal monitoring may have different effects on boys and girls.

Not only does parental involvement in their chil­dren’s school-related activities send a positive mes­sage to students and teachers, such involvement is also related to high school completion. The research also suggests that minority students benefit from their parents’ participation in formal leader­ship roles at the school district level. The effects of parental involvement, however, may vary by par­ents’ education. One study showed that involve­ment from more-educated parents was associated with fewer behavioral problems in students, which, in turn, affected achievement and aspirations. Among students whose parents are less educated, parental involvement was related to student aspira­tions but not achievement.

At the secondary education level, high parental expectations continue to yield significant schooling benefits. In one study of high school seniors, “parental expectations for achievement stand out as the most significant influences on [their] achieve­ment growth, high school credits completed, and enrollment in extracurricular academic high school programs.” High parental educational expecta­tions are also associated with math and reading scores, interest in school, academic self-discipline, future planning, and motivation for school work. In one study of African-American families, when parents taught that success originates from effort rather than surpassing peers, their expectations had a strong effect on eighth- and ninth-grade math grades. Overall, parental expectations appear more influential than peer effects.

Finally, discussions with parents about the future and pursuing further education support teens’ aspi­rations and college preparation. One study of high-achievement Latino college students found that their parents imparted strong encouragement and values that emphasized education as a means to escape poverty.

Policy Implications

Social science research over the last few decades indicates a strong relationship between family struc­ture, parental involvement and children’s educa­tional outcomes, with enduring influences from early childhood to young adulthood. The empirical evidence points to several policy implications:

* Family policy intersects critically with education policy. Fortifying the intact family structure may lead to improvements in individual student out­comes as well as the American education system as a whole.

* Policies that strengthen healthy marriage and stable family formation may bolster child well-being, including school outcomes, both at the individual and aggregate levels.

* Conversely, policies and laws that facilitate fur­ther family breakdown may have adverse impacts on children’s educational outcomes and provide additional stress on the education system.

* In education reform efforts, greater emphasis on parental involvement and parental choice could yield significant gains in student achievement and attainment. Importantly, the research shows consistent benefits of high parental involvement for minority and low-income students, which deserves serious consideration in light of the achievement gap.

* On the other hand, education initiatives that dis­regard the importance of families and parental involvement, instead focusing on strategies such as increased expenditures, are likely to continue to prove less effective or ineffective altogether.

Conclusion

American taxpayers invest heavily in education, with annual public education spending totaling $553 billion. The average annual expenditure per child enrolled in a public school amounts to $9,266. Though per-pupil expenditures have increased dra­matically over the past few decades, student achieve­ment has remained relatively flat. A significant portion of students attending public schools score “below basic” in reading and math on the National Assessment of Educational Progress. In some of the most disadvantaged central cities in America, fewer than half of high school students graduate.

While numerous education reforms over the last quarter century have demonstrated little impact on overall student achievement, the research clearly shows that the intact family structure and strong parental involvement are significantly correlated with educational outcomes, from school readiness to college completion. Instead of favoring proven ineffective education policies, policymakers seeking effective education reform should consider policies that strengthen family structure in America and bol­ster parental involvement and choice in education.

Christine C. Kim is Policy Analyst in the Domestic Policy Studies Department at The Heritage Foundation.

Source: Heritage.org
http://www.heritage.org/Research/Education/bg2185.cfm

The addition of Sonic the Hedgehog and Super Mario Brothers to the ranks of Robert Burns and Robert Louis Stevenson is helping Scottish schoolchildren become enthused about learning and reaping ground-breaking educational results, according to researchers and teachers.

Experts say in games-based learning, using technology such as the Nintendo Wii and Nintendo DS in the classroom, Scotland leads the world.

According to the Consolarium, the Scottish centre for games and learning which is funded by Learning and Teaching Scotland, the number of pilot schemes around the country has grown exponentially. Last year 10 local authorities were using games-based learning. At the start of the new school term, 27 are investigating its possibilities.

As further evidence of growth, Derek Robertson, head of the Consolarium, points to this week’s Scottish Learning Festival at the SECC in Glasgow. With titles ranging from Thinking Out of the Xbox to Scotland’s Got Game: How Scotland Has Embraced Games-Based Learning, there are 10 seminars sharing examples of how classrooms are using computer games. Last year there were only four related talks.

“I don’t think there is any other place in the world that has done what LTS did,” said Robertson. “I’m continually asked who does my job in England, and there isn’t anyone. For LTS it was a risk, a maverick idea from the left field that has moved into the mainstream. It’s even mentioned in the Curriculum for Excellence. That’s the impact we’ve had.”

The world is now looking to Scotland. Robertson has been asked to speak in Germany, Australia the US. He has already advised the Singapore government. A section of the influential Handheld Learning Conference in London will be given over to what is happening in Scotland.

“People recognise that Scotland is a place that is keen to integrate these things into the curriculum,” said Robertson.

Teachers are reporting that by using games such as Mario and Sonic at the Olympics, Guitar Hero, Wii Sports and Endless Ocean, pupils’ motivation, attendance, personal skills and academic performance have improved, particularly among young boys and hard-to-reach children.

Meldrum Primary school in Aberdeenshire employed the game Endless Ocean as a hook for cross-curricular project for its P7 class. After playing the game on the Wii, which involves controlling a diver exploring a seascape, the pupils learned about bio-diversity, wrote stories and staged a debate about developing the a section of the ocean for tourists.

“It got so heated the person acting out the part of the tourist development person was in tears,” said Kim Aplin, the deputy-head teacher. “The quality of the learning that took place was tremendous. There is no doubt at all it improved their academic ability.”

Other examples around the country include West Lothian nurseries and primary schools using dance mats as a way to develop early-years phonics and reading skills, with “huge success”, according to Laura Compton, the authority’s information and communications technology development officer.

In Elrick and Banchory primary schools in Aberdeenshire, P2 pupils learned how to be responsible for looking after a pet using the Nintendogs game on the Nintendo DS.

In Clepington Primary School in Dundee, Jo-Anne Bell used Mario and Sonic at the Olympics on the Wii as a hook to teach her P6 class about the solar system. Pupils were placed into teams named after planets, wrote stories about the creatures that would live there, and competed against each other every morning on the Wii.

After last year’s trial involving a Dundee primary school class using Dr Kawashima’s Brain Training on the Nintendo DS for 20 minutes a day, which sparked a 10% improvement in their basic arithmetic, the project was rolled out to 16 other schools. The results will be revealed on Thursday at the Scottish Learning Festival.

The head teachers’ organisation, School Leaders Scotland, said while it welcomed the rise of Nintendo and Sony consoles in the classroom, it had reservations.

“It’s a great extra resource, a great motivational tool, but it has resource implications and you have to keep it in perspective of the other things that you really need to do in terms of education,” said Ken Cunningham, the general secretary. “The projects are product-dependent and not readily available to everyone all the time. They have to balance all that with all the more traditional style of teaching, the interpersonal skills. So it’s about getting the balance right.”

Source: Sunday Herald
http://tinyurl.com/42tzq2

Momlogic’s Andrea: I thought timeouts were the progressive way to punish. But are even they too cruel?

Yesterday, when I picked my daughter up from her new preschool, the teacher told me my two-year-old was having trouble following directions that day. I nodded in weary agreement — she’s been very defiant this week.

“I give her timeouts,” I offered, “That’s what you guys do, right?”

Oh. Crap. This discipline thing is tricky. And here I was secretly patting myself on the back for not spanking my toddler’s backside. Meanwhile, it turns out the preschool’s mode of discipline makes mine seem like Abu Ghraib. But, hey, it’s not like I’m waterboarding.

As the teacher expounded on the preschool’s principles of punishment, my mind wandered to my timeout experience the night before. My daughter was locked in her chair prison — it’s amazing to me she stays put. She can escape any time — instead, she begs for mercy. Her crime? Hitting me in the face when I tried to put on her new Dora pajamas. (Maybe I should’ve bought Diego instead?) I don’t know if “distracting” her would’ve helped either of us at that moment. It took every bit of my moral strength not to punch her back.

Has the pendulum swung too far when it comes to doling out punishment for our kids? I don’t even know ANY moms these days who spank. Maybe I’m hanging out with the wrong crowd?

Source: Mom Logic
http://www.momlogic.com/2008/09/time_outs_are_the_new_spanking.php

While high school is important, education should begin when children are much younger than that. Because what they learn will ultimately influence the economy of the community they live in.

Bill Millett, founder of Scope View Strategic Planning, spoke at the Champions of Education breakfast Wednesday morning, saying schools and communities need to stop promoting the “warm fuzzy” image and focus more on early education.

“USA is no longer No. 1 like we were in the 1950s,” Millett said. “We are under intellectual and educational assault, and we are getting our butts kicked. Early education is imperative. It’s under-appreciated and under-funded. Today’s kids’ competition for jobs is growing up on at least five other continents.”

He said schools need to focus on not teaching students memorization, per se, but cognitive skills they can use to advance their learning. That can begin with children’s early education — before they’re in kindergarten — so later years will be successful.

“All aspects of adult human capital from work force skills begin with early education,” he said. “In the first four years of a child’s life, a child’s brain learns a lot with cognitive development. We should put more emphasis there. It’s something our competitors in other parts of the world are doing, and we should also.”

Millett said programs such as Smart Start and More At Four give children the early childhood assistance they need so they excel at school during their formative years. This will, in turn, benefit society.

“In 2006, the majority of people getting doctoral degrees in the U.S. — 60 percent — were foreign nationals. A lot of them are getting their degrees in the U.S. and are going home because the opportunities are better,” Millett said. “Americans are getting fat, lazy and complacent.”

He urged community leaders at the meeting to get involved with children’s education and encouraged them to get active in getting students excited about going to school and getting additional degrees. Millett said the U.S. can catch back up to other countries, despite having a larger pool of people to select their workers from, assuming the U.S. doesn’t get complacent with our standing in the world.

“It’s a knowledge competition,” Millett said. “China and India have more honor students than we have students.”

He encouraged the business community to invest in early education, because it’s an investment in the work force development of the future.

“Sometimes, it’s measured long after a term of office expires, but you will see the results,” Millett said.

Source: Hickory Daily Record
http://www2.hickoryrecord.com/content/2008/sep/18/expert-says-early-education-imperative/news/

Is school breaking our boys? Accumulating evidence says yes:

* Boys are kicked out of preschool at 4.5 times the rate of girls.
* Boys lag behind girls in reading and writing in elementary school, a lag that gets bigger in middle school and high school.
* Teenage boys are four times as likely to commit suicide as girls.
* Girls are doing so much better than boys at academics that by 2016 only 40 percent of college undergraduates are expected to be men.

I saw the roots of this miserable trend up close and personal last week when I visited my daughter’s elementary school lunchroom. The girls sat quietly talking and eating. The boys were jumping up, poking each other, spilling juice, running around the table, smooshing their pb&js into a ball. The lunchroom ladies’ response: Sit down and zip your lip. Yikes! These are 5-year-olds we’re talking about here, and this was their first break after a morning of literacy and math lessons. In kindergarten. Is it any wonder boys might conclude that school is not for them?

So I feel lucky to have come across The Trouble With Boys, a new book by Peg Tyre. Peg’s my kinda gal, a former investigative reporter for Newsweek who doesn’t take anyone’s word for it. She’s also the mother of two sons. When she heard that even at fancy New York private schools the struggling students were almost all male, she decided to investigate, looking for solid data as to why. What she found isn’t pretty. Among her findings:

• Teachers and principals know that boys are struggling but feel it’s politically incorrect to suggest that the curriculum needs to be changed to help boys.

• Schools have cut recess and gym and increased classroom time to boost test scores, but the lack of exercise is actually making it harder for boys (and girls) to learn.

• Most reading curricula are based on narrative fiction that turns off boys. How many boys want to read Little House on the Prairie?

There’s a lot of misinformation out there on how boys learn, Tyre found. She cites the example of Michael Gurian, who tells teachers at his popular workshops that neuroscientists have identified a “boy brain” that is less adept at staying focused than is a “girl brain.” At first, Tyre thought this made sense. But then she took the next step and asked the neuroscientists who did the research Gurian cites if this is true. They all said, no way do we know enough about the brain to say there’s a “boy brain.” “When we talk about gender, we’re talking about something that’s pretty complicated,” Tyre told me. “It’s not just nature. It’s not just nurture.” And there will be no simple solutions. But there are smart parents, smart teachers, and smart principals out there who are trying their own experiments to help boys, and getting good results. Tyre’s reporting provides solid information that parents can act on now:

• Boys do much better at reading and writing when the subject matter matches their interests. Savvy parents offer nonfiction books and stories with action and don’t cringe when their darling wants to write about Pokémon or Star Wars. Who cares if the kid’s reading Captain Underpants or The Day My Butt Went Psycho, as long as he loves to read?

• Dads can encourage their sons to read by reading to them on topics they both love. One smart school invited uniformed police officers (macho male ones) to come read to the kids each day.

• Find out how much PE and movement time your child gets, and advocate for more. Research unequivocally shows that all kids do better in school when they get plenty of time to run, jump, and play, and boys need time for tag and other rambunctious games. When you have your kids at home on the weekend, Tyre notes, you don’t keep them locked inside from 8 to 3 because you know they’ll turn into screaming meemies if you do.

All parents want their children to grow up to be happy and successful. Wouldn’t it be wonderful if reading The Gas We Pass: The Story of Farts helped boys get there?

Source: U.S. News & World Report
http://tinyurl.com/6movp5