We tend to think of creativity as an intriguing personality trait, but one that is only useful in practice to the artist or the aimless dreamer. But what if I told you that creativity, not in spite of the due emphasis on the STEM fields (Science, Technology, Engineering, Mathematics), is an increasingly essential skill to our children’s success, both in school and on the job?
Frankly, a non-creative person is an unadaptable person. Moreover, a person who cannot adapt cannot survive the turbulence of our ever-changing world. So why do we continue to push models of education that limit creativity in favor of rote memorization?
Of course, the transfer of traditional knowledge and information is needed for students to grow. However, that information would be little more than arbitrary if not for the creative ingenuity that transforms it into something meaningful in our minds. At a certain point, intellectual growth and evolution, skills like real-time problem solving, and the very seeds of entrepreneurial thought cannot take place without this ingenuity, so the fact that our educational system is based largely on spreading and storing data while neglecting creativity warrants
In his book, Frames of Mind: The Theory of Multiple Intelligences, Howard Gardner claims that all human beings do not have a single intelligence but actually possess a set of multiple autonomous intelligences. How does this relate to the young child, and how can we as early childhood teachers use the MI theory to assess children?
Gardner (2011) has defined intelligence as, “the ability to solve problems, or to create products, that are valued within one or more cultural settings – a definition that says nothing about either the sources of these abilities or the proper means of ‘testing’ them” (p.xxviii). He proposes three different uses of the term intelligence. It is a property that all people have, it is used in different ways, and is applied to carry out tasks to achieve a goal. “These intelligences (or competencies) relate to a person’s unique aptitude, set of capabilities and ways they might prefer to demonstrate intellectual abilities” (http://www.niu.edu).
Howard Gardner has challenged the assumption that intelligence is a single entity that can be measured purely through IQ testing. He also questioned Piaget’s work on cognitive development
Now that many individuals are embracing online teachers, there is a great demand to offer an excellent teaching experience and provide results. Although time versatility and source accessibility are huge advantages of online teaching, it needs to be something different to help issue from class room learning and therefore offer methods to students who need help to completely comprehend ideas.
In to offer such a solution, it is essential to use technology to our advantage. One such academic technology that has been developed is an interactive white board. Entertaining whiteboards are a development from conventional blackboard and chalk, and even white boards. They do not require you to make or attract anything by yourself, and offer some excellent features that can be used for an excellent interactive educating period.
Interactive whiteboards come packed with features. You can show presentations, animated graphics, videos, charts, platforms, pictures, and whatever other content you wish to demonstrate your student. You do not have to do any of it by hand; you can use useful tools to make most of these sources, and can often find many useful sources
My wife died when my daughter was just four. She took it very hard and became a very quiet and sullen child. Her teachers advised me to take her for counseling but even that didn’t seem to help. After three years, I moved to Bangalore to be closer to family. Even being closer to family didn’t help her come out of the shell she seemed to have gone into. After visiting many schools, I decided to enroll her in Candor International School. Though the school was very big almost 20 acres the school was new and just had 200 students. So I thought the small number of students would make her feel less intimidated.
At first there wasn’t much difference. She was still quiet but slowly I found her starting to talk more, draw, paint and make and play with friends in the new apartment complex. I was extremely curious and wanted to know what had changed. So one weekend I went across to meet her class teacher. Her teacher had also noticed the difference and said that my daughter had befriended another student who also experienced a loss of a parent recently. Both the girls bonded immediately. That student somehow
The idea of of writing this musing is to present a case to state that the word ‘bully’ is not a relevant one to describe a child in an ECE environment.
As a teacher, I have always thought it inappropriate to label children in this age group with a negative connotation. This has long term effects on a child as he could very easily grow out of a particular behaviour with guidance at this stage of development. These are the years for children to develop their social skills, and comprehend the foundation for socially acceptable behaviour. I feel that the word ‘bully’ has a very negative connotation for any young child before they even comprehend the concept. Let me reason why I believe ‘bullies’ do not exist in early childhood settings and why we should not label them so. Behaviour management is an important area for us as teachers to keep reflecting on. We need to keep working on strategies depending on the type of behaviour of the individual child that we are addressing. I consider the development of social skills for children as the key factor for teachers to address and promote in the environment.
Farrell (1999) states that, “A range
This article explores four evidence-based comprehension reading strategies and one comprehension routine relevant to improving reading comprehension for struggling readers. The four research based comprehension routines discussed will be as follows: visual representation-mental imagery, summarization, and strategies used by good readers. The comprehension routine will discuss inferring and/or drawing conclusions. All of these research-based strategies and comprehension routines are important to the effectiveness of teaching reading and being a child in a classroom.
“ There is an old saying that a picture is worth a thousand words. When it comes to comprehension, this saying might be paraphrased, “a visual display helps readers understand, organize, and remember some of those thousand words.” (as cited in Duke and Pearson, 2002, p. 218). Visual representation and mental imagery are very important to the reader. When children see an image, it helps put things in a different perspective in reference to what is occurring in the story. The right comprehension strategy can mean the start or the end to a wondrous relationship with reading.
Children of all ages, grade levels, and those with disabilities can use mental imagery to digest what has been read as it provides them with a mental picture in their head. Early
Toni Bickart, author of WHAT EVERY PARENTS NEEDS TO KNOW ABOUT FIRST, SECOND, AND THIRD GRADES observed: “The process of learning how to write begins at a very early age. Young children, using crayons or markers, write with great enthusiasm and eagerness. Toddlers and preschoolers think that all they have to do is pick up a pen and scrawl little lines and dots.
Gradually, they realize that writing is speech in the form of symbols on paper, so they talk and scribble away and expect you to read this scribble. As their fine motor skills develop, children draw pictures and dictate words to accompany the pictures. Sometimes they try to write words. They may start with words they remember seeing somewhere, or they may attempt to write the sounds they hear when they say the words aloud. For example, a child might write “d” or DG” for “DOG.” From these modest but enthusiastic beginnings, writers emerge.”
The following advice will help your child develop strong writing skills:
First, encourage writing at home. Bernard Ryan, author of HELPING YOUR CHILD START SCHOOL concluded: “Children get a big kick out of writing their own stories and poems, even jokes and riddles. Encourage your child to write
The most striking thing about our public schools is that they have been in perpetual decline for many decades. Why?
The government has its own tests called the National Assessment of Educational Progress (NAEP); these tests regularly suggest that two-thirds of fourth-graders and eighth-graders are “below proficient” in reading. That’s what decline looks like. It’s guaranteed those two-thirds will never be literate as that term has been traditionally used. Some may learn to read in a painful struggling way but they won’t be reading a daily paper or curling up with a good book. And yet, a century ago, this country was said to be headed toward universal literacy.
A single anecdote can tell you more than years of statistics. College professors report that incoming freshmen often do not know, for example, what 7×8 is. This is totally fascinating. Ask yourself, could schools be this bad by accident? Or wouldn’t somebody have to carefully organize the school to be this bad?
Another fascinating kind of evidence is a dozen books written from the 1950s to the present, with titles like So Little for the Mind, Educational Wastelands, Quackery in the Public Schools, Brainwashing in the High Schools, Why Johnny Can’t Read, The New