childdevelopment   173

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Mr. Rogers Had a Simple Set of Rules for Talking to Children
The TV legend possessed an extraordinary understanding of how kids make sense of language.
children  semantics  mrrogers  language  childdevelopment  writing 
june 2018 by toastednut
Decolonising Early Childhood Discourses Project
"After the demise of apartheid, South African higher education has been concerned with gender and class, but no attention has been paid as yet to age as a category of exclusion. In particular child and childhood has not been included in postcolonial discourses about the transformation of higher educational spaces and curricula. Despite decades of sustained academic critique and contestation in early childhood research, current programmes of study globally and the pedagogies promoted in their courses still assume the essentialised, universal western child who develops according to a stage-like linear process of formation according to his or her innate potential (developmentalism).

This project seeks to bring together national and international experts from the arts, humanities, social and natural sciences, to investigate how a new theoretical framework - one that is grounded in critical posthumanism, the affective turn and socially just pedagogies can explain this injustice and inform decolonising postdevelopmental theories and practices in higher education. What will be examined in particular is how critical posthumanism could contribute towards a reconfiguration of childhood in the design and content of postcolonial curricula and research projects. It includes some internationally acclaimed experts and philosophers and early career emerging researchers, incl Karen Barad and Rosi Braidotti. More than 30 team members interact, share and disseminate ideas with each other and more broadly, through colloquia and writing workshops as well as social media and synchronous virtual meeting spaces.

This research project seeks to provide intellectual spaces - both face to face and virtual, for philosophers, theorists and practitioners to interact across diverse geographical contexts to engage in debate and deliberation about posthumanism, the affective turn and the impact that these bodies of knowledge have for decolonising early childhood, in particular developing approaches which have resonance for southern perspectives and contexts. Hence, the bringing together of highly rated experts in the field from Southern continents: Africa, South-America and Australia as well as Europe (Netherlands, Sweden, UK, Cyprus), US and Canada. One of the critiques that posthumanism is based on is the unproblematised Eurocentric character of knowledges - white, male and particularly relevant in this context, adult - which are assumed to be applicable in all contexts and which have been used to subjugate other knowledges in their dominance. The researchers on this project are acutely aware of these practices and one of the objectives of the project is to investigate and problematise knowledges from both Northern and Southern contexts, with an eye on developing and evaluating postcolonial posthumanist frameworks to innovative higher education pedagogies, research practices and academic programmes across departments and Faculties."
children  decolonization  childdevelopment  pedagogy  education  posthumanism  karenbarad  rosibraidotti  postedevelopmentalism  learning  philosophy  developmentalism  eurocentrism  criticalpedagogy  earlychildhood  preschool  unschooling  deschooling  lcproject  openstudioproject 
may 2018 by robertogreco
Twitter
RT : Children develop causal reasoning for an invisible property — the weight of objects — by age four
childdevelopment  from twitter
march 2018 by tweetotaler
Two psychologists followed 1000 New Zealanders for decades. Here’s what they found about how childhood shapes later life | Science | AAAS
"All people are not created equal," Moffitt says. "Some have real gifts and talents, and some have real problems right out of the starting block. Once we accept that, we can't dodge the responsibility for social action."

Watching people's lives unfold over decades, she adds, "obliges compassion."
crime  longitudinalstudies  violence  childdevelopment  psychology 
february 2018 by toastednut
Latest research reveals the more you hug your kids – the smarter they get | Newsner
"The more you hug a baby, the more their brains grow, according to a recent survey from the Nationwide Children's Hospital in Ohio."
Author: no author listed, Newsner, June 9, 2017
parenting  babies  children  childdevelopment 
july 2017 by katherinestevens
Researchers studied kindergarteners' behavior and followed up 19 years later. Here are the findings.
"Researchers measured the social skills of 800 kindergarteners in 1991. Two decades later, they looked them up to see how things turned out. ...

"What they found probably isn't too surprising: Kids who related well to their peers, handled their emotions better, and were good at resolving problems went on to have more successful lives.

"What's surprising is just how strong the correlation was.

"An increase of a single point in social competency score showed a child would be 54% more likely to earn a high school diploma, twice as likely to graduate with a college degree, and 46% more likely to have a stable, full-time job at age 25."
Author: Evan Porter, Upworthy, August 12, 2015
childdevelopment  children  education  K-12  emotions 
february 2017 by katherinestevens
'Look at me' toddlers eager to collaborate and learn -- ScienceDaily
"Parents should think twice before brushing off their child's calls to "look at me!" A new study is the first to show that toddlers' expectations of how their parent will respond to their needs and bids for attention relate to how eager they are to collaborate and learn."
Author: Science Daily, March 19, 2012
parenting  children  toddler  childdevelopment  learning  cooperation 
november 2015 by katherinestevens
Giving makes young children happy -- ScienceDaily
"If it is indeed nobler to give than to receive, it may also make you happier -- even if you're a toddler, according to a new study co-authored by three psychologists at the University of British Columbia.

"The study, published in PLoS One, an on-line journal from the Public Library of Science, finds that toddlers under the age of two are happier when giving treats to others than receiving treats themselves. Furthermore, children are happier when they give their own treats away than when they give an identical treat that doesn't belong to them.

"These findings support recent research showing that adults feel good when they help others and may help explain why people act pro-socially, even when doing so involves personal cost. This is the first study to show that giving to others makes young children happy.

"'People tend to assume that toddlers are naturally selfish,' said Dr. Lara Aknin, who co-authored the study with UBC colleagues Profs. Kiley Hamlin and Elizabeth Dunn. 'These findings show that children are actually happier giving than receiving.'"
Author: Science Daily, June 19, 2012
emotions  children  toddlers  childdevelopment  parenting  giving 
november 2015 by katherinestevens

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