"The healthy development of young children in the early years of life literally does provide a foundation for just about all of the challenging social problems that our society and other societies face," says Jack P. Shonkoff, professor at the Harvard Graduate School of Education. This video from the Center on the Developing Child at Harvard University looks at the brain science behind early childhood development.
"When we talk about preparing children to succeed in school, we cannot separate cognitive development from social and emotional development. You can't have one without the other," says Shonkoff. He goes on to explain how a young child's brain is shaped by his experiences, and how interactions with adults, both positive and negative, affect the development of a child's brain. Learn more with ASCD Express.
Pet Pals: Teaching Resilience With Man’s Best Friend
Dogs are amazing creatures! They provide unconditional love, do not discriminate, judge, laugh, or criticize, and they are excellent and attentive listeners. They encourage relaxation, lower blood pressure, and brighten affect. These characteristics help to make pet-assisted therapy a natural fit for children and adolescents, and students in North Carolina's Orange County Schools will happily agr
Resilience: It’s a Practice
Post written by Carla Tantillo and Lara Veon, Mindful Practices Among the most heartbreaking moments as an educator is that of observing a student who doesn't believe in herself and sees a mistake—be it a social interaction gone bad or a failing grade—as a fracture of character instead of an opportunity for growth. Similarly upsetting is witnessing a student who experiences trauma and loss withd
OCT 16
Early Childhood Education Programs: Play
Thomas Armstrong, education expert, author, and Whole Child Podcast guest, just can't say enough about the importance of play. The chapter "Early Childhood Education Programs: Play" is excerpted from Armstrong's ASCD book Best Schools, which looks at not just best schools, but also best practices for teaching and learning. In this chapter, Armstrong points to early education practices th
