Summary of Erika Christakis's The Importance of Being Little

Everest Media

Description

Please note: This is a companion version & not the original book.
Sample Book Insights:
#1 A five-year-old girl was fascinated by a nonfiction picture book about birds of prey, and spent a lot of time studying them in her classroom. She became an expert on bird shadows, and noticed a cartoon image on each page that didn’t make sense. She wondered where the bird was going to get salt. It’s not just children who can make those connections. I recently heard an interview with Mandy-Rae Cruikshank, a young actress who voices the character of Baby Hazel in the Pixar films Inside Out and Finding Dory. When I was writing this book, I asked Mandy-Rae if she would share some thoughts about the ways in which her work with her character, Baby Hazel, and her research into human emotions informed her work as an actor. She wrote the following in an email: I think that working with the Pixar team has taught me the most about how it’s possible to accurately translate or distill human emotions into animation, or to use real human emotions as a basis for animating fictional characters. -> Abby, a five-year-old girl, was fascinated by a nonfiction picture book about birds of prey.
#2 The key to scaffolding is to be there for your child when they are working at their edge, and to activate your own knowledge and experience as well as their interesting insights.
#3 Young children need to be educated, and they need to be educated by someone who understands them and their needs. This understanding takes place on two levels.
#4 The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

Sujets

• Parenting

Informations

• Publié par: Everest Media LLC
• Date de parution: 08 octobre 2022
• Nombre de lectures: 0
• EAN13: 9798350033038
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Insights on Erika Christakis's The Importance of Being Little
Contents Insights from Chapter 1 Insights from Chapter 2 Insights from Chapter 3 Insights from Chapter 4 Insights from Chapter 5 Insights from Chapter 6 Insights from Chapter 7 Insights from Chapter 8 Insights from Chapter 9 Insights from Chapter 10 Insights from Chapter 11
Insights from Chapter 1

#1

A five-year-old girl was fascinated by a nonfiction picture book about birds of prey, and spent a lot of time studying them in her classroom. She became an expert on bird shadows, and noticed a cartoon image on each page that didn’t make sense. She wondered where the bird was going to get salt. It’s not just children who can make those connections. I recently heard an interview with Mandy-Rae Cruikshank, a young actress who voices the character of Baby Hazel in the Pixar films Inside Out and Finding Dory. When I was writing this book, I asked Mandy-Rae if she would share some thoughts about the ways in which her work with her character, Baby Hazel, and her research into human emotions informed her work as an actor. She wrote the following in an email:I think that working with the Pixar team has taught me the most about how it’s possible to accurately translate or distill human emotions into animation, or to use real human emotions as a basis for animating fictional characters. -> Abby, a five-year-old girl, was fascinated by a nonfiction picture book about birds of prey.

#2

The key to scaffolding is to be there for your child when they are working at their edge, and to activate your own knowledge and experience as well as their interesting insights.

#3

Young children need to be educated, and they need to be educated by someone who understands them and their needs. This understanding takes place on two levels.

#4

The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

#5

The paradox of preschool is the misalignment between children’s inborn ability to learn in any setting and the inadequate early learning environments and suboptimal learning we so often find.

#6

Direct instruction, a preschool teaching method in which small, sequential chunks of information are delivered by the teacher to the child, is highly effective for imparting intentional knowledge such as phonics rules and other types of literacy instruction. But it is not suitable for learning playfully on your own terms.

#7

While direct instruction is a very effective way to impart intentional knowledge such as phonics rules and other types of literacy instruction, it is not suitable for learning playfully on your own terms.

#8

The paradox of preschool is the misalignment between children’s inborn ability to learn in any setting and the inadequate early learning environments and suboptimal learning we so often find. Direct instruction, a preschool teaching method in which small, sequential chunks of information are delivered by the teacher to the child, is highly effective for imparting intentional knowledge such as phonics rules and other types of literacy instruction. But it is not suitable for learning playfully on your own terms.

#9

The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

#10

In early education, the difference between a high-quality and a low-quality preschool environment is that in a high-quality program, adults are building relationships with children and paying attention to their thinking processes and communication.

#11

The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

#12

While direct instruction is a highly effective method for imparting intentional knowledge such as phonics rules and other types of literacy instruction, it is not suitable for learning playfully on your own terms. The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

#13

Direct instruction, a preschool teaching method in which small, sequential chunks of information are delivered by the teacher to the child, is highly effective for imparting intentional knowledge such as phonics rules and other types of literacy instruction. But it is not suitable for learning playfully on your own terms.

#14

The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

#15

The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

#16

The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

#17

The best preschool programs provide young children with ample opportunities to use and hear complex, interactive language; their curriculum supports learning processes and a wide range of school-readiness goals that include social and emotional skills and active learning; and they have well-qualified teachers who use reflective teaching practices.

#18

We can’t know for sure whether preschool improves kids’ educational outcomes because we don’t have a randomized, controlled trial. We have to rely on observational studies and statistical adjustments that are not as reliable as they seem.

#19

The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

#20

The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

#21

The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

#22

The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find. But the child’s environment is the curriculum, and children can learn in all environments.

#23

The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

#24

The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

#25

The paradox of the preschool is that our children’s inborn ability to learn in practically any setting often goes unrealized, while the inadequate learning environments and suboptimal learning we so often find in our public schools are a result of -> The preschool paradox is the puzzling misalignment between children’s inborn ability to learn in virtually any setting and the inadequate early learning environments and suboptimal learning we so often find.

#26

The paradox of the preschool is that our children’s inborn ability to learn in virtually any setting goes unrealized, while the inadequate learning environments and suboptimal learning we so often find in our public schools are a result of our collective failure to recognize and address the needs of young children.