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"disqusTitle": "Which Early Childhood Experiences Shape Adult Life?",
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"content": "\u003cfigure id=\"attachment_38783\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786.jpg\" alt=\"Having warm, supportive parents early on correlates with success in adulthood. (Agent Illustrateur/Ikon Images)\" width=\"640\" height=\"960\" class=\"size-full wp-image-38783\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Having warm, supportive parents early on correlates with success in adulthood. (Agent Illustrateur/Ikon Images)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Maanvi Singh, \u003ca href=\"http://www.npr.org/blogs/health/2014/12/19/371679655/some-early-childhood-experiences-shape-adult-life-but-which\">NPR\u003c/a>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Most of us don't remember our first two or three years of life — but our earliest experiences may stick with us for years and continue to influence us well into adulthood.\u003c/p>\n\u003cp>Just how they influence us and how much is a question that researchers are still trying to answer. Two studies look at how parents' behavior in those first years affects life decades later, and how differences in children's temperament play a role.\u003c/p>\n\u003cp>The \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12325/abstract\">first study\u003c/a>, published Thursday in \u003cem>Child Development\u003c/em>\u003cem>, \u003c/em> found that the type of emotional support that a child receives during their her first three and a half years has an effect on education, social life and romantic relationships even 20 or 30 years later.\u003c/p>\n\u003cp>Babies and toddlers raised in supportive and caring home environments tended to do better on standardized tests later on, and they were more likely to attain higher degrees as adults. They were also more likely to get along with their peers and feel satisfied in their romantic relationships.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"b3xPCBkVaU4ykNfsy4kqkXvvXE7hFhGu\"]\u003c/p>\n\u003cp>\"It seems like, at least in these early years, the parents' role is to communicate with the child and let them know, 'I'm here for you when you're upset, when you need me. And when you don't need me, I'm your cheerleader,' \" says \u003ca href=\"http://www.psych.udel.edu/people/detail/lee-raby/\">Lee Raby\u003c/a>, a psychologist and postdoctoral researcher at the University of Delaware who led the study.\u003c/p>\n\u003cp>Raby used data collected from 243 people who participated in the \u003ca href=\"http://www.cehd.umn.edu/icd/research/parent-child/\">Minnesota Longitudinal Study of Risk\u003c/a>. All the participants were followed from birth until they turned 32. \"Researchers went into these kids' home at times. Other times they brought the children and their parents to the university and observed how they interacted with each other,\" Raby tells Shots.\u003c/p>\n\u003cp>Of course, parental behavior in the early years is just one of many influences, and it's not necessarily causing the benefits seen in the study. While tallying up the results, the researchers accounted for the participants' socioeconomic status and the environment in which they grew up.\u003c/p>\n\u003cp>Ultimately, they found that about 10 percent of someone's academic achievement was correlated with the quality of their home life at age three. Later experiences, genetic factors and even chance explain their other 90 percent, Raby says.\u003c/p>\n\u003cp>And a child's psychological makeup is a factor as well.\u003c/p>\n\u003cp>The second \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12336/abstract\">study\u003c/a>, also published in \u003cem>Child Development\u003c/em>, found that children's early responses to experience help predict whether or not they end up developing social anxiety disorder as teenagers — but only for those who were especially sensitive and distrustful as babies.\u003c/p>\n\u003cp>For this study, researchers from the University of Maryland observed how 165 babies interacted with their parents. When separated from their parents, some got upset but quickly recovered when they were reunited. Other babies had a harder time trusting their parents after a brief separation, and they weren't able to calm down after being reunited.\u003c/p>\n\u003cp>Those extra-sensitive babies were more likely to report feeling anxious socializing and attending parties as teenagers.\u003c/p>\n\u003cp>So what does this all mean? For one, it means that human development is complicated, according to \u003ca href=\"http://humandevelopment.ucdavis.edu/people/Jay_Belsky.php\">Jay Belsky\u003c/a>, a professor of human development at the University of California, Davis who was not involved in either study.\u003c/p>\n\u003cp>We know that our early experiences likely affect all of us to a certain extent, Belsky says. And we know that due to variations in psychological makeup, some people are be more sensitive to environmental factors than others.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But that doesn't mean people can't recover from bad childhood experiences. \"For some, therapy or medication may help,\" Belsky says. \"And it's interesting, because there's now other evidence suggesting that the very kids who succumb under bad conditions are the ones who really flourish under good ones.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Some+Early+Childhood+Experiences+Shape+Adult+Life%2C+But+Which%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Nature and nurture both matter, and having love and support from parents early on makes make academic and social success as an adult more likely, a study finds. But a child's temperament matters too.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38783\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786.jpg\" alt=\"Having warm, supportive parents early on correlates with success in adulthood. (Agent Illustrateur/Ikon Images)\" width=\"640\" height=\"960\" class=\"size-full wp-image-38783\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Having warm, supportive parents early on correlates with success in adulthood. (Agent Illustrateur/Ikon Images)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Maanvi Singh, \u003ca href=\"http://www.npr.org/blogs/health/2014/12/19/371679655/some-early-childhood-experiences-shape-adult-life-but-which\">NPR\u003c/a>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Most of us don't remember our first two or three years of life — but our earliest experiences may stick with us for years and continue to influence us well into adulthood.\u003c/p>\n\u003cp>Just how they influence us and how much is a question that researchers are still trying to answer. Two studies look at how parents' behavior in those first years affects life decades later, and how differences in children's temperament play a role.\u003c/p>\n\u003cp>The \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12325/abstract\">first study\u003c/a>, published Thursday in \u003cem>Child Development\u003c/em>\u003cem>, \u003c/em> found that the type of emotional support that a child receives during their her first three and a half years has an effect on education, social life and romantic relationships even 20 or 30 years later.\u003c/p>\n\u003cp>Babies and toddlers raised in supportive and caring home environments tended to do better on standardized tests later on, and they were more likely to attain higher degrees as adults. They were also more likely to get along with their peers and feel satisfied in their romantic relationships.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"It seems like, at least in these early years, the parents' role is to communicate with the child and let them know, 'I'm here for you when you're upset, when you need me. And when you don't need me, I'm your cheerleader,' \" says \u003ca href=\"http://www.psych.udel.edu/people/detail/lee-raby/\">Lee Raby\u003c/a>, a psychologist and postdoctoral researcher at the University of Delaware who led the study.\u003c/p>\n\u003cp>Raby used data collected from 243 people who participated in the \u003ca href=\"http://www.cehd.umn.edu/icd/research/parent-child/\">Minnesota Longitudinal Study of Risk\u003c/a>. All the participants were followed from birth until they turned 32. \"Researchers went into these kids' home at times. Other times they brought the children and their parents to the university and observed how they interacted with each other,\" Raby tells Shots.\u003c/p>\n\u003cp>Of course, parental behavior in the early years is just one of many influences, and it's not necessarily causing the benefits seen in the study. While tallying up the results, the researchers accounted for the participants' socioeconomic status and the environment in which they grew up.\u003c/p>\n\u003cp>Ultimately, they found that about 10 percent of someone's academic achievement was correlated with the quality of their home life at age three. Later experiences, genetic factors and even chance explain their other 90 percent, Raby says.\u003c/p>\n\u003cp>And a child's psychological makeup is a factor as well.\u003c/p>\n\u003cp>The second \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12336/abstract\">study\u003c/a>, also published in \u003cem>Child Development\u003c/em>, found that children's early responses to experience help predict whether or not they end up developing social anxiety disorder as teenagers — but only for those who were especially sensitive and distrustful as babies.\u003c/p>\n\u003cp>For this study, researchers from the University of Maryland observed how 165 babies interacted with their parents. When separated from their parents, some got upset but quickly recovered when they were reunited. Other babies had a harder time trusting their parents after a brief separation, and they weren't able to calm down after being reunited.\u003c/p>\n\u003cp>Those extra-sensitive babies were more likely to report feeling anxious socializing and attending parties as teenagers.\u003c/p>\n\u003cp>So what does this all mean? For one, it means that human development is complicated, according to \u003ca href=\"http://humandevelopment.ucdavis.edu/people/Jay_Belsky.php\">Jay Belsky\u003c/a>, a professor of human development at the University of California, Davis who was not involved in either study.\u003c/p>\n\u003cp>We know that our early experiences likely affect all of us to a certain extent, Belsky says. And we know that due to variations in psychological makeup, some people are be more sensitive to environmental factors than others.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But that doesn't mean people can't recover from bad childhood experiences. \"For some, therapy or medication may help,\" Belsky says. \"And it's interesting, because there's now other evidence suggesting that the very kids who succumb under bad conditions are the ones who really flourish under good ones.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Some+Early+Childhood+Experiences+Shape+Adult+Life%2C+But+Which%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"headTitle": "The MindShift Guide to Digital Games and Learning | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_37270\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262.jpg\" alt=\"Laurie Sullivan\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Laurie Sullivan\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 15 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift’s Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Most people agree that implementing game-based learning makes sense for older students, but what about really young kids? Do screens have a place in early childhood education? How young is \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\" target=\"_blank\">too young for screen time\u003c/a>? If you have small children, you know that this is a hot topic among new parents. Some moms and dads believe that screen time will ruin their children. Others see tablets as an exceptional parenting gadget, a tool that can teach, distract, and educate.\u003c/p>\n\u003cp>The American Academy Of Pediatrics (AAP) \u003ca href=\"http://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Pages/Media-and-Children.aspx\">recommends\u003c/a> that children younger than two years old have no screen time at all. Infants probably get more than enough screen time already, just being pushed in a stroller through the electronics aisle at Target or peaking over their parents’ shoulders. For older kids, AAP suggests one to two hours per day of electronic media. In addition, the AAP encourages parents to “establish ‘screen-free’ zones at home by making sure there are no televisions, computers or video games in children's bedrooms, and by turning off the TV during dinner.”\u003c/p>\n\u003cp>But reducing the issue to an on/off switch oversimplifies things. When we understand the question of electronic media in such a polarized way, we are caught in the same way of thinking that can make screen time problematic. Tablets become like junk food, imagined as a temptation that children gravitate to but need to be protected from. On the contrary, it is only when electronic media is used to occupy children -- like a babysitter that provides parents or teachers with an hour or two of peace and quiet -- that justifying its use becomes more complicated.\u003c/p>\n\u003cp>Videos can often carry the same baggage. We sometimes think that the motivation for showing the class a movie is that the teacher’s too busy to properly plan for the day. Or maybe when the teacher needs an extra hour for grading and preparation, a documentary can keep the students occupied. Of course, this is not always the case. There are certainly good pedagogical reasons to use video content in class.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Likewise, there are good pedagogical reasons to use video games and other electronic media in early childhood education. It is not about employing ed-tech for its own sake -- as if gadgets automatically make things more innovative or somehow better -- but rather about using tools that engage students toward specific learning objectives. Simply avoiding apps because of some nostalgia for a bygone era may cause educators to miss valuable early academic opportunities. The real question is not whether or not technology belongs in early childhood education, but rather, how can we leverage the efficiency of digital tools to best serve young learners.\u003c/p>\n\u003cp>It needs to happen carefully. Although the iOS and Android app stores are both full of content labeled as educational, it is not all good content. Let us look specifically at early literacy. Many apps drill and practice letter recognition and sounds, but few are grounded in good pedagogical practices. \u003ca href=\"http://www.slate.com/authors.lisa_guernsey.html\">Lisa Guernsey\u003c/a> and \u003ca href=\"http://www.slate.com/authors.michael_levine.html\">Michael Levine\u003c/a> \u003ca href=\"http://www.slate.com/blogs/future_tense/2012/12/13/kids_apps_and_ebooks_can_t_teach_them_to_read_without_parent_and_teacher.html\">wrote in Slate:\u003c/a> “Most of the top-selling reading apps appear to teach only the most basic of literacy skills. They lean toward easy-to-teach tasks, such as identifying the ABCs, but don’t address higher-level competencies that young children also need to become strong readers, such as developing vocabulary and understanding words in a narrative.” Just adding the alphabet to popular games like \u003ci>Angry Birds\u003c/i> or \u003ci>Temple Run\u003c/i> might make parents more willing to whip out their credit cards, but it won’t necessarily teach their children how to read. Good early childhood literacy options tend to blur the distinction between \"game\" and \"app,\" often looking more like apps than like traditional video games.\u003c/p>\n\u003cp>\u003ci>Seeding Reading: Investing in Children’s Literacy in a Digital Age \u003c/i>is a \u003ca href=\"http://www.joanganzcooneycenter.org/2014/06/23/introducing-seeding-reading-investing-in-childrens-literacy-in-a-digital-age/\">new series\u003c/a> from \u003ca href=\"http://www.newamerica.org/\">New America\u003c/a>’s \u003ca href=\"http://education.newamerica.net/dashboard/\">Education Policy Program\u003c/a> and the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center \u003c/a>at Sesame Workshop. The series (which has only just begun) looks at “early education and parenting initiatives that are harnessing new technologies.” It will also scrutinize “the marketplace of digital ‘reading’ products.” And bring information and analysis about “research that may illuminate how communications technologies and digital media are affecting the learning of reading, the act of reading, and the reading brain, in both good ways and bad.” This will become a valuable resource for early childhood educators that want to explore using games and apps in their classroom.\u003c/p>\n\u003cp>[contextly_sidebar id=\"SOnSuylJQtxvNmP7s3kgdbYIlNYYATwg\"]\u003c/p>\n\u003cp>In the meantime, there are already some great apps out there. \u003ca href=\"https://learnwithhomer.com/\">Learn With Homer\u003c/a>, for example, is an iPad app created by Stephanie Dua, a well-known education reformer. It provides a comprehensive contextualized literacy curriculum. “I know there’s a lot of great research on how to teach children to read,” says Dua. “But when my own daughter wanted to learn, I couldn’t find any suitable materials for parents. That’s when \u003ca href=\"http://www.youtube.com/watch?v=pt1ddPqafnU&feature=share&list=UUc22ePreVTXl7k29goQj1SQ\">\u003ci>Learn with Homer\u003c/i>\u003c/a> was born. It brings the best early learning techniques together in one app.”\u003c/p>\n\u003cp>Learn With Homer does some of the same things a good kindergarten or pre-school teacher would. It is interdisciplinary in that it “combines learning to read with learning to understand the world.” What does that mean? Kids are not only learning what the letter “A” sounds like and that “alligator” starts with “A,” but also taking virtual “field trips” to the zoo, where they learn about alligators. They also draw pictures, record their own voice discussing the subject matter, listen to stories, and play mini games that emphasize the letters, sounds, and ideas.\u003c/p>\n\u003cp>In addition, there are less comprehensive options: apps and games that can supplement the great non-digital learning that’s already happening in early childhood education. For example, \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2014/08/06/your-five-year-old-can-learn-to-code-with-an-ipad-app/\">ScratchJr\u003c/a> is an iPad app from MIT’s Media Lab that lets 5-7 year-olds create games and stories using a simple drag and drop interface that is designed to provide the foundation for learning computer coding. Most of us consider coding to be part of computer science, but it is also a form of expression. It reminds us that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/\">the distinction between STEM and ELA\u003c/a> is an arbitrary and often superficial one. Mitchel Resnick, head of MIT Media Labs Lifelong Kindergarten Research Group and one of the creators of Scratch and ScratchJr, \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2014/08/06/your-five-year-old-can-learn-to-code-with-an-ipad-app/\" target=\"_blank\">says\u003c/a>, “When people learn to write, they can share their ideas with the rest of the world. So too with coding.” Good kindergarten teachers understand that for young students, literacy is as much about creating a love of formal self-expression and articulation as it is about learning to write letters on lined paper. Both are necessary.\u003c/p>\n\u003cp>\u003ca href=\"http://kindoma.com/\">Kindoma \u003c/a>is another interesting app. It combines video conferencing, screen sharing, and reading into a single app. It was design with grandparents or traveling parents in mind. The idea was that you do not need to be right next to the child in order to both enjoy reading together. But there could also be many great classroom applications for this app. Imagine a fantastic twist on penpals. Kindergarten teachers could partner with other classrooms in other parts of the city, other states, even on opposite sides of the country. Students could have online reading buddies through Kindoma. Creative teachers will imagine tons of innovative ways to use this platform.\u003c/p>\n\u003cp>There are plenty of games aimed at younger kids that can be part of a balanced approach to technology in early childhood education. Check out games by \u003ca href=\"http://tocaboca.com/games/\">Toca Boca\u003c/a>, \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a>, or \u003ca href=\"http://motionmathgames.com/\">Motion Math\u003c/a>. Imagine ways to let these games supplement and enhance your well-worn curriculum.\u003c/p>\n\u003cp>It's especially important in a digitally connected world where everything is always on that we start teaching children the importance of text, language, and expression as early as possible. With so many options for stimulation and entertainment, it is all too easy to imagine a generation of children that grow up believing that YouTube videos replace books. One is not an alternative to the other; they are two different types of communication.\u003c/p>\n\u003cp>Using games and apps not only offers engaging opportunities for young students to acquire important academic skills, it also teaches those students to associate screens with refined cognitive skills. It reinforces the idea that screens are more than just distraction machines. Early education should provide a foundation for critical thinking, including thinking critically about technology and digital media.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37270\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262.jpg\" alt=\"Laurie Sullivan\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Laurie Sullivan\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 15 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift’s Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Most people agree that implementing game-based learning makes sense for older students, but what about really young kids? Do screens have a place in early childhood education? How young is \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\" target=\"_blank\">too young for screen time\u003c/a>? If you have small children, you know that this is a hot topic among new parents. Some moms and dads believe that screen time will ruin their children. Others see tablets as an exceptional parenting gadget, a tool that can teach, distract, and educate.\u003c/p>\n\u003cp>The American Academy Of Pediatrics (AAP) \u003ca href=\"http://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Pages/Media-and-Children.aspx\">recommends\u003c/a> that children younger than two years old have no screen time at all. Infants probably get more than enough screen time already, just being pushed in a stroller through the electronics aisle at Target or peaking over their parents’ shoulders. For older kids, AAP suggests one to two hours per day of electronic media. In addition, the AAP encourages parents to “establish ‘screen-free’ zones at home by making sure there are no televisions, computers or video games in children's bedrooms, and by turning off the TV during dinner.”\u003c/p>\n\u003cp>But reducing the issue to an on/off switch oversimplifies things. When we understand the question of electronic media in such a polarized way, we are caught in the same way of thinking that can make screen time problematic. Tablets become like junk food, imagined as a temptation that children gravitate to but need to be protected from. On the contrary, it is only when electronic media is used to occupy children -- like a babysitter that provides parents or teachers with an hour or two of peace and quiet -- that justifying its use becomes more complicated.\u003c/p>\n\u003cp>Videos can often carry the same baggage. We sometimes think that the motivation for showing the class a movie is that the teacher’s too busy to properly plan for the day. Or maybe when the teacher needs an extra hour for grading and preparation, a documentary can keep the students occupied. Of course, this is not always the case. There are certainly good pedagogical reasons to use video content in class.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Likewise, there are good pedagogical reasons to use video games and other electronic media in early childhood education. It is not about employing ed-tech for its own sake -- as if gadgets automatically make things more innovative or somehow better -- but rather about using tools that engage students toward specific learning objectives. Simply avoiding apps because of some nostalgia for a bygone era may cause educators to miss valuable early academic opportunities. The real question is not whether or not technology belongs in early childhood education, but rather, how can we leverage the efficiency of digital tools to best serve young learners.\u003c/p>\n\u003cp>It needs to happen carefully. Although the iOS and Android app stores are both full of content labeled as educational, it is not all good content. Let us look specifically at early literacy. Many apps drill and practice letter recognition and sounds, but few are grounded in good pedagogical practices. \u003ca href=\"http://www.slate.com/authors.lisa_guernsey.html\">Lisa Guernsey\u003c/a> and \u003ca href=\"http://www.slate.com/authors.michael_levine.html\">Michael Levine\u003c/a> \u003ca href=\"http://www.slate.com/blogs/future_tense/2012/12/13/kids_apps_and_ebooks_can_t_teach_them_to_read_without_parent_and_teacher.html\">wrote in Slate:\u003c/a> “Most of the top-selling reading apps appear to teach only the most basic of literacy skills. They lean toward easy-to-teach tasks, such as identifying the ABCs, but don’t address higher-level competencies that young children also need to become strong readers, such as developing vocabulary and understanding words in a narrative.” Just adding the alphabet to popular games like \u003ci>Angry Birds\u003c/i> or \u003ci>Temple Run\u003c/i> might make parents more willing to whip out their credit cards, but it won’t necessarily teach their children how to read. Good early childhood literacy options tend to blur the distinction between \"game\" and \"app,\" often looking more like apps than like traditional video games.\u003c/p>\n\u003cp>\u003ci>Seeding Reading: Investing in Children’s Literacy in a Digital Age \u003c/i>is a \u003ca href=\"http://www.joanganzcooneycenter.org/2014/06/23/introducing-seeding-reading-investing-in-childrens-literacy-in-a-digital-age/\">new series\u003c/a> from \u003ca href=\"http://www.newamerica.org/\">New America\u003c/a>’s \u003ca href=\"http://education.newamerica.net/dashboard/\">Education Policy Program\u003c/a> and the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center \u003c/a>at Sesame Workshop. The series (which has only just begun) looks at “early education and parenting initiatives that are harnessing new technologies.” It will also scrutinize “the marketplace of digital ‘reading’ products.” And bring information and analysis about “research that may illuminate how communications technologies and digital media are affecting the learning of reading, the act of reading, and the reading brain, in both good ways and bad.” This will become a valuable resource for early childhood educators that want to explore using games and apps in their classroom.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In the meantime, there are already some great apps out there. \u003ca href=\"https://learnwithhomer.com/\">Learn With Homer\u003c/a>, for example, is an iPad app created by Stephanie Dua, a well-known education reformer. It provides a comprehensive contextualized literacy curriculum. “I know there’s a lot of great research on how to teach children to read,” says Dua. “But when my own daughter wanted to learn, I couldn’t find any suitable materials for parents. That’s when \u003ca href=\"http://www.youtube.com/watch?v=pt1ddPqafnU&feature=share&list=UUc22ePreVTXl7k29goQj1SQ\">\u003ci>Learn with Homer\u003c/i>\u003c/a> was born. It brings the best early learning techniques together in one app.”\u003c/p>\n\u003cp>Learn With Homer does some of the same things a good kindergarten or pre-school teacher would. It is interdisciplinary in that it “combines learning to read with learning to understand the world.” What does that mean? Kids are not only learning what the letter “A” sounds like and that “alligator” starts with “A,” but also taking virtual “field trips” to the zoo, where they learn about alligators. They also draw pictures, record their own voice discussing the subject matter, listen to stories, and play mini games that emphasize the letters, sounds, and ideas.\u003c/p>\n\u003cp>In addition, there are less comprehensive options: apps and games that can supplement the great non-digital learning that’s already happening in early childhood education. For example, \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2014/08/06/your-five-year-old-can-learn-to-code-with-an-ipad-app/\">ScratchJr\u003c/a> is an iPad app from MIT’s Media Lab that lets 5-7 year-olds create games and stories using a simple drag and drop interface that is designed to provide the foundation for learning computer coding. Most of us consider coding to be part of computer science, but it is also a form of expression. It reminds us that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/\">the distinction between STEM and ELA\u003c/a> is an arbitrary and often superficial one. Mitchel Resnick, head of MIT Media Labs Lifelong Kindergarten Research Group and one of the creators of Scratch and ScratchJr, \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2014/08/06/your-five-year-old-can-learn-to-code-with-an-ipad-app/\" target=\"_blank\">says\u003c/a>, “When people learn to write, they can share their ideas with the rest of the world. So too with coding.” Good kindergarten teachers understand that for young students, literacy is as much about creating a love of formal self-expression and articulation as it is about learning to write letters on lined paper. Both are necessary.\u003c/p>\n\u003cp>\u003ca href=\"http://kindoma.com/\">Kindoma \u003c/a>is another interesting app. It combines video conferencing, screen sharing, and reading into a single app. It was design with grandparents or traveling parents in mind. The idea was that you do not need to be right next to the child in order to both enjoy reading together. But there could also be many great classroom applications for this app. Imagine a fantastic twist on penpals. Kindergarten teachers could partner with other classrooms in other parts of the city, other states, even on opposite sides of the country. Students could have online reading buddies through Kindoma. Creative teachers will imagine tons of innovative ways to use this platform.\u003c/p>\n\u003cp>There are plenty of games aimed at younger kids that can be part of a balanced approach to technology in early childhood education. Check out games by \u003ca href=\"http://tocaboca.com/games/\">Toca Boca\u003c/a>, \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a>, or \u003ca href=\"http://motionmathgames.com/\">Motion Math\u003c/a>. Imagine ways to let these games supplement and enhance your well-worn curriculum.\u003c/p>\n\u003cp>It's especially important in a digitally connected world where everything is always on that we start teaching children the importance of text, language, and expression as early as possible. With so many options for stimulation and entertainment, it is all too easy to imagine a generation of children that grow up believing that YouTube videos replace books. One is not an alternative to the other; they are two different types of communication.\u003c/p>\n\u003cp>Using games and apps not only offers engaging opportunities for young students to acquire important academic skills, it also teaches those students to associate screens with refined cognitive skills. It reinforces the idea that screens are more than just distraction machines. Early education should provide a foundation for critical thinking, including thinking critically about technology and digital media.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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},
"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"on-the-media": {
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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