In this collection, the author keeps kids front and center as she provides thought-provoking commentary and actionable insights on topics such as the Common Core, the self-esteem movement, and standardized testing.
In this collection, the author keeps kids front and center as she provides thought-provoking commentary and actionable insights on topics such as the Common Core, the self-esteem movement, and standardized testing.
Rae Pica has been an education consultant (www.raepica.com) specializing in the education and development of the whole child since 1980. A former adjunct instructor with the University of New Hampshire, she is the author of 21 books, including the text Experiences in Movement and Music, in its 5 th edition, and What If Everybody Understood Child Development?: Straight Talk About Bettering Education and Children's LIves. Rae is known for her lively and informative keynotes and trainings and has shared her expertise with such groups as the Sesame Street Research Department, the Head Start Bureau, Centers for Disease Control, the President's Council on Physical Fitness and Sports, Nickelodeon's Blue's Clues, Gymboree, Nike, and state health departments throughout the country. Rae is a regular blogger and YouTube creator and the author of online courses for early childhood professionals.
Inhaltsangabe
Preface Acknowledgments About the Author Introduction Part I. Understanding Children 1. All Children Are Not the Same 2. The Earlier the Better? 3. The Power of Joy 4. Bubble Wrapping Not Required 5. When Did a Hug Become a Bad Thing? 6. Teaching Girls They're More Than a Pretty Face 7. Doing Away With the "Baby Stuff" 8. "But Competition Is Human Nature" 9. Terrorist Tots? Part II. Understanding the Mind/Body Connection 10. The Myth of the Brain/Body Dichotomy 11. Why Does Sitting Still Equal Learning? 12. In Defense of Active Learning 13. "Play" Is Not a Four-Letter Word 14. The Body Matters, Too 15. Reading, Writing, 'Rithmetic . . . and Recess 16. Why Kids Need "Gym" Part III. Understanding Developmentally Appropriate Practice 17. In Defense of Authentic Learning 18. Who Should Lead the Learning? 19. The Trouble With Testing 20. Failure Is an Option 21. Should We Teach Handwriting in the Digital Age? 22. Just Say "No" to Keyboarding in Kindergarten 23. iPads or Play-Doh? 24. The Homework Debate 25. In Defense of the Arts 26. No More "Good Job!" 27. Bribes and Threats Work, But . . . 28. Time to Give Time-Out a Time-Out 29. "You're Outta Here!"
Preface Acknowledgments About the Author Introduction Part I. Understanding Children 1. All Children Are Not the Same 2. The Earlier the Better? 3. The Power of Joy 4. Bubble Wrapping Not Required 5. When Did a Hug Become a Bad Thing? 6. Teaching Girls They're More Than a Pretty Face 7. Doing Away With the "Baby Stuff" 8. "But Competition Is Human Nature" 9. Terrorist Tots? Part II. Understanding the Mind/Body Connection 10. The Myth of the Brain/Body Dichotomy 11. Why Does Sitting Still Equal Learning? 12. In Defense of Active Learning 13. "Play" Is Not a Four-Letter Word 14. The Body Matters, Too 15. Reading, Writing, 'Rithmetic . . . and Recess 16. Why Kids Need "Gym" Part III. Understanding Developmentally Appropriate Practice 17. In Defense of Authentic Learning 18. Who Should Lead the Learning? 19. The Trouble With Testing 20. Failure Is an Option 21. Should We Teach Handwriting in the Digital Age? 22. Just Say "No" to Keyboarding in Kindergarten 23. iPads or Play-Doh? 24. The Homework Debate 25. In Defense of the Arts 26. No More "Good Job!" 27. Bribes and Threats Work, But . . . 28. Time to Give Time-Out a Time-Out 29. "You're Outta Here!"
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