Perhaps play is not the opposite of work, but synonymous with it.This theory is emerging from a growing body of scientific evidence, reviewed here by the University of Georgia, showing education is not the same as disinterested drudgery
The research focused on four central themes in order to evaluate the overall effectiveness of these devices in assisting with learning, and was carried out by researchers from the Technology Enhanced Learning Research group at the Faculty of Education at the University.
1. Impact of tablet devices on teaching and learning generally The study found that benefits included greater motivation, engagement, parental involvement and understanding of complex ideas.
2. Leader and management issues (stemming from a deployment of devices) The study found that teachers are ‘equally engaged’ by the use of such a device, which has a low learning curve enabling them to use it immediately as a teaching tool and a learning tool for themselves.
3. Professional development of teachers and how teachers cope with using new technology The research found that ‘use of the device is contributing to significant changes in the way teachers approach their professional role as educators and is changing the way they see themselves and their pedagogy’.
4. Parental engagement The study showed that parents become more engaged with the school and their child’s learning when the iPad travels home with the student.
As expected, later timing of first sexual experience was associated with higher educational attainment and higher household income in adulthood when compared with the Early and On-Time groups. Individuals who had a later first sexual experience were also less likely to be married and they had fewer romantic partners in adulthood. Among the participants who were married or living with a partner, later sexual initiation was associated with significantly lower levels of relationship dissatisfaction in adulthood. The association held up even after taking genetic and environmental factors into account and could not be explained by differences in adult educational attainment, income, or religiousness, or by adolescent differences in dating involvement, body mass index, or attractiveness.
Educational? Yes. Therapeutic? Possibly. But these are side benefits; at heart, play is about fun. And the future of play is about taking all the things kids do for fun—tell stories, act silly, play games, build stuff—and expanding it to include not only the real world and the digital world, but the blending of those two via mobile devices, immersive reality technologies, social networks, and online worlds. Think of the future of play as the rise of cross-dimensional playgrounds.
The structure and purpose of play is not going to change in the next decade. What is changing rapidly is the environment and infrastructure of play: where play happens, whom it happens with, and what materials are employed. In the report, we forecast several key directions for kidstech and play.
The last decade has witnessed a revolution in our understanding of infants and young children. Scientists used to believe that babies were irrational, and that their thinking and experience were limited. Recently, they have discovered that babies learn more, create more, care more, and experience more than we could ever have imagined. And there is good reason to believe that babies are actually cleverer, more thoughtful, and even more conscious than adults.
A new baby’s captivated gaze at her mother’s face lays the foundations for love and morality. A toddler’s unstoppable explorations of his playpen hold the key to scientific discovery. Alison Gopnik – a leading psychologist and philosopher, as well as a mother – explains the groundbreaking new psychological, neuroscientific, and philosophical developments in our understanding of very young children, transforming our understanding of how babies see the world, and in turn promoting a deeper appreciation for the role of parents.
Repeated administration of a low dose of fluoxetine to adolescent hamsters dramatically increased offensive aggression and altered the development of brain areas directly associated with controlling the aggressive response.
Do basic information processing skills in infancy have any bearing on later executive functioning skills in children? Infants were assessed for memory, processing speed, and attention at age 7-12 months and age 24-36 months. When they were 11 years old, the children returned to the lab and were assessed for various different kinds of executive functioning skills, including working memory, inhibition, and shifting.
Parents with social anxiety disorder are more likely than parents with other forms of anxiety to engage in behaviors that put their children at high risk for developing angst of their own, according to a small study of parent-child pairs.
The videos were analysed by two independent coders who were trained to look for important aspects in the way mothers play with toddlers. The results showed that when mums played with a toddler with electronic toys, they were less responsive, less educational in their play style (for example, providing fewer labels, less often expanding children's words etc), and slightly less encouraging.
Children who play on playgrounds that incorporate natural elements like logs and flowers tend to be more active than those who play on traditional playgrounds with metal and brightly colored equipment, according to a recent study.
I am committed to seeing my daughters as individual people, not limited to their gender, but not disconnected from it either. This is tough. I seek to respect my children’s autonomy and privacy, to trust their power and to keep talking with them, even when it makes all of us uncomfortable.
This exciting book by three pioneers in the new field of cognitive science discusses important discoveries about how much babies and young children know and learn, and how much parents naturally teach them. It argues that evolution designed us both to teach and learn, and that the drive to learn is our most important instinct. It also reveals as fascinating insights about our adult capacities and how even young children — as well as adults — use some of the same methods that allow scientists to learn so much about the world. Filled with surprise at every turn, this vivid, lucid, and often funny book gives us a new view of the inner life of children and the mysteries of the mind.
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