Yesterday we highlighted the new report from the Aspen Institute: “From a Nation at Risk to a Nation at Hope: Recommendations from the National Commission on Social, Emotional, & Academic Development.” Today we offer the recommendations.
A key conclusion: “Children learn best when we treat them as human beings, with social and emotional as well as academic needs.”
A UK study on the benefits of parent-child reading offers seven recommendations for multiple audience groups.
The study’s bottom line: “Actively engaging parents in the book reading process has the potential to make a real difference to the child’s language outcomes, and this is especially true for vulnerable preschool children.”
The question: What is the evidence of effectiveness of parent-child book reading with preschool children in improving school readiness and early language?
What do we learn in the womb? Science writer Annie Murphy Paul discussed the research.
It might seem obvious why developing motivation matters to people directly charged with teaching or raising children. But what about society at large?
Beyond the science that explains the connection between child brain development and motivation, parents, caregivers and practitioners can take specific actions to help the process.
What inspires motivation? A new study from Harvard’s Center on the Developing Child looks at the brain — specifically, the early years of childhood development.
When it comes to helping infants learn to talk, it’s not just how much parents say, but how they say it. A new study from the University of Washington’s Institute for Learning & Brain Sciences (I-LABS) shows that parents who learn how and why to speak parentese can have a direct impact on their children’s vocabulary.