November 3, 2011
All About Motherhood ("Motherhood, Marketization, and Consumer Vulnerability" by the VOICE Group) [*]
For my take on this reading, please refer to my Reading Leadership entitled "All About Motherhood".
For my take on this reading, please refer to my Reading Leadership entitled "All About Motherhood".
Baby's First Media ("Babies, Television and Videos: How Did We Get Here?" by Ellen Wartella, Rebekah A. Richert and Michael B. Robb) [*]
Babies have always been exposed to screen-based media such as television, film and the internet, but making such media geared specifically toward them is a relatively recent phenomenon. Children younger than two years are now going beyond books, and interacting with DVD series such as Baby Einstein, television shows such as Teletubbies and even entire channels such as Baby TV. The intended result is to help infants develop their cognitive and critical thinking skills for when they grow older.
I think this media exposure is a well-thought-out approach to helping the youngest ones hone their skills sufficiently. This is especially beneficial for the children themselves, as they will surely enjoy and become familiar with the characters. Too much engagement, however, can lead to a passive, unfulfilling experience. The best way to let babies watch television is to do so while incorporating real-world objects such as toys; Mega Bloks may be a good start.
Babies have always been exposed to screen-based media such as television, film and the internet, but making such media geared specifically toward them is a relatively recent phenomenon. Children younger than two years are now going beyond books, and interacting with DVD series such as Baby Einstein, television shows such as Teletubbies and even entire channels such as Baby TV. The intended result is to help infants develop their cognitive and critical thinking skills for when they grow older.
I think this media exposure is a well-thought-out approach to helping the youngest ones hone their skills sufficiently. This is especially beneficial for the children themselves, as they will surely enjoy and become familiar with the characters. Too much engagement, however, can lead to a passive, unfulfilling experience. The best way to let babies watch television is to do so while incorporating real-world objects such as toys; Mega Bloks may be a good start.
Language is Musical ("Where's the Music in 'The Hundred Languages of Children?'" by Barbara Andress) [*]
There is an alternative early childhood program developed by the city of Reggio Emilia, Italy, that encourages new means of expression for the students. Words, drawings and movement are among the "hundred languages of children" part of the curriculum, and this style of pedagogy has caught the attention of educators the world over. Upon looking at the itinerary for the Reggio Emilia program, Andress noticed the lack of music within the "hundred languages", save for the passing mention of a musical segment.
This sounds very much like Bob Steele's inclusion of drawing as a language (September 15), as it extends the meaning of language within an educational framework. In order for the Reggio Emilia approach to work, children must be able to express their ideas and knowledge in as many ways as possible, and those thinking of implementing a similar system can include music to the program.
There is an alternative early childhood program developed by the city of Reggio Emilia, Italy, that encourages new means of expression for the students. Words, drawings and movement are among the "hundred languages of children" part of the curriculum, and this style of pedagogy has caught the attention of educators the world over. Upon looking at the itinerary for the Reggio Emilia program, Andress noticed the lack of music within the "hundred languages", save for the passing mention of a musical segment.
This sounds very much like Bob Steele's inclusion of drawing as a language (September 15), as it extends the meaning of language within an educational framework. In order for the Reggio Emilia approach to work, children must be able to express their ideas and knowledge in as many ways as possible, and those thinking of implementing a similar system can include music to the program.
November 10, 2011
Measuring the Mind (The Development and Education of the Mind: The Selected Works of Howard Gardner) [*]
Educators have sought standardized testing as a means of measuring intelligence in students. The intelligence quotient (IQ) test, formulated by French psychologist Alfred Binet, was an attempt to find an objective means of quantifying one's level of intelligence. Similarly, the Scholastic Aptitude Test (SAT) picks up where the IQ test leaves off, rating intelligence based on verbal and mathematical capabilities. These forms of testing fall in line with what Gardner calls the "uniform school". The uniform school features a pre-set collection of facts for students to study, complete with assessments based on those facts. Those who recall and apply facts the best will be considered better performers in academia, and potentially in real life. With that, Gardner proposes an alternative to the classic measurements of intelligence. He refers to this new way of testing as the "theory of multiple intelligences". This theory is one that is more individualized and takes into account all forms of thinking without rigid standardizations.
This new theory sounds appealing, and I am certain that it can be effective in today's education system. However, I will declare that it is difficult to capture a person's true intelligence, regardless of the methods used. Even if the "multiple intelligences" theory involves people from all walks of life and all educational capabilities, it does not guarantee future success. Also, the notion of success itself and what it means to succeed is highly constructed. Nonetheless, this sounds like a means of learning that education professionals can adopt.
Educators have sought standardized testing as a means of measuring intelligence in students. The intelligence quotient (IQ) test, formulated by French psychologist Alfred Binet, was an attempt to find an objective means of quantifying one's level of intelligence. Similarly, the Scholastic Aptitude Test (SAT) picks up where the IQ test leaves off, rating intelligence based on verbal and mathematical capabilities. These forms of testing fall in line with what Gardner calls the "uniform school". The uniform school features a pre-set collection of facts for students to study, complete with assessments based on those facts. Those who recall and apply facts the best will be considered better performers in academia, and potentially in real life. With that, Gardner proposes an alternative to the classic measurements of intelligence. He refers to this new way of testing as the "theory of multiple intelligences". This theory is one that is more individualized and takes into account all forms of thinking without rigid standardizations.
This new theory sounds appealing, and I am certain that it can be effective in today's education system. However, I will declare that it is difficult to capture a person's true intelligence, regardless of the methods used. Even if the "multiple intelligences" theory involves people from all walks of life and all educational capabilities, it does not guarantee future success. Also, the notion of success itself and what it means to succeed is highly constructed. Nonetheless, this sounds like a means of learning that education professionals can adopt.
Breaking the Routine ("'Today I Had Fun!' Playing Outside A Box Inside A Role Drama" by Scott Hughes) [*]
This is a reflection of Hughes' own experience as a teacher in his grade one class. While he is not against a curriculum that enriches children with literacy skills, he does express disappointment in the children's fading enthusiasm for the material. He feels that his "teacher-as-controller" role was merely feeding ideas to children. Why not incorporate the students' own ideas into the learning experience? asks Hughes. He decides to test out his concept through a child education program hosted by the University of British Columbia. The idea was to create a public stage drama powered by ideas brainstormed by the children, as the teacher acts as a conduit for fuelling discussion between them. The children can then look at the work they have created and take away memories of the fun they had in the process.
Convincing the children to "teach" the class with their input makes "fun" a much-needed priority for students and educators alike. Hughes' approach seems to be more of a collaborative effort, rather than having the leader/follower role divisions in typical school settings. It gives the child a chance to release the creative energy from within, and reassures the teacher that it will be easier to work around this sense of creativity.
This is a reflection of Hughes' own experience as a teacher in his grade one class. While he is not against a curriculum that enriches children with literacy skills, he does express disappointment in the children's fading enthusiasm for the material. He feels that his "teacher-as-controller" role was merely feeding ideas to children. Why not incorporate the students' own ideas into the learning experience? asks Hughes. He decides to test out his concept through a child education program hosted by the University of British Columbia. The idea was to create a public stage drama powered by ideas brainstormed by the children, as the teacher acts as a conduit for fuelling discussion between them. The children can then look at the work they have created and take away memories of the fun they had in the process.
Convincing the children to "teach" the class with their input makes "fun" a much-needed priority for students and educators alike. Hughes' approach seems to be more of a collaborative effort, rather than having the leader/follower role divisions in typical school settings. It gives the child a chance to release the creative energy from within, and reassures the teacher that it will be easier to work around this sense of creativity.
November 17, 2011
Mapping and the Narrative (Body Knowledge and Curriculum) [*]
Newer views of mapping embodied space break away from traditional concepts of grids and placements designed to guide the person anywhere they wish. Contemporary forms let the person become lost in a new world where they can make new discoveries. This is the way in which Springgay conceptualizes mapping: through the creation of the narrative. She examines a set of short films made by students to showcase the alternative ways of shaping embodied space that they have provided.
The contemporary study of mapping through these video narratives can be helpful; it brings the viewer into an experience less like the one they are used to. The creators of the video can find themselves in new realms in the process as well. What may happen is that there may be a difference between what the viewer perceives and what the filmmaker is trying to communicate. Therefore, one need not be too lost in the narrative.
Newer views of mapping embodied space break away from traditional concepts of grids and placements designed to guide the person anywhere they wish. Contemporary forms let the person become lost in a new world where they can make new discoveries. This is the way in which Springgay conceptualizes mapping: through the creation of the narrative. She examines a set of short films made by students to showcase the alternative ways of shaping embodied space that they have provided.
The contemporary study of mapping through these video narratives can be helpful; it brings the viewer into an experience less like the one they are used to. The creators of the video can find themselves in new realms in the process as well. What may happen is that there may be a difference between what the viewer perceives and what the filmmaker is trying to communicate. Therefore, one need not be too lost in the narrative.
In Search of Change ("Youth Activism as a Context for Learning and Development" by Ben Kirshner) [*]
It is rather ironic that adolescents may not be old enough to vote, but they are old enough to be engaged in efforts toward social and political praxis. For example, many students develop or get involved with programs at their high school to improve conditions of their school or the community of which it is a part. Kirshner posits that this emergence of youth activism is due to a collective search for solutions, interaction with adults, reclaiming identity and connections to local institutions.
Youth are most certainly at that age when they feel the need to have their voices heard on issues affecting them. This is due to a marginalizing of youth voices by dominant outlets, and this marginalization can only go further if the youth are of colour, or from an underserved neighbourhood, or anything else of the sort. The connections between adults and institutions come in handy, but it must be the youth on the front lines to tell their story.
It is rather ironic that adolescents may not be old enough to vote, but they are old enough to be engaged in efforts toward social and political praxis. For example, many students develop or get involved with programs at their high school to improve conditions of their school or the community of which it is a part. Kirshner posits that this emergence of youth activism is due to a collective search for solutions, interaction with adults, reclaiming identity and connections to local institutions.
Youth are most certainly at that age when they feel the need to have their voices heard on issues affecting them. This is due to a marginalizing of youth voices by dominant outlets, and this marginalization can only go further if the youth are of colour, or from an underserved neighbourhood, or anything else of the sort. The connections between adults and institutions come in handy, but it must be the youth on the front lines to tell their story.
November 24, 2011
Video Games (Children, Adolescents and the Media) [*]
The evolution of video gaming since the 1970s has changed perceptions of games and the people that play them. One new trend is in the gaming population, since video games are now used by people of all ages, and not only children. The games themselves went from incredibly simple (like Pong and Space Invaders) to more violent and graphic (much like the Mortal Kombat and Call of Duty series), leading many parents and policy makers to seek quick solutions to curb gaming habits for youth. Violence is not the only thing impacting gamers; overexposure to the screen during gameplay can be a health risk.
The reading denotes the negative effects of video games, but it also notices the potentially positive effects. There is a wealth of educational games that try to subvert the trend of violent games. One such effort is the "Serious Games" movement, which encourages game manufacturers to create more games for social change. Despite all of this, I believe that people will continue to seek sensationalism and realism in their video games, and will choose their games accordingly.
The evolution of video gaming since the 1970s has changed perceptions of games and the people that play them. One new trend is in the gaming population, since video games are now used by people of all ages, and not only children. The games themselves went from incredibly simple (like Pong and Space Invaders) to more violent and graphic (much like the Mortal Kombat and Call of Duty series), leading many parents and policy makers to seek quick solutions to curb gaming habits for youth. Violence is not the only thing impacting gamers; overexposure to the screen during gameplay can be a health risk.
The reading denotes the negative effects of video games, but it also notices the potentially positive effects. There is a wealth of educational games that try to subvert the trend of violent games. One such effort is the "Serious Games" movement, which encourages game manufacturers to create more games for social change. Despite all of this, I believe that people will continue to seek sensationalism and realism in their video games, and will choose their games accordingly.
The Cultured Child ("Cultural Development of the Child through Narrative Learning" by Milda Bredikyte and Pentti Hakkarainen) [*]
As children are surrounded by culture on a persistent basis, it may come time for them to understand the culture. This study examines children as they take part in a series of cultural activities such as reading stories, painting, drama and music. The story reading segment will help teach common values, say Bredikyte and Hakkarainen, and the more active segments will incorporate these values in their work. It is important to make the children's experience a more participatory one. At the end, it is hoped that each child will have a fuller understanding of themselves and the world around them.
If there is one point I could make to the authors of the study, it would be that it only takes into account the culture in which the child was raised. Exposing them to cultures around the world and noting the similarities to and differences from their own will broaden the child's perceptions of culture.
As children are surrounded by culture on a persistent basis, it may come time for them to understand the culture. This study examines children as they take part in a series of cultural activities such as reading stories, painting, drama and music. The story reading segment will help teach common values, say Bredikyte and Hakkarainen, and the more active segments will incorporate these values in their work. It is important to make the children's experience a more participatory one. At the end, it is hoped that each child will have a fuller understanding of themselves and the world around them.
If there is one point I could make to the authors of the study, it would be that it only takes into account the culture in which the child was raised. Exposing them to cultures around the world and noting the similarities to and differences from their own will broaden the child's perceptions of culture.