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A game-changing book on child development--and the importance of physical play--for this digital and screen age. For children to develop to their fullest potential, their sensory system—which, in addition to the big five of sight, hearing, taste, touch, and smell, includes movement and balance (vestibular), body awareness (proprioception), and internal perception (interoception)—needs to be stimulated from the time they are born. Their senses flourish when they explore their environment by touching new textures, including their food, running, jumping, climbing, and splashing outside. As an occupational therapist with a specialty in sensory integration, Allie Ticktin has seen an increase in cases of children who struggle to sit in circle time or at their desk upright and who are delayed in walking, talking, and playing by themselves and with their peers. In the recent past, kids spent their days playing outside and naturally engaging their sensory system and building key developmental skills. But with increasing time pressures for both kids and parents, children are spending more time in front of screens and less time exploring and interacting with their environment. The good news is that boosting your child’s sensory development doesn’t take enormous amounts of time or supplies, or any special skills. Here, Ticktin discusses the eight sensory systems and how a child uses them, and offers easy, fun activities—as well as advice on setting up a play area—that will encourage their development so that your little one will be better able to respond to their emotions, build friendships, communicate their needs, and thrive in school. That’s the power of sensory play.
A stunning, cinematic debut novel set at the 1893 Chicago World's Fair, Moon's Crossing explores a unique time in American history, when the romantic heritage of the nineteenth century merged with the industrial temperament of the modern age. Jim Moon, an idealistic Union Army veteran, leaves his young wife and son to visit the World's Columbian Exposition, which has attracted America's greatest artists and thinkers as well as its drifters and schemers. Nick, a fast-talking con man, takes Moon to Pullman Town, a model city south of Chicago that is the site of the complex labor strike of 1894. Moon comes to see that the bright future the fair promised is compromised by greed. Unable to recapture his early vision of America, he takes his own life, and in so doing generates a surprising love story between a common young woman and a corrupt policeman as well as a major upheaval in the life of his neglected son. Kaleidoscopic and fast-paced, Moon's Crossing draws on such sources as the traditional tall tale to present a unique narrative style. Moon's adventures are completely American, and the legacy he leaves is, ironically, more significant than his failed life would have foretold.
Presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students.
Encourage tinkering, curiosity, and creative thinking in children of all ages with these 55 hands-on activities that explore art, science, and more The creator of the highly popular creativity site for kids, Tinkerlab.com, now delivers dozens of engaging, kid-tested, and easy-to-implement projects that will help parents and teachers bring out the natural tinkerer in every kid—even babies, toddlers, and preschoolers. The creative experiments shared in this book foster curiosity, promote creative and critical thinking, and encourage tinkering—mindsets that are important to children growing up in a world that values independent thinking. In addition to offering a host of activities that parents and teachers can put to use right away, this book also includes a buffet of recipes (magic potions, different kinds of play dough, silly putty, and homemade butter) and a detailed list of materials to include in the art pantry.
Making Good Progress? is a research-informed examination of formative assessment practices that analyses the impact Assessment for Learning has had in our classrooms. Making Good Progress? outlines practical recommendations and support that Primary and Secondary teachers can follow in order to achieve the most effective classroom-based approach to ongoing assessment. Written by Daisy Christodoulou, Head of Assessment at Ark Academy, Making Good Progress? offers clear, up-to-date advice to help develop and extend best practice for any teacher assessing pupils in the wake of life beyond levels.
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
This is a book for teachers and school leaders on formative assessment i.e., assessment as learning where assessment occurs throughout the learning process to inform learning as opposed to assessment that occurs at the end of a learning unit to measure what students have learned (summative assessment). Formative assessment emphasizes the role of the student, not only as a contributor to the assessment and learning process, but the critical connector between them. It defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. It addresses assessment in the context of what learning is. It shows how to use formative assessment to motivate student learning, help students make connections so that they move from emergent to proficient, extend their learning and to help them become reflective self-regulators of their own learning. It explores how teachers can make the shift to formative assessment by engaging in conceptual change.
The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.
What is progress in learning? How do we see progress being made in a lesson? This book offers a fresh perspective on teaching, learning and progress in the classroom. Written by an experienced teacher and school leader, Michael Harpham, it explores the different ways in which progress can be made in the classroom and how it can be more effectively delivered, identified, evidenced, measured and assessed. The book provides an overview of progress in schools for both teachers and school leaders, including what is meant by progress and what it looks like in lessons, as well as its implications on assessment, leadership, and internal and external school evaluation. It offers over thirty situation-driven strategies and activities to help develop and deliver progress in and beyond the classroom, focussing on five measures: Skills Knowledge Accuracy Resilience Independent learning Full of tips to help improve progress in schools, this is essential reading for all teachers, school leaders and parents.