1533 research outputs found
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Learning to Teach: Observing and Reflecting
Get PDFThis video series, “Learning to Teach,” provides a platform for professional development in early childhood education. It introduces viewers to compelling early childhood classroom footage accompanied by facilitated discussions about observations and teaching practices. You will get a hands-on look at how beginning teachers learn to closely observe children and engage in reflective conversations about children, materials, the classroom environment and themselves.https://educate.bankstreet.edu/faculty-staff/1017/thumbnail.jp
Promoting Shared Decision Making through Descriptive Inquiry
Get PDFThis article describes the process through which faculty members at City-As-School, a progressive public high school in New York City, recently began to use descriptive inquiry to more fully actualize one of the school’s core values: a commitment to “democracy as a way of life” (Dewey 1939, 2).https://educate.bankstreet.edu/faculty-staff/1056/thumbnail.jp
#16 Book Talk with Jonathan Silin
No full textA conversation and book talk with Jonathan Silin about Early Childhood, Aging, and the Life Cycle: Mapping Common Ground (Palgrave Macmillan), a memoir that explores the process of aging and the challenges that link young and old in a common world.https://educate.bankstreet.edu/librarysalons/1015/thumbnail.jp
Childhood Anxiety
Get PDFThe following paper closely examines anxiety in school-aged children, especially those predisposed through environmental and biological factors. While there are many typical worries and fears in children, atypical signs that point to an anxiety disorder include severity and high frequency of worry and avoidance behavior. Anxiety disorders affect roughly a third of children ages six through eleven, and early intervention and cognitive strategies are extremely effective in giving children coping skills for their separation, social, or generalized anxiety. Some of the treatment plans examined in this paper include Cognitive Behavioral Therapy (CBT), Dialectical Behavioral Therapy (DBT) and Narrative Therapy and Externalization. Professional and at home treatment plans are examined, and current children’s books are critiqued through this therapeutic lens. Some children’s books are helpful in providing comfort or tools to anxious children, while many trivialize the fear or give false hope of “curing” anxiety with quick fixes. This author has written and illustrated a children’s book entitled “My Scary and Me” that combines therapeutic approaches with the author’s unique experiences with anxiety herself. The text and illustrations in the picture book aim to make anxious feelings external, visible, and relatable for anxious children
“Are staff bias’ affecting the way pediatric patients develop and cope within the hospital setting?”
Get PDFGender stereotypes are pervasive in our culture – ingrained by long-standing biases (both conscious and unconscious) (Higgins, 2018). The way boys and girls begin to understand and mitigate their world are often related to the gender stereotyping that society has constructed. However, stereotypical expectations not only reflect existing differences, but also impact the way boys and girls interpret themselves and are treated by others. This paper will focus on the way gender stereotyping of hospitalized pediatric patients may impact coping, treatment, and overall care. The author has chosen to examine language especially as it relates to gender specific analogies, incentives for procedures, normalizing activities, gender biased statements and their implications on coping. The author will discuss the potential for next steps that focus on education of staff as well as modeling and reframing of gender biased statements for both staff and caregivers
Schooling for and with Democracy
Get PDFGiven the current challenges facing our democracy in the United States, the role of public schools in forming habits of democratic practice in our citizenry is as important today as ever. To explore this urgent topic, the author interviewed 13 leaders of 10 New York City public schools committed to educating for and with democracy. Six patterns of beliefs and practices emerged from the conversations, including commitments to intentionally developing informed, empathic, inclusive, inquiry-minded, confident, vocal, and involved citizens through parallel democratic structures for both adults and students. A seventh pattern was also identified; however, it took the shape of the absence of an intentional naming of democracy as it is being practiced. This raised a question for further discussion: To what degree is making this connection explicit in school communities important? Implications of these patterns are briefly discussed, and a few recommended next steps are offered for the consideration of educational leaders and policy makers. It is the hope and plan of the author to bring the group of interviewed school leaders together to discuss these patterns and dig more deeply into the work of schooling for and with democratic participation.https://educate.bankstreet.edu/faculty-staff/1043/thumbnail.jp
Patriotism? No Thanks!
Get PDFPatriotic fever reigned supreme in my son’s fifth grade classroom in the public elementary school he had attended since kindergarten. It was in a middle-sized university town in the United States.
Framed photos of each student flouting the flag with patriotic pride announced his teacher’s curriculum and pedagogy. Mrs. ABZ’s message, at least as experienced by my son and me, was “Do or die!” You either subscribe to her patriotic philosophy of education, or you die as a legitimate and valued member of the class.
The school principal accepted that this was unpalatable, undemocratic, inappropriate, unjust and mis-educative—to say the least. But she lacked the power to control it. She thus offered the “best” third option: moving my son to the second elementary school she administered, a few blocks away.
“Unjust!” my confident son protested in moral outrage. “Why should I leave my school? I get good grades. The principal should require Mrs. ABZ to move instead.”
Unwilling to be frightened into silence, my son and I collaborated on a required homework project, drawing upon Loewen’s Lies My Teacher Told Me (1996) and Zinn’s A People’s History of the United States (1980). In response, ABZ screamed without restraint, viciously attacking our unpatriotic assignment
Administrators’ Roles in Offering Dynamic Early Learning Experiences to Children of Latinx Immigrants
Get PDFPrincipals and school administrators play a critical role in creating learning environments that are sensitive to the needs of students from immigrant families. School administrators, particularly principals, are tasked with making decisions that directly and indirectly impact what happens in a classroom. They act as instructional and visionary leaders as well as resource managers and so they determine both the culture and pedagogy of the school. They determine whether the main focus of the early learning classrooms will be academic skill development (literacy, numeracy), cognitive skill development (social competence, behavioral self-regulation, problem-solving, and decision-making), socio-emotional processing (helping others, empathy, sharing), cultural development (positive identity construction, community connection, and values), physical development (gross and fine motor skills), or a combination of these domains.
This article outlines our approach both as administrators and as Latina/o immigrants ourselves who work within Latinx immigrant communities in San Antonio. Our identities as well as our experiences as superintendent (Martinez) and principal (Barraza) inform the ways in which we conceive of high-quality early learning for young children of Latinx immigrants. We would like to help principals recognize and think carefully about their influence on the culture and pedagogy of their early childhood programs (preK-2). To do this, we describe how one early childhood school serves Latinx immigrants as well as Hispanic and African-American families and consistently performs well above the state average for early learning benchmarks while offering children dynamic, agentic learning experiences
Breaking Burnout: How daily mindfulness can break the cycle of clinician burnout and restore passion within the pediatric treatment environment.
Get PDFCaregiver burnout is a common condition that impacts clinicians, patients, and institutions, across all healthcare service lines. Caregivers who serve patients and families directly, including Child Life Specialists, have been found to hold a greater risk of burnout, due to the increased stress and potential for vicarious trauma that exists in the daily responsibilities this position demands (Moody, 2014). Clinicians just entering the Child Life profession, as well as those with only a few short years in the field, have been identified as being especially susceptible to experiencing burnout (Kemper).
Despite the common nature of burnout, complex and long-held cultural barriers within the healthcare profession derer many clinicians from seeking support (Lewis-Hatheway, 2018). Yet, some high-reliability healthcare systems have begun to recognize and respond to this need; both for the well-being of their clinicians, as well as for that of their patients and the institution as a whole. Many of these systems have found positive outcomes from the incorporation of mindfulness strategies as a therapeutic intervention to alleviate caregiver burnout and support healing (Gilmartin, Goyal,Hamati, Mann, Saint, & Chopra, 2017, p. 4).
Of the mindfulness interventions provided by healthcare systems to their clinicians currently, most contain additional barriers for use, such as time, complexity of concept, required equipment, and affordability. This investigation proposes a simple alternative mindfulness strategy to support caregivers; one that is available for use immediately and can be engaged with independently during a clinician’s workday
Pizza Bagel Sundays
Get PDFKate D’Auria worked on an independent study where she created her own children’s book. The book is called Pizza Bagel Sundays and was illustrated by Yan Gabriella Peropat. Pizza Bagel Sundays is a memoir about her childhood and how she grew up in a single parent household. Though single parenting is one of the focuses of the book, it does have other themes such as family, love and how we spend time together. Research was done to see what other types of children’s literature is out there and see where the book fit in. Look at the literature that was out there and developing the book, the audience was also considered when writing the story. The book’s age range is recommended for six to eight year olds and was read aloud to a second grade class who later gave feedback and made personal connections to the story