The importance of being little : what preschoolers really need from grownups

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Title:

The importance of being little : what preschoolers really need from grownups

Author:

Christakis, Erika, author.

ISBN:

9781511357890

Edition:

Unabridged.

Physical Description:

10 sound discs (12 hr.) : digital ; 4 3/4 in.

General Note:

Title from container.

Compact discs.

Contents:

Little learners : the classroom called childhood -- Goldilocks goes to daycare : finding the right zone for learning -- Natural born artists : the creative powers of childhood -- The search for intelligent life : un-standard learning -- Just kidding : the fragmented generation -- Played out : habitat loss and the extinction of play -- Stuffed : navigating the material world -- The secret lives of children : fear, fantasy and the emotional appetite -- Use your words : hearing the language of childhood -- Well connected : the roles grownups play -- Hiding in plain sight : early learning and the American Dream.

Subject Term:

Education, Preschool -- Parent participation.

Genre:

Audiobooks

Added Author:

Schnaubelt, Teri,

Local Subject:

Spoken compact disc collection.

Summary:

Parents of young children today are in crisis: pick the "wrong" preschool and your child won't get into the "right" college. Christakis believes we have confused schooling with learning: children are hardwired to learn in any setting, but they punch below their weight when "learning" is defined by strict lessons and dodgy metrics that devalue a child's intelligence. Here, she explores what it's like to be a young child in America today, in a world designed by and for adults.

Holds:

Available:*

Library	Call Number	Status
Searching... Park Grove Library (Cottage Grove)	SCD 372.21 CHR 10 DISCS	Searching... Unknown
Searching... R.H. Stafford Library (Woodbury)	SCD 372.21 CHR 10 DISCS	Searching... Unknown

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Summary

A bold challenge to the conventional wisdom about early childhood, with a pragmatic program to encourage parents and teachers to rethink how and where young children learn best by taking the child's eye view of the learning environment

Parents of young children today are embattled: Pick the "wrong" preschool and your child won't get into the "right" college. But our fears are misplaced, according to Yale early childhood expert Erika Christakis. Children are powerful and inventive; and the tools to reimagine their learning environment are right in front of our eyes.

Children are hardwired to learn in any setting, but they don't get the support they need when "learning" is defined by strict lessons and dodgy metrics that devalue children's intelligence while placing unfit requirements on their developing brains. We have confused schooling with learning, and we have altered the very habitat young children occupy. The race for successful outcomes has blinded us to how young children actually process the world, acquire skills, and grow, says Christakis, who powerfully defends the preschool years as a life stage of inherent value and not merely as preparation for a demanding or uncertain future.

In her path-breaking book, Christakis explores what it's like to be a young child in America today, in a world designed by and for adults. With school-testing mandates run amok, playfulness squeezed, and young children increasingly pathologized for old-fashioned behaviors like daydreaming and clumsiness, it's easy to miss what's important about the crucial years of three to six, and the kind of guidance preschoolers really need. Christakis provides a forensic and far-reaching analysis of today's whole system of early learning, exploring pedagogy, history, science, policy, and politics. She also offers a wealth of proven strategies about what to do to reimagine the learning environment to suit the child's real, but often invisible, needs. The ideas range from accommodating children's sense of time, to decluttering classrooms, to learning how to better observe and listen as children express themselves in pictures and words.

With her strong foundation in the study of child development and early education and her own in-the-trenches classroom experience, Christakis peels back the mystery of early childhood, revealing a place that's rich with possibility. Her message is energizing and reassuring: Parents have more power (and more knowledge) than they think they do, and young children are inherently creative and will flourish, if we can learn new ways to support them and restore their vital learning habitat.

Reviews (4)

Publisher's Weekly Review

Christakis brings her experience working as a preschool teacher and with the Yale Child Study Center to this sophisticated, observation-based argument for viewing young children primarily as just that, and not as adults in training. Christakis wants to stem the loss of the "comprehensive childhood habitat" to narrow government standards, testing regimens, and behavioral diagnoses. She believes that by the time three- to six-year-old children first enter a daycare center or classroom, they are not "blank slates" but full-fledged individuals ready to learn "primarily from their relationships" rather than direct instruction. She urges parents and educators to let these natural learners thrive by paying attention to each child's "zone of proximal development," giving them power to express themselves, and valuing their inner lives while recognizing that they "lack an infrastructure upon which to express emotion." Christakis also encourages caregivers and teachers to offer children stories worth hearing, conversations worth having, and rich contexts for play. Though these optimistic ideas for responsive learning environments are supported more through anecdotes and examples than hard data, Christakis's rich experience and attentiveness to the details of child behavior and psychology give her approach the power of practical real-world experience. Agent: Bonnie Solow, Solow Literary. (Feb.) © Copyright PWxyz, LLC. All rights reserved.

Kirkus Review

An early childhood educator offers fresh advice on how parents and teachers should be interacting with preschool children to achieve better overall results. Christakis, who teaches at Yale University's Child Study Center, examines current early childhood education policies and practices and suggests what can and should be changed so preschoolers have the optimum learning experience. "I offer a straightforward roadmap for recognizing signs of powerful learning that can be hard to discern," she writes, "and I provide concrete recommendations for nurturing young children's learning impulses wherever we find them." Christakis looks at the current practice of teaching preschoolers long vocabulary lists without necessarily emphasizing a true understanding of the words being taught and the overuse of creating a "print-rich environment," in which the classroom is filled to excess with "labels, vocabulary lists, calendars, graphs, classroom rules, alphabet lists, number charts and inspirational platitudes" that often overwhelm young students just learning to read and write. The author studies the need for arts and crafts time in school, which allows students to express themselves when they've yet to master reading and writing. Playtime is another focus, and Christakis stresses the benefits of letting children play outdoors with natural (and free) objects as opposed to continuous screen time. She points out how teaching to achieve mandated skill levels isn't working since it breaks unified tasks into small, often disconnected pieces. Among other issues, she voices thoughts on the expectations educators have on the reading and writing levels of preschoolers without taking into consideration each child's individual development level. Christakis points out the flaws in many of the nation's preschool programs and offers concrete steps for change in the classroom and in education policies. A deep, provocative analysis of the current modes of teaching preschoolers and what should be changed to create a more effective learning environment for everyone. Copyright Kirkus Reviews, used with permission.

Booklist Review

Christakis doesn't just hypothesize about preschool education; she teaches it and backs it up with extensive, solid research then makes it accessible. The Harvard College, Johns Hopkins, and Annenberg School alum taught preschoolers at the University of Chicago Lab School and taught college students early childhood education at Yale University's Child Study Center. (If those qualifications aren't enough, she is also a parent of three.) In this book, Christakis includes many examples of the ways Americans fail to teach young children, but rather than leaving the reader depressed, she empowers readers by explaining how preschoolers learn and how adults can have a better understanding of them. She also teaches how to get out of their way enough to have a better relationship with them. Christakis says her book is geared toward parents, educators, and policymakers, but it could also be required reading for all forms of pediatric therapists and school-board members. Although the author's credentials are quite academic, her book is written for everyone.--McIntosh, Joyce Copyright 2016 Booklist

Library Journal Review

Christakis (education, Child Study Ctr., Yale Univ.) delves into the current state of early childhood education and offers a vision for developmentally appropriate and supportive classrooms. Focusing on the early needs of children, the author breaks down the pedagogy, history, and policy of today's preschool and kindergarten environments to help reveal what works well and what's in desperate need of change. Addressing academic skills in children's emergent literacy as well as other important components of early childhood education, such as building relationships with adults and play, -Christakis takes an in-depth look at the gamut of children's schooling requirements. Honestly addressing every aspect of a child's education, the author's intent here is not to show how to fix things but to start an exchange that encourages us to think differently about education in the early years. VERDICT For all parents, caregivers, and practitioners who are ready to challenge what they believe children need in school and who are open to begin the conversation about change.-Rachel Wadham, Brigham Young Univ. Libs., Provo, UT © Copyright 2016. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

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Summary

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Reviews (4)

Publisher's Weekly Review

Kirkus Review

Booklist Review

Library Journal Review

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