We are delighted to share a Lower School Blog, intended to be a resource for parents, faculty, and staff -- including a variety of educational and parenting articles, book reviews and research, as well as some links to school-related and Lower School activities. We hope you’ll enjoy it.

What Kids Learn From Hearing Family Stories

What Kids Learn From Hearing Family Stories

Reading to children has education benefits, of course—but so does sharing tales from the past.
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“Dad, tell me a story from when you were little. Tell me the story about the time you met your best friend Chris at school.” Six-year-old Alex, who has just started school himself, snuggles into his pillow and catches his dad’s hand in the dark. They have finished the nightly reading of Tin Tin and now it’s time for “just one more story” before Alex goes to sleep.
Most parents know about the benefits of reading stories from books with their young children. Parents are blasted with this message in pediatricians’ offices, at preschool, on TV, even with billboards on the city bus. Reading books with children on a daily basis advances their language skills, extends their learning about the world, and helps their own reading later in school. Reading with your child from a young age can instill a lifelong love of books. A new study published in Science even shows that reading literary fiction improves adults’ ability to understand other people’s emotions.
Reading books with your children is clearly a good idea.
The cozy image of cuddling up with your young child while poring over a book, however, doesn’t fit with reality for some parents and children. Parents from some cultures are not as comfortable reading with their children because books were not part of their everyday lives growing up. For other parents, reading with children is a fraught activity because of their own negative experiences learning to read. And for some highly active children, sitting down with a book is a punishment, not a reward. Fortunately, parents can learn new ways of reading books with their children to engage even the most irascible customer–and to engage themselves.
Yet what most parents don’t know is that everyday family stories, like the one that Alex’s dad spun out that night, confer many of the same benefits of reading–and even some new ones.
Over the last 25 years, a small canon of research on family storytelling shows that when parents share more family stories with their children—especially when they tell those stories in a detailed and responsive way—their children benefit in a host of ways. For instance, experimental studies show that when parents learn to reminisce about everyday events with their preschool children in more detailed ways, their children tell richer, more complete narratives to other adults one to two years later compared to children whose parents didn’t learn the new reminiscing techniques. Children of the parents who learned new ways to reminisce also demonstrate better understanding of other people’s thoughts and emotions. These advanced narrative and emotional skills serve children well in the school years when reading complex material and learning to get along with others. In the preteen years, children whose families collaboratively discuss everyday events and family history more often have higher self-esteem and stronger self-concepts. And adolescents with a stronger knowledge of family history have more robust identities, better coping skills, and lower rates of depression and anxiety. Family storytelling can help a child grow into a teen who feels connected to the important people in her life.
Best of all, unlike stories from books, family stories are always free and completely portable. You don’t even need to have the lights on to share with your child a story about your day, about their day, about your childhood or their grandma’s. In the research on family storytelling, all of these kinds of stories are linked to benefits for your child. Family stories can continue to be part of a parent’s daily interactions with their children into adolescence, long past the age of the bedtime story.
All families have stories to tell, regardless of their culture or their circumstances. Of course, not all of these stories are idyllic ones. Research shows that children and adolescents can learn a great deal from stories of life’s more difficult moments–as long as those stories are told in a way that is sensitive to the child’s level of understanding, and as long as something good is gleaned from the experience.
Telling the story about the time the Christmas tree ignited because of faulty wiring and burned up the presents is fine, as long as you can find a tinsel lining. For example: Luckily you were able to save some favorite ornaments from the blaze, and your family ended up at a soup kitchen for Christmas dinner where you met Marion, who would become a treasured family friend.
Books contain narratives, but only family stories contain your family’s personal narratives. Fortunate children get both. They hear and read stories from books to become part of other people’s worlds, and they hear and tell stories of their family to understand who they are and from whence they came.
As Ursula LeGuin said, “There have been great societies that did not use the wheel, but there have been no societies that did not tell stories.” Oral storytelling has been part of human existence for millennia. Toddlers start telling primitive stories from nearly as soon as they can speak, beginning with simple sentences about past experiences such as “Cookie allgone.” Adults quickly build on these baby stories, “What happened to your cookie? You ate it!” so that by age three or four, most children can tell a relatively sensible story of a past experience that a naïve listener will (mostly) understand. By the time they are in school, children will regale a sympathetic adult with highly detailed stories about events of great importance to them, such as scoring a goal at a soccer game, but they may fail to mention the bigger picture that their team still lost. In the preteen and early adolescent years, children tell highly proficient stories about events in their lives, but they still need help understanding difficult events, such as the time their best friend dumped them for someone else. It is not until mid-adolescence that teens can understand the impact of events on their lives and on who they are becoming. Even older adolescents still benefit from their parents’ help in understanding life’s curveballs.
The holidays are prime time for family storytelling. When you’re putting up the tree or having your holiday meal, share a story with your children about past holidays. Leave in the funny bits, the sad bits, the gory and smelly bits–kids can tell when a story has been sanitized for their protection. Then invite everyone else to tell a story too. Don’t forget the youngest and the oldest storytellers in the group. Their stories may not be as coherent, but they can be the truest, and the most revealing.
Family stories can be told nearly anywhere. They cost us only our time, our memories, our creativity. They can inspire us, protect us, and bind us to others. So be generous with your stories, and be generous in your stories. Remember that your children may have them for a lifetime.

Keeping Little Breaths Flowing

Keeping Little Breaths Flowing

 
Margaret Riegel
 
In October, Maja Djukic was rollerblading in Greenwich, Conn., when she heard a woman screaming for help. Ms. Djukic, an assistant professor at New York University College of Nursing, rushed to a nearby house to find 19-month-old Griffin Greene limp and blue. He had inhaled a Goldfish cracker, and his mother’s attempts to dislodge it by holding the toddler upside down and slapping his back had failed.
While the child’s father called 911, Ms. Djukic performed chest compressions, she recalled in an interview. By the time the ambulance arrived — about four minutes later — Griffin was breathing again and crying. Although he needed treatment to extract the cracker, which had become lodged in his lungs, Griffin is now fine thanks to the quick action of a passer-by.
Not every child who chokes is so lucky. Choking is the fourth-leading cause of unintentional deaths in children under age 5; every five days, at least one child dies after choking on food.
The trachea, or windpipe, of a young child is about the width of a drinking straw, and if food or a small object is inhaled instead of swallowed, it can block the airway. Even when something is swallowed and becomes lodged in a child’s throat or esophagus, it may compress the trachea enough to impair breathing. After just four minutes without oxygen, a child’s brain can be permanently damaged.
Even though both of Griffin’s parents were with him when this near-tragedy occurred, neither knew what to do to save him. Few parents of newborns are taught how to prevent choking and what to do if it occurs. Yet infants and toddlers routinely explore the world with their mouths, and anything they may find lying about can become a choking hazard.
Nearly every day, I see a statistic in the making among small children in my neighborhood. Under the care of a parent, grandparent or nanny, they are routinely given all manner of snacks and allowed to run back to their activities — while still chewing. It is a disaster waiting to happen, and sometimes I can’t resist saying aloud that the child should not get up until his food has been thoroughly chewed and his mouth is empty.
A child should not eat in a moving vehicle, either. If the driver stops short or the vehicle is bumped from behind, the sudden lurch may cause a child to inhale food or to swallow it unchewed. Food accounts for 60 percent of pediatric choking cases, according to the Centers for Disease Control and Prevention. Any food can become a choking hazard. The American Academy of Pediatrics cites hot dogs, meats, sausages, fish with bones, cheese cubes, popcorn, chips, pretzel nuggets, hard candy, gum, lollipops, jelly beans, marshmallows, whole grapes, raw vegetables, cherry tomatoes, nuts, peanut butter (especially eaten from a spoon or on soft bread) and even ice cubes.
Many parents now know that grapes should be halved for a young child, but fewer realize that a hot dog should be cut lengthwise for a child until at least age 4. (Better yet, skip nutritionally questionable hot dogs altogether.) Parents should wait to introduce puréed food until after 4 months of age, when motor skills for swallowing are better developed. Always supervise meals and snacks when babies and children feed themselves.
But nearly a third of choking cases in children are caused by objects. The pediatrics society lists these among the most common offenders: coins, buttons, marbles, small balls, deflated balloons, watch batteries, jewelry, pen caps, paper clips, arts and crafts supplies, small toys and detachable toy parts.
Toys and games that are safe for an older sibling may not be for a younger brother or sister. Always check packaging for age recommendations, and keep toys meant for older children away from younger ones. And while it may be hard to believe, some infants have choked on pacifiers.
It is critical to know what to do if a child appears to be choking. If the child can cough, speak or cry, the airway is not completely blocked. Encourage the child to cough, and if that fails to dislodge the object, call 911. Caregivers should always have a cellphone on hand.
If a choking baby can make little or no sound, ask someone to call 911 (if you are alone, attempt a rescue for two minutes before calling 911). Place the baby face down over your arm with the head lower than the chest and support the baby’s head with your hand. Then give five quick blows between the shoulder blades with the heel of the other hand. If no object is dislodged, turn the baby faceup on a firm surface, place two fingers in the middle of the breastbone just below the nipples and give five quick thrusts. Repeat this sequence until the baby begins breathing or help arrives. If breathing is not restored within a few minutes, begin CPR (see box).
For a child over 1 who is choking, stand or kneel behind the child and wrap your arms around her. Make a fist and place it just above the navel. Grasp the fist with the other hand, and make quick upward thrusts with it. Repeat until the object is dislodged or the child begins breathing.
Any child who required a choking rescue should be examined by a physician afterward.
Tips for CPR on the Very Young
A baby or child who cannot breathe and loses consciousness — because of choking, an accident or any other reason — will need CPR modified for the young. If you are alone, perform CPR for two minutes before stopping to call 911.
  • Place an infant face up on a firm surface. Place two or three fingers at the center of the baby’s chest, just below the level of the nipples. Give 30 gentle chest compressions at the rate of at least 100 a minute. Each should depress the chest about an inch and a half.
  • Then tilt the baby’s head by lifting the chin; cover the baby’s nose and mouth with your mouth and give two gentle breaths, each for one second. Look to see that the chest rises with each breath.
  • Repeat this sequence until the baby starts breathing or help arrives.
  • For an unconscious older child, place the heel of one hand on the breastbone, just below the level of the nipples. Administer 30 fast and hard chest compressions, depressing the chest about two inches each time
  • Then lift the chin with one hand, place the other hand on the forehead to tilt the head back, and put your mouth tightly over the child’s mouth. Give two breaths, each for one second, to make the chest rise.
  • Repeat this sequence until the child resumes breathing or help arrives.
The American Heart Association sells kits to teach caregivers how to perform CPR on infants and children, as well as on adults. Each costs $34.95 and includes a mannequin on which users can practice. Go to heart.org. Click on “CPR & EEC” at the top of the screen and follow the links for CPR products.

Lighting Up the Night

Children’s Books

Lighting Up the Night

‘Dusk,’ by Uri Shulevitz

From "Dusk"
In the interval between Hanukkah and Christmas, as we head toward the winter solstice, light — from the sun, streetlamps, or candles — seems more precious than ever. In his new picture book, “Dusk,” the Warsaw-born author and illustrator Uri Shulevitz follows a little boy and his grandfather on their afternoon walk through the streets of New York, following the shifting lights of the short day as they go.

DUSK

By Uri Shulevitz
32 pp. Margaret Ferguson Books/Farrar, Straus & Giroux. $17.99. (Picture book; ages 4 to 8)

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From "Dusk"
Shulevitz — who won a Caldecott medal for “The Fool of the World and the Flying Ship” (1968) and three Caldecott Honors, one of them for “Snow” — lets his watercolors do most of the narrative work here. His main characters, described simply as “boy with dog and grandfather with beard,” are first shown bundled in hats and coats, walking along a residential street, with yellow sunlight angling steeply across the house roofs. Later, they watch an intensely orange sun sink toward the horizon. “’It’s getting dark,’ said boy with dog. ‘How sad, the day is no more.’” “Dusk,” his grandfather replies, noncommittally.
As they continue into the city, the setting sun casts a last glow behind the streetscapes. In Greenwich Village and on the Lower East Side, eccentric characters make odd and entertaining speeches about their holiday shopping: “I won’t pause, I won’t rest / till I find the sweetest, the best. / Candies for Mandy / and cookies for Randy,” says a retired acrobat in a beret. A grinning tourist snapping photos in Midtown proclaims something similar in his own funny argot: “Dursky musky, dusky zdat / kholidaysky ikla zat, / sveet candoosky ikla bloosky, / bedye funnye ikla zdat.” (Try reading that aloud without smiling.)
The reward of this walk — for the reader as well as the boy and his grandfather — are Shulevitz’s depictions of the holiday displays on Fifth Avenue and Times Square. “As nature’s lights go out,” he writes, “City’s lights come on.” Streets are lit with garlands of snowflake decorations, brass bands glitter in front of enormous illuminated Christmas trees, and snowy, toy-filled wonderlands fill the shop windows.
Many holiday books focus on the traditions and stories of one particular religion — or ignore faith altogether. Shulevitz opts for a more evenhanded approach that seems just right for a city as proudly diverse — but far from secular — as New York. On one side street, the boy and grandfather look up at an apartment building where three windows show equally festive displays of a menorah, a Kwanzaa candelabrum and a Christmas tree, all ablaze with lights. Three little faces peek out, excited by their own observances. Though his text leaves much unsaid, Shulevitz’s art suggests that in their reverence for light, these holy days have much in common and go well together, each doing its part to brighten the New York night.

Why today's kids need to get their hands dirty

Why today's kids need to get their hands dirty by Annie Murphy Paul


The joy of making things
In New Haven, Connecticut, where I live with my husband and two sons, we are lucky to have nearby the Eli Whitney Museum. This place is the opposite of a please don't touch repository of fine art. It's an "experimental learning workshop" where kids engage in an essential but increasingly rare activity: they make stuff. Right now, looking around my living room, I can see lots of the stuff made there by my older son: a model ship that can move around in water with the aid of a battery-powered motor he put together; a "camera obscura" that can project a real-world scene onto a wall in a darkened room; a wooden pinball game he designed himself. (You can view an archive of Eli Whitney Museum projects here.)

The people who run Eli Whitney call these hands-on projects "experiments." As they put it: "Experiments are a way of learning things. They require self-guided trial and error, active exploration, and testing by all the senses. Experiments begin with important questions, questions that make you think or that inspire you to create." This process of exploring, testing and finding out is vital to children's intellectual and psychological development—but opportunities to engage in it are fewer than they once were. “My friends and I grew up playing around in the garage, fixing our cars,” says Frank Keil, a Yale University psychologist who is in his early 60's. “Today kids are sealed in a silicon bubble. They don’t know how anything works.”

Many others have noticed this phenomenon. Engineering professors report that students now enter college without the kind of hands-on expertise they once unfailingly possessed. At the Massachusetts Institute of Technology, “we scour the country looking for young builders and inventors,” says Kim Vandiver, dean for undergraduate research. “They’re getting harder and harder to find.” MIT now offers classes and extracurricular activities devoted to taking things apart and putting them together, an effort to teach students the skills their fathers and grandfathers learned curbside on weekend afternoons.

Why should this matter? Some would argue that the digital age has rendered such technical know-how obsolete. Our omnipresent devices work the way we want them to (well, most of the time), with no skill required beyond pushing a button. What’s to be gained by knowing how they work?

Actually, a lot. Research in the science of learning shows that hands-on building projects help young people conceptualize ideas and understand issues in greater depth. In an experiment described in the International Journal of Engineering Education in 2009, for example, one group of eighth-graders was taught about water resources in the traditional way: classroom lectures, handouts and worksheets. Meanwhile, a group of their classmates explored the same subject by designing and constructing a water purification device. The students in the second group learned the material better: they knew more about the importance of clean drinking water and how it is produced, and they engaged in deeper and more complex thinking in response to open-ended questions on water resources and water quality.

If we want more young people to choose a profession in one of the group of crucial fields known as STEM—science, technology, engineering and math—we ought to start cultivating these interests and skills early. But the way to do so may not be the kind of highly structured and directed instruction that we usually associate with these subjects. Instead, some educators have begun taking seriously an activity often dismissed as a waste of time: tinkering. Tinkering is the polar opposite of the test-driven, results-oriented approach of No Child Left Behind: it involves a loose process of trying things out, seeing what happens, reflecting and evaluating, and trying again.

“Tinkering is the way that real science happens, in all its messy glory," says Sylvia Martinez, co-author of the new book Invent To Learn: Making, Tinkering, and Engineering in the Classroom. Martinez is one of the leaders of the "makers' movement," a nationwide effort to help kids discover the value of getting their hands dirty and their minds engaged. The next generation of scientists—and artists, and inventors, and entrepreneurs—may depend on it.

Age of Distraction: Why It's Crucial for Students to Learn to Focus

Age of Distraction: Why It’s Crucial for Students to Learn to Focus

| December 5, 2013 | 69 Comments

distracted-texting300
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Digital classroom tools like computers, tablets and smartphones offer exciting opportunities to deepen learning through creativity, collaboration and connection, but those very devices can also be distracting to students. Similarly, parents complain that when students are required to complete homework assignments online, it’s a challenge for students to remain on task. The ubiquity of digital technology in all realms of life isn’t going away, but if students don’t learn how to concentrate and shut out distractions, research shows they’ll have a much harder time succeeding in almost every area.
“The real message is because attention is under siege more than it has ever been in human history, we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,” said Daniel Goleman, a psychologist and author of Focus: The Hidden Driver of Excellence and other books about social and emotional learning on KQED’s Forum program.
“Children I’m particularly worried about because the brain is the last organ of the body to become anatomically mature. It keeps growing until the mid-20s,” Goleman said. If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.
“It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”
“The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. The area of the brain that governs focus and executive functioning is known as the pre-frontal cortex. This is also the part of the brain that allows people to control themselves, to keep emotions in check and to feel empathy for other people.
“The attentional circuitry needs to have the experience of sustained episodes of concentration — reading the text, understanding and listening to what the teacher is saying — in order to build the mental models that create someone who is well educated,” Goleman said. “The pulls away from that mean that we have to become more intentional about teaching kids.” He advocates for a “digital sabbath” everyday, some time when kids aren’t being distracted by devices at all. He’d also like to see schools building exercises that strengthen attention, like mindfulness practices, into the curriculum.
The ability to focus is a secret element to success that often gets ignored. “The more you can concentrate the better you’ll do on anything, because whatever talent you have, you can’t apply it if you are distracted,” Goleman said. He pointed to research on athletes showing that when given a concentration test, the results accurately predicted how well each would perform in a game the next day.



Perhaps the most well known study on concentration is a longitudinal study conducted with over 1,000 children in New Zealand by Terrie Moffitt and Avshalom Caspi, psychology and neuroscience professors at Duke University. The study tested children born in 1972 and 1973 regularly for eight years, measuring their ability to pay attention and to ignore distractions. Then, the researchers tracked those same children down at the age of 32 to see how well they fared in life. The ability to concentrate was the strongest predictor of success.
“This ability is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health,” Goleman said. That could be a problem for students in the U.S. who often seem addicted to their devices, unable to put them down for even a few moments. Teachers say students are unable to comprehend the same texts that generations of students that came before them could master without problems, said Goleman. These are signs that educators may need to start paying attention to the act of attention itself. Digital natives may need help cultivating what was once an innate part of growing up.
“It’s very important to amp up the focus side of the equation,” Goleman said. He’s not naive about the role digital devices play in society today, but he does believe that without managing how devices affect kids better they’ll never learn the attention skills they’ll need to succeed in the long term.
“There’s a need now to teach kids concentration abilities as part of the school curriculum,” Goleman said. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy.”
Some argue that the current generation of students grew up with digital devices and are much better at multitasking than their parents. But the idea of multitasking is a myth, Goleman said. When people say they’re  “multitasking,” what they are really doing is something called “continuous partial attention,” where the brain switches back and forth quickly between tasks. The problem is that as a student switches back and forth between homework and streaming through text messages, their ability to focus on either task erodes. That trend is less pronounced when the actions are routine, but it could have significant implications for how deeply a student understands a new concept.
“If you have a big project, what you need to do every day is have a protected time so you can get work done,” Goleman said. For his part, when he’s writing a book, Goleman goes to his studio where there is no email, no phone, nothing to distract him. He’ll work for several hours and then spend designated time responding to people afterwards.
“I don’t think the enemy is digital devices,” Goleman said. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices. It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”

Travelers' Tails

Travelers’ Tails

‘City Cat’ and ‘Emma in Paris’

From "City Cat"
Based on the evidence presented in two new picture books, animals have a big advantage over humans when it comes to international travel. With no need for passports, reservations, foreign currency or fanny packs, they simply flit from place to place, enjoying the best views without ever having to wait in line.

CITY CAT

By Kate Banks
Illustrated by Lauren Castillo
48 pp. Frances Foster Books/Farrar, Straus & Giroux. $17.99. (Picture book; ages 3 to 8)

EMMA IN PARIS

Written and illustrated by Claire Frossard
Photographs by Christophe Urbain
56 pp. Enchanted Lion Books. $17.95. (Picture book; ages 3 to 8)

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From "Emma in Paris"
In “City Cat,” by Kate Banks, with illustrations by Lauren Castillo, an inquisitive pet makes her way through eight cities in six countries, hitching rides in cars, trucks, trains and boats as she keeps pace with a young family traveling the same route from their home in Rome to the great cities of Spain, France, Germany, Holland and England.
Though there are hints — in the text and in the pictures — to help readers figure out which city the cat is exploring, the endpaper maps and an appendix naming and describing each location will be a necessary aid for all but the most experienced tourists. Charmingly, Banks includes the word for “cat” in each country’s language and mentions local cat facts when pertinent: “The Catboat, a houseboat in Amsterdam’s canal belt, is a sanctuary for stray cats”; “The city of Venice has a big cat, the winged Lion of Saint Mark, as its mascot.”
Banks’s verse narrative is as elegant and lithe as her subject, full of poetic descriptions and playful, sophisticated vocabulary.
“City cat, strutting down the boulevards,
taking in the city sights.
The skyline, pulsing, bathed in light.
An obelisk, a graceful arch,
a gilded bridge, a sprawling park.”
Castillo, who has worked with Banks before, on “That’s Papa’s Way” (2009), creates illustrations that are a good match for the author’s evocative language. Her street scenes, with all their architectural detail, have the intentionally rough, textural look of lino prints, and her palette is an attractive and fashionable combination of rich neutrals and bright reds and mustard yellows. In all, “City Cat” may appeal as much to parents as to children, but there’s no harm in that. One advantage human travelers have over beasts: If you have to pack a suitcase, you can make room in it for this book as a reminder of why it is we go sightseeing in the first place.
“Emma in Paris” is the second in a series by Claire Frossard (the first was “Emma’s Journey”). Here, Frossard embellishes Christophe Urbain’s color photographs of Paris with illustrations of Emma (a perky gray-blue bird) and her menagerie of friends and relations. She also paints stylized trees and the odd head of lettuce onto the scenes. The effect of the photos and illustrations together is surreal and trendily old-fashioned. Using photographs as backdrops has the benefit of showing readers a Paris that is immediately recognizable, though now seen from the less-familiar avian perspective.
In Frossard’s Paris, Emma can live amicably with mice and cats; the people around them pay no attention to the animals dancing in the Métro, camping on stone-paved streets and performing acrobatic stunts like “the Perilous Tower” in front of la Tour Eiffel. Frossard provides helpful footnotes to explain the meaning of, say, croque-monsieur and Bastille Day. Though in many ways a slighter book than “City Cat,” “Emma in Paris” could be an excellent introduction to French culture and the capital city, in preparation for a trip there, or to help recall one.

Cursive getting squeezed out of Maine curricula

Cursive getting squeezed out of Maine curricula

While it has some practical applications and academic benefits, typing ability and computer skills have more.

CHELSEA — It was “r” day in Rhonda Rush’s third-grade class.

click image to enlarge
Chelsea Elementary third-grader Chloe Smiley works on a cursive lesson during a recent class.
Andy Molloy/Kennebec Journal
Rush led her class through the cursive letter. The pencil stroke travels up to kiss the top line, then down slightly and back up, forming a little “smile,” as the workbook calls it, then back down to the bottom line.
The students copied a series of words that added “r” to the letters they’d already learned: race, are, after, their, rake, real, ready, there.
“Guys, be careful with your smiles,” Rush said. “Don’t make them come down too far, or your ‘r’s will look like ‘m’s.”
After finishing two pages in the workbook, students shook the cramps from their hands, then switched back to writing in print for the rest of the day’s work.
Because of technology and changing mandates, many schools have reduced or even eliminated the teaching of cursive handwriting. But Chelsea Elementary’s school district, Regional School Unit 12, made a new investment this year, purchasing a curriculum called Handwriting Without Tears that includes daily cursive lessons for third-graders.
Chloe Smiley, one of Rush’s students, said she wants to learn cursive so she can show adults what she can do when they quiz her about it.
“Whenever they’re like, ‘Can you spell my name in cursive?’ I’m like, ‘I’m sorry, I haven’t learned cursive yet,’ ” she said.
Chelsea resident Jessica Canwell said she’s glad her daughter, Jolie, is learning cursive in Rush’s class.
“Everybody has their own writing style, and not having cursive is losing something to the same-old, same-old,” Canwell said. “The personality of writing is being lost to computers.”
Canwell said she uses cursive when she writes manually, but most of the time she’s typing, both in her work as a bookkeeper and in her personal life.
Parents such as Canwell who want their children to learn cursive have their wish for now, for the most part. A survey of 612 elementary school teachers by teaching supplies retailer Really Good Stuff last spring found that 65 percent of second-grade teachers and 79 percent of third-grade teachers still offer cursive writing instruction.
Many school officials, however, are reconsidering whether cursive is necessary, when writing on computers is so common in schools and workplaces. Cursive is not required in the curriculum standards that 45 states have adopted for English and language arts.
“I now prefer technology, but I still take notes, I still make lists, I still write things out, and cursive is the way I go. But I will admit, I’m of a different generation,” said Leanne Condon, assistant superintendent and curriculum director for Mount Blue Regional School District, RSU 9. “Trying to understand what this generation needs is our task at this point.”
Condon said administrators in the Farmington-based school district will poll teachers for their thoughts about cursive and watch what districts in Maine and across the country are doing.
Handwriting is not mentioned explicitly in the Common Core State Standards that Maine and most other states are implementing. The standards say that students should write in every grade and require them to be able to type one page in a single sitting by the end of fourth grade.
Some states using the Common Core have added a standard for cursive handwriting or passed separate legislation to ensure that it’s still taught. Those states include California, Massachusetts and North Carolina.
Cursive was not required in the standards that the Common Core supplanted in Maine. The 2007 Maine Learning Results say that students at every level should be able to “create legible final drafts,” without specifying how.
Donna Madore, assistant superintendent of Augusta Public Schools, said students in the district learn cursive in third grade and may spend some additional time on it in fourth grade, but the subject is being squeezed out by other requirements.
(Continued on page 2)
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Shopping for a Girl? Consider Science and Engineering Toys

Shopping for a Girl? Consider Science and Engineering Toys



Sofia the First, a new Disney princess decked out in a lavender gown, is high on most retailers’ list of the hottest toys this holiday season. But if you’re shopping for a girl, why not skip the doll aisle for toys that encourage science and engineering?

That’s the Black Friday message from a small group of toy makers who say they are frustrated that there are separate lists for girls’ toys and boys’ toys in the first place. They have been led by GoldieBlox, the company whose “Girls” ad went viral this month (and got the company into some trouble with the Beastie Boys, whose song it rewrote).

But others are also sending that message. The American Association of University Women, for example, created a list of 16 gifts for girls of every age.

“Dolls and other toys for young children are especially important because they are still developing their own gender identity and are especially susceptible to gender stereotyping,” said Catherine Hill, director of the association’s research department.
The computer engineer Barbie doll.Mattel The computer engineer Barbie doll.
The group’s list includes a “future scientist” onesie, computer engineer Barbie, Wikki Stix, an alternative-energy science kit, and “The Princess Knight,” a book about a princess who rescues herself (no prince required).

Robot Girl Lottie is inspired by women robotics experts and her story line and accessories are based on a science fair. Its creators stress that unlike other dolls, Lottie has a childlike body and does not wear makeup or high heels.

Roominate, a start-up founded by two women engineers with degrees from Stanford, M.I.T. and Caltech, sells kits for girls to build things as if they were design, electrical or structural engineers.
And over at the Motherlode blog, my colleague KJ Dell’Antonia made her own list, including kits for circuit board experiments, soldering and robots.

Mainstream brands like Mattel and Lego are catching on. Lego sells a woman scientist character and a pink and purple Lego set (though it doesn’t exactly break gender stereotypes — it includes a dining table, dishes and a croissant).

Meanwhile, some retail analysts say toys have been displaced by electronics and gadgets, like Xboxes and iPads, as the popular holiday gift for children. Maybe parents have been listening to Sheryl Sandberg, who says parents should let their daughters play video games if they want them to consider computer science careers.

Tiptop Pop-Ups

Tiptop Pop-Ups

‘Bugs,’ by George McGavin, and More

From "Bugs"
THE LITTLE MERMAID
A Pop-Up Adaptation of the Classic Fairy Tale

By Robert Sabuda
12 pp. Little Simon/Simon & Schuster. $29.99. (Pop-up book; ages 4 to 11)
From "The Little Mermaid"
From "Transformers"
Robert Sabuda’s superb pop-up pages in “The Little Mermaid” look like set designs for a drama in two kingdoms: one below the waves and the other above. Open the book and, with a rustle, the prow of a ship unfolds toward you. Sails flap, waves curl away from the hull, an oddly dead-looking figurehead looms under the bowsprit. There’s something wrong here: The masts aren’t aligned, and one looks broken. That sinking ship — surely a challenge to create from paper — illustrates the fateful moment when the little mermaid rescues a drowning prince, for the love of whom she later sacrifices her voice. Sabuda hews to the tragic, troubling story line of Hans Christian Andersen’s tale, published in 1837 rather than the popular Disney film version. Andersen ends with the mermaid becoming one with the sea foam, then ascending skyward with the “daughters of the air.” (Disney, more cheerfully, concludes with her marriage to her beloved prince.) 
Sabuda’s enthusiasm and ingenuity in illustrating the story are daunting. The mermaid swims through castles made of piled-up bones, a park scene sports three rows of tall trees and two sets of garden walls. Thick black outlines, sinuous lines and tie-dye colors bring an updated look to the illustrations, which may help them appeal to older children. To create more space for the written narrative, each spread contains at least one booklet furthering the tale and enclosing additional delicate pop-ups. In places, this more-is-more design makes the book a challenge to read — either because it’s hard to know what sequence the booklets’ pages go in, or because the visual elements are so impressive they make the words seem irrelevant. Could Sabuda — whose long pop-up bibliography includes versions of “Peter Pan” and “The Chronicles of Narnia” — abandon words altogether and tell a story like this entirely with pop-up pictures? That would be something to see.
BUGS
A Stunning Pop-Up Look at Insects, Spiders, and Other Creepy-Crawlies

By George McGavin
Illustrated by Jim Kay
12 pp. Candlewick Press. $19.99. (Pop-up book; ages 7 and up)
Do bugs give you the creeps? Or do they make you think, “Yum! I’ll have one of those for lunch”? “Bugs” offers plenty of thrills for readers of both persuasions. McGavin, a celebrated entomologist (said to enjoy eating insects), and Kay, who last year won a Kate Greenaway Medal for his artwork for Patrick Ness’s “A Monster Calls,” have created a fascinating book about arthropods that poises pop-up engineering and text in admirable balance. Each spread has at least one magnificent pop-up: Show stoppers include a wasps’ nest, with its interior magnified and labeled, and a fat-tailed scorpion that rises a good six inches from the book’s center seam. For fascinating detail, a cockroach as long as your hand unfolds in layers to reveal 16 body parts, including “Malpighian tubules” and — cue middle-grade giggles — rectum.
With Kay’s surprisingly pretty watercolors and trompe l’oeil touches, a handwritten-looking typeface and masses of detail, “Bugs” takes a page from Candlewick’s popular “Ology” series books (“Dinosaurology,” “Egyptology”), which teasingly mix fact and fiction. Here the facts are real, but presented with all the tricks and guises of fantasy. Opening flaps reveals smaller pop-ups, some cleverly designed to surprise: Behind what looks like the lid of an explorer’s compass-box, a whip spider shifts as if about to pounce; a leaf hides a centipede that seems to dart out when exposed. Faux newspaper clippings advocate for creepy-crawlies: “Why the world needs bugs” lists the useful things bugs do, like “eat dead flesh.” But don’t be put off: There’s also a blue morpho butterfly taking flight, and pond and woodland scenes to put the bugs in beautiful context.
TRANSFORMERS
The Ultimate Pop-Up Universe

By Matthew Reinhart
Illustrated by Emiliano Santalucia
12 pages. Little, Brown & Company. $37. (Pop-up book; ages 4 and up)
Reinhart, who credits Robert Sabuda with encouraging him to embark on paper engineering, is a master of pop-up’s intricate forms. In his new book, licensed by Hasbro, he turns his skills to making Transformers — those martial robots which, as cartoon characters and toys, can change into vehicles and weapons; here, they do exactly that, in paper form.
These outsize pop-ups would impress even if they did not have dual profiles. With the pull of a tab, a 3-D yellow race car with black stripes unfolds and springs up into the figure of Bumblebee, a fighter with his fists up, ready to rumble. Elsewhere, the domed shape of Cybertron, a planet that’s home to the autobots, flips to reveal an embattled cityscape. If you hold “Transformers” too close as you open its penultimate spread, Omega Supreme (more than a foot tall, with weapons) will bop you in the face. Short paragraphs describing the autobots include quotations from them: “Our war: inevitable. Our home world: devastated: My words: difficult.” These guys are more about action than adverbs, and so is the book.
Reinhart has created many other pop-ups, including “DC Super Heroes: The Ultimate Pop-Up Book,” “Star Wars: A Pop-Up Guide to the Galaxy” and, lest you underestimate his range, “Cinderella.” For children who like Transformers, or adults who admire the toys’ technology, “Transformers: The Ultimate Pop-Up Universe” offers a tour-de-force display of the paper engineer’s craft.

Ad Takes Off Online: Less Doll, More Awl

Ad Takes Off Online: Less Doll, More Awl



Who said girls want to dress in pink and play with dolls, especially when they could be building Rube Goldberg machines instead?
That is the message of a video that has gone viral, viewed more than 6.4 million times since it was posted Monday on YouTube — an ad for GoldieBlox, a start-up toy company that sells games and books to encourage girls to become engineers.
In the ad, three girls are bored watching princesses in pink on TV. So they grab a tool kit, goggles and hard hats and set to work building a machine that sends pink teacups and baby dolls flying through the house, using umbrellas, ladders and, of course, GoldieBlox toys.
One of the kits, which teaches girls how to build a float for princesses, is $20. One of the kits, which teaches girls how to build a float for princesses, is $20.
The ad has become a hot topic of conversation on social media, generating discussion about a much broader issue: the dearth of women in the technology and engineering fields, where just a quarter of technical jobs are held by women.
“I’ve been so excited to watch this wave,” said Rachel Sklar, an advocate for women in technology and co-founder of TheLi.st, a digital media company for women. “It really does highlight that this gap is not that little girls aren’t interested in it, it really is a function of ‘you can’t be what you can’t see.’ ”
Cindy Gallop, who started the United States branch of Bartle Bogle Hegarty, the advertising agency, said the ad also illustrated how advertising created by and for women and girls is powerful because women share so frequently on social media and control most purchases. Yet ad agencies are predominantly men, she said, and the men in ads are generally heroic and funny while women are sidekicks or homemakers.
“I tell marketers and the ad industry, ‘When you want a video to go viral, this is what you do, you talk to women and girls and you talk to them in the right kind of way,’ ” Ms. Gallop said. “This ad is the absolute paradigm.”
The ad is set to the tune of “Girls” by the Beastie Boys, a decidedly anti-feminist ballad with lyrics that the ad’s creators rewrote.
An ad showing girls creating their own Rube Goldberg machine has gone viral. An ad showing girls creating their own Rube Goldberg machine has gone viral.
The Beastie Boys sang, “Girls to do the dishes/Girls to clean up my room/Girls to do the laundry/Girls and in the bathroom/Girls, that’s all I really want is girls.”
One of the actresses in the ad sings: “Girls build a spaceship/Girls code the new app/Girls that grow up knowing/That they can engineer that/Girls, that’s all we really need is girls/To bring us up to speed it’s girls/Our opportunity is girls/Don’t underestimate girls.”
“I thought back to my childhood with the princesses and the ponies and wondered why construction toys and math and science kits are for boys,” Debbie Sterling, founder and chief executive of GoldieBlox, said in an interview. “We wanted to create a cultural shift and close the gender gap and fill some of these jobs that are growing at the speed of light.”
Debbie Sterling, the founder and chief executive of GoldieBlox.GoldieBlox Debbie Sterling, the founder and chief executive of GoldieBlox.
In 2010, women earned just 18 percent of computer science degrees, down from 37 percent in 1985, according to the National Center for Women and Information Technology. Analysts say the low numbers are partly because girls are not encouraged to pursue science as often or as enthusiastically as boys.
Ms. Sterling started the company two years ago, after graduating with a degree in product design from the mechanical engineering department at Stanford, where she was disappointed that there were not more women in her classes. She then worked in design and marketing.
GoldieBlox did not work with an ad agency on the video. GoldieBlox’s small team, based in Oakland, Calif., conceived the ad over Mexican food a few months ago and produced it and wrote the song. The ad was directed by the Academy, a group of filmmakers in Los Angeles. Brett Doar, an artist who specializes in making machines, created the Rube Goldberg machine.
The ad premiered on YouTube and is not scheduled to appear on TV. (GoldieBlox is a finalist, though, for an Intuit contest to pay for a Super Bowl commercial.) The company has relied on the Internet for other parts of its business, too, raising its initial capital on Kickstarter and benefiting from promotions on Upworthy, a site that posts content with a social mission.
GoldieBlox toys join others on the shelf aimed at encouraging girls to build things and consider engineering. Lego sells a pink set with a girl character, and Mattel introduced a computer engineer Barbie that wears high heels and carries a hot pink laptop.
Yet the pink-washing of those toys, including the toys from GoldieBlox, has been criticized for feeding into the same stereotypes about girls that the ad aims to knock down. One GoldieBlox kit is to build a belt drive — which is pink. Another is to build a parade float for princesses to ride. On Wednesday, they were the top-selling toys on Amazon.com.
Ms. Sterling said she did not believe pink was bad, but that girls should be encouraged to be confident and inventive. She added that new toys were in development.
“It’s O.K. to be a princess,” she said. “We just think girls can build their own castles too.”

The Power of Interest

The Power Of Interest

If there is just one message I could share with parents, educators, and managers, it would be about the transformative power of interest.
In recent years researchers have begun to build a science of interest, investigating what interest is, how interest develops, what makes things interesting, and how we can cultivate interest in ourselves and others. They are finding that interest can help us think more clearly, understand more deeply, and remember more accurately. Interest has the power to transform struggling performers, and to lift high achievers to a new plane.
So what is interest? Interest is a psychological state of engagement, experienced in the moment, and also a predisposition to engage repeatedly with particular ideas, events, or objects over time. Why do we have it? Paul Silvia of the University of North Carolina speculates that interest acts as an “approach urge” that pushes back against the “avoid urges” that would keep us in the realm of the safe and familiar. Interest pulls us toward the new, the edgy, the exotic. As Silvia puts it, interest “diversifies experience.” But interest also focuses experience. In a world too full of information, interests usefully narrow our choices: they lead us to pay attention to this and not to that.
What Interest Can Do For Us
Interest is at once a cognitive state and an affective state, what Silvia calls a “knowledge emotion.” The feelings that characterize interest are overwhelmingly positive: a sense of being energized and invigorated, captivated and enthralled. As for its effects on cognition: interest effectively turbocharges our thinking. When we’re interested in what we’re learning, we pay closer attention; we process the information more efficiently; we employ more effective learning strategies, such as engaging in critical thinking, making connections between old and new knowledge, and attending to deep structure instead of surface features. When we’re interested in a task, we work harder and persist longer, bringing more of our self-regulatory skills into play.
Interests powerfully influence our academic and professional choices. A seven-year-long study by Judith Harackiewicz of the University of Wisconsin and her colleagues found that college students’ interest in an introductory psychology course taken their freshman year predicted how likely they were to enroll in additional psychology classes and to major in the subject. Interest predicted such outcomes even more accurately than students’ grades in that initial course. In general, writes Harackiewicz and her coauthor Chris Hulleman, “research has found that interest is a more powerful predictor of future choices than prior achievement or demographic variables.”
In fact, scientists have shown that passionate interests can even allow people to overcome academic difficulties or perceptual disabilities. One study found that students who scored poorly on achievement tests but had well-developed interests in reading or mathematics were more likely to engage with the meaning of textual passages or math problems than were peers with high scores but no such interests. Another study, of prominent academics and Nobel Laureates who struggled with dyslexia, found that they were able to persist in their efforts to read because they were motivated to explore an early and ardent interest.
How To Promote Interest
So what can parents, teachers and leaders do to promote interest? The great educator John Dewey wrote that interest operates by a process of “catch” and “hold”—first the individual’s interest must be captured, and then it must be maintained. The approach required to catch a person’s interest is different from the one that’s necessary to hold a person’s interest: catching is all about seizing the attention and stimulating the imagination. Parents and educators can do this by exposing students to a wide variety of topics. It is true that different people find different things interesting—one reason to provide learners with a range of subject matter, in the hope that something will resonate.
But it is also the case that interesting things generally share a number of characteristics. The research of Paul Silvia suggests that to be interesting, material must be novel, complex, and comprehensible. That means introducing ourselves or others to things we haven’t encountered before (or novel aspects of familiar things), and calibrating their complexity so that these things are neither too hard nor too easy to understand. Understandability is crucial: as Silvia writes, new and complex things are interesting “provided that people feel able to comprehend them and master the challenges that they pose.”
Research shows, for example, that an inscrutable poem is judged as more interesting when readers are given a hint that allows them to make sense of what it’s about. Abstract art, too, is considered to be more interesting when the paintings are given titles that help viewers understand what the artists may have had in mind as they painted. Viewers become even more interested in such paintings when they are given biographical information about the artist and background about the historical context in which it was created.
Starting A Virtuous Cycle
What counts as novel, complex, and comprehensible, of course, depends on the age and ability of the individual. One way that parents and educators can ensure that things are both complex and comprehensible is to make sure that students have sufficient background knowledge to stimulate interest and avoid confusion. The more we know about a domain, the more interesting it gets. Silvia suggests that one reason that growing knowledge leads to growing interest is that new information increases the likelihood of conflict—of coming across a fact or idea that doesn’t fit with what we know already. We feel motivated to resolve this conflict, and we do so by learning more. A virtuous cycle is thus initiated: more learning leads to more questions, which in turn leads to more learning. Parents and educators can encourage the development of students’ interests by actively eliciting these queries, what researchers call “curiosity questions.”
If curiosity doesn’t seem to be emerging on its own, there are ways to coax it out, as George Loewenstein, a professor of economics and psychology at Carnegie Mellon University, wrote in a classic paper, “The Psychology of Curiosity.” Curiosity arises, Loewenstein wrote, “when attention becomes focused on a gap in one’s knowledge. Such information gaps produce the feeling of deprivation labeled curiosity. The curious individual is motivated to obtain the missing information to reduce or eliminate the feeling of deprivation.”
The simplest way to open an information gap is to start with the question. Cognitive scientist Daniel Willingham notes that teachers and parents are often “so eager to get to the answer that we do not devote sufficient time to developing the question.” Yet it’s the question that stimulates curiosity; being told an answer quells curiosity before it can even get going. Instead of starting with the answer, begin by posing a genuinely interesting question—one that opens an information gap.
Parents and educators can also promote the development of kids’ interests by demonstrating their own passion for particular subjects. A study of 257 professional musicians, for example, found that the most important characteristics of the musicians’ first teachers (and, of course, parents are often kids’ first teachers) was the ability to communicate well—to be friendly, chatty, and encouraging—and the ability to pass on their own love of music, through modeling and playing well. (For more about this particular study, please see this post.) Try sharing your own personal interests with young people through casual conversations, hands-on demonstrations, and special trips.
Keeping Interest Alive
If catching people’s interest is about seizing attention and providing stimulation, holding it is about finding deeper meaning and purpose in the exercise of interest. Caution is required here, however. Research has found that infusing a subject with meaning by stressing its future utility can produce the opposite of its intended effect. In one study, for example, Judith Harackiewicz and her coauthor informed students that math would be important in their adult lives. The intervention actually undermined interest in math among students who did not consider themselves skilled in the subject, making such students feel threatened and leading them to withdraw.
Harackiewicz and other researchers have found more success when they encourage students to generate their own connections and discover for themselves the relevance of academic subject matter to their lives. In a 2010 study, for example, Harackiewicz and her colleagues had college students engage in a writing exercise in which they were asked to think about the how math (and in an accompanying experiment, psychology) might play a role in their lives. In the math-related intervention, for example, participants were first taught a mathematical procedure and then asked to write a short essay, one to three paragraphs in length, briefly describing the potential relevance of the technique to their own lives, or to the lives of college students in general.
Completing this exercise led subjects to become more interested in the subjects they wrote about, an effect that was strongest among those participants who initially reported that they did not do well and did not feel competent in math or psychology. Harackiewicz calls this a “value intervention,” because it helps students see the value of what they’re learning. As employed by parents, this doesn’t have to be a formal exercise; it can be something you do in casual conversations. When you ask, on the car ride home or around the dinner table, “What did you learn about in school today?”, you can follow up with a question like “How do you think people might use that knowledge in their jobs?” or “What could that skill help you do?”
Parents, educators and managers can also promote the development of individuals’ interests by supporting their feelings of competence and self-efficacy, helping them to sustain their attention and motivation when they encounter challenging or confusing material. Weaker learners may need more of this assistance to find and maintain their interests, while stronger learners can be pushed in the direction of increasing autonomy and self-direction. The goal in each case is to cultivate interests that provide us with lasting intellectual stimulation and fulfillment, interests that we pursue over a lifetime with vigor and zest.

Long-term Benefits of Music Lessons

Long-Term Benefits of Music Lessons

Chris Gash
Childhood music lessons can sometimes leave painful memories, but they seem to carry benefits into adulthood. A new study reports that older adults who took lessons at a young age can process the sounds of speech faster than those who did not.

“It didn’t matter what instrument you played, it just mattered that you played,” said Nina Kraus, a neuroscientist at Northwestern University and an author of the study, which appears in The Journal of Neuroscience.
She and her collaborators looked at 44 healthy adults ages 55 to 76, measuring electrical activity in a region of the brain that processes sound.
They found that participants who had four to 14 years of musical training had faster responses to speech sounds than participants without any training — even though no one in the first group had played an instrument for about 40 years.
Dr. Kraus said the study underscored the need for a good musical education. “Our general thinking about education is that it is for our children,” she said. “But in fact we are setting up our children for healthy aging based on what we are able to provide them with now.”
Other studies have suggested that lifelong musical training also has a positive effect on the brain, she added. Dr. Kraus herself plays the electric guitar, the piano and the drums — “not well but with great enthusiasm,” she said. 

With Apps, Children Can Play the Game of Math

With Apps, Children Can Play the Game of Math

App Smart: Teaching Kids Math: Children can learn math skills, from addition to algebra, through an array of apps for tablets and smartphones.
My 5-year-old son recently explained to my 3-year-old son that they were two years apart. Three years old plus 2 years old equals 5 years old, he explained.
DragonBox Algebra 5+ teaches the principles of algebra through a game.
The interface of MathBoard resembles a chalkboard.
I was hugely proud of his reasoning and math skills. He hasn’t learned them exclusively at school. His math learning has happened, in part, on a tablet running educational math apps that we’ve found for him. He’s learned addition and subtraction, and as he gets older he’ll be learning even more complex math this way, too.
The most impressive math education app I’ve seen has to be DragonBox Algebra 5+. What impresses me is that its clever design can teach all sorts of complex algebra concepts without making children feel as if they are learning mathematics.
The app is like a game, and it starts at an abstract level: The player has to match small cartoon icons with their matching “dark” alternatives, eventually arranging the pieces on the playing board so that only the magical “box” of the game’s title is left on the board. As the child plays through the levels, the abstract cartoon icons are eventually replaced with numbers and proper mathematical symbols, but with the same gameplay and sound effects.
It’s fun, and the graphics and sound effects are attractive enough to keep children playing. And while they’re playing, they are unknowingly learning some of the same math principles that you need when you’re doing algebra — addition, subtraction, balancing an equation, even concepts like parentheses. Play it yourself and you’ll see how much fun it is.
Perhaps the main drawback to this app is its complicated menus. If you’re going to use it with 5-year-olds, it’s probably best to keep them company so they don’t get frustrated by instructions they cannot read. It is also surprisingly expensive, at $6, but you get over 200 puzzles for your money. The app is on iOS and Android.
The adorable YodelOh Math Mountain app also stays within the learning-through-games genre, but for a more introductory level of math. This app involves a cartoon yodeler who ascends a graphical mountain over time — if he gets to the top, he yodels his way to his doom over the edge. To keep the yodeler from climbing the peak, the player has to answer math questions against the clock.
For example, the question may be “10 x 15 = ?” and the five options are “0, 1, 50, 150, 200.” Tapping the right answer saves the yodeler, whereas taking too long or tapping the wrong answer makes him take a step up the mountain or get butted uphill by a cartoon ram. The idea is that by keeping the entire app lighthearted and full of amusing sounds and images, children do not notice that they’re being tested on their arithmetic skills.
The app offers a less extensive learning experience than DragonBox, but it still has the ability to hone specific math skills because you can choose whether to test just basic subtraction, addition and so on. It’s $3 on iOS and, $2 on Android.
For an alternative app, try Madagascar Math Ops — a game filled with characters from the “Madagascar” cartoon movie franchise. Like Math Mountain, the app has a multiple-choice mental math quiz, but Math Ops has more animation. Winning moves are rewarded with a short in-app game — flying penguin fun that will remind you of Angry Birds. There is a free edition with limited levels on both iOS and Android; the full version costs $3.
For a slightly more traditional route, try MathBoard. It has gamelike elements, but it’s based on a simulated old-fashioned school chalkboard. The app’s screen is split into a quiz area and a work area. In the quiz area, a math puzzle is posed using traditional notation, perhaps something like 47 - 5 = ? Players choose the answer from a list of numbers to solve the puzzle, and they can use the faux chalkboard on the other side of the screen to work out the solution. If they get stuck, a “problem solver” window that shows each stage required to correctly work out the answer can be brought up. It’s like help from a private math tutor.
There are other game options available in this app, like choosing which number is greater than another. Because you can adjust the difficulty of the puzzles, and the problem-solver teaches the player about math, this app is a great way for children to practice their math skills. My chief complaints are that MathBoard could be more fun without distracting from the learning aspects, and that it has a $5 price tag on iOS and Android.
Quick Call
Star Wars: Tiny Death Star may be the most amusing new app to hit smartphones recently. In this game, rich with cute, old-style 8-bit graphics, you have to manage the processes and people of the famous “Star Wars” battle station. Think FarmVille meets Darth Vader. Free on iOS, Android and Windows Phone.

New Study Uncovers the Powerful New Role of Media in Children's Lives

New Study Uncovers The Powerful New Role Of Media In Children’s Lives

A couple of weeks ago, Common Sense Media released their findings from a study they conducted on children’s media use in America. This was their second survey designed to document the media environments and behaviors of kids ages 8 and under, the first of which was conducted two years ago. While this information would clearly be interesting on its own, we find it to be even more interesting to have the comparison with the data from two years ago.
How have our young children and their media usage changed over the past two years? The handy infographic below takes a look at the data from this year’s study and comparisons with the study from two years ago. Keep reading to learn more.

Growing Up Mobile

  • 3/4 of children have access to mobile devices at home
  • Smartphones are the most commonly used devices (63% up from 41% two years ago).
  • Tablets come a close second at 40% – compared with 8% two years ago!
  • The number of kids who have used mobile devices has about doubled since two years ago (38% to 72%)
  • Average daily use of mobile devices has tripled (from 5 minutes to 15 minutes a day)
  • The number of children under 2 who have used a mobile device has risen to 38% from 10% in 2011.
  • Traditional screen time (TV) is down from two years ago, but mobile screen time is up.
  • Most children using mobile devices are either playing games, using apps, or watching videos on the device.
  • The average child spends 1 hr 55 minutes per day in front of a screen – and this is still dominated by TV despite the rise in mobile usage.
  • More and more of this screen time is becoming DVR, on demand, and streaming.
  • The ‘digital divide’ between rich and poor still exists – high income families are three times as likely to own a tablet and more than twice as likely to have high speed internet.
  • 54% of higher income families use mobile devices for educational content but only 27% of lower income families do.
children social media