| a child's work vivian gussin paley summary: A Child's Work Vivian Gussin Paley, 2005-05-27 The buzz word in education today is accountability. But the federal mandate of no child left behind has come to mean curriculums driven by preparation for standardized tests and quantifiable learning results. Even for very young children, unstructured creative time in the classroom is waning as teachers and administrators are under growing pressures to measure school readiness through rote learning and increased homework. In her new book, Vivian Gussin Paley decries this rapid disappearance of creative time and makes the case for the critical role of fantasy play in the psychological, intellectual, and social development of young children. A Child's Work goes inside classrooms around the globe to explore the stunningly original language of children in their role-playing and storytelling. Drawing from their own words, Paley examines how this natural mode of learning allows children to construct meaning in their worlds, meaning that carries through into their adult lives. Proof that play is the work of children, this compelling and enchanting book will inspire and instruct teachers and parents as well as point to a fundamental misdirection in today's educational programs and strategies. |
| a child's work vivian gussin paley summary: You Can’t Say You Can’t Play Vivian Gussin Paley, 1993-07-16 Paley introduces a new rule—“You can't say you can't play”—to her kindergarten students and solicits the opinions of older children regarding the fairness of such a rule. The struggle that ensues presents a great teacher with her greatest challenge and speaks to some of our most deeply held beliefs. |
| a child's work vivian gussin paley summary: The Boy Who Would Be a Helicopter Vivian Gussin PALEY, 2009-06-30 How does a teacher begin to appreciate and tap the rich creative resources of the fantasy world of children? What social functions do story playing and storytelling serve in the preschool classroom? And how can the child who is trapped in private fantasies be brought into the richly imaginative social play that surrounds him? The Boy Who Would Be a Helicopter focuses on the challenge posed by the isolated child to teachers and classmates alike in the unique community of the classroom. It is the dramatic story of Jason-the loner and outsider-and of his ultimate triumph and homecoming into the society of his classmates. As we follow Jason's struggle, we see that the classroom is indeed the crucible within which the young discover themselves and learn to confront new problems in their daily experience. Vivian Paley recreates the stage upon which children emerge as natural and ingenious storytellers. She supplements these real-life vignettes with brilliant insights into the teaching process, offering detailed discussions about control, authority, and the misuse of punishment in the preschool classroom. She shows a more effective and natural dynamic of limit-setting that emerges in the control children exert over their own fantasies. And here for the first time the author introduces a triumvirate of teachers (Paley herself and two apprentices) who reflect on the meaning of events unfolding before them. |
| a child's work vivian gussin paley summary: Princesses, Dragons and Helicopter Stories Trisha Lee, 2015-07-24 Stories and fantasy play engage all young children and help them to draw connections and make sense of the world. MakeBelieve Arts Helicopter Stories are tried, tested and proven to have a significant impact on children’s literacy and communication skills, their confidence and social and emotional development. Based on the storytelling and story acting curriculum of Vivian Gussin Paley, this book provides a practical, step-by-step guide to using this approach with young children. Covering all aspects of the approach, Artistic Director Trisha Lee shows you how you can introduce Helicopter Stories to children for the first time, scribing their tales and then bring their ideas to life by acting them out. Full of anecdotes and practical examples from a wide range of settings, the book includes: Clear guidelines and rules for scribing children’s stories, creating a stage and acting out stories How to deal with taboos and sensitive issues in children’s stories How to involve children who are unwilling to speak or act Supporting children with English as an Additional Language Links to show how the approach supports children’s holistic development Providing an accessible guide to an approach that is gaining international recognition, and featuring a foreword by Vivian Gussin Paley, this book will be essential reading for all those that want to support children’s learning in a way that is fun, engaging and proven to work. |
| a child's work vivian gussin paley summary: The Girl with the Brown Crayon Vivian Gussin Paley, 1997 Paley tells in this book a story of her own farewell from teaching, as well as a story of the self-discovery of Reeny, a little girl with a fondness for the color brown. Led by Reeny, Paley and the children develop a passion for the books of Italian author Leo Lionni, exploring the essential human need to create and to belong. |
| a child's work vivian gussin paley summary: Bad Guys Don't Have Birthdays Vivian Gussin Paley, 1991-05-21 With insight and sensitivity, Paley explores the fantasy play of preschoolers and its self-selected themes of bad guys, birthdays, and babies. She share the kids' wonderful conversations in their own words, providing valuable instruction, without lecturing, on the needs and values of children. Winner of the 1990 James N. Britton Award, National Council of Teachers. |
| a child's work vivian gussin paley summary: The Kindness of Children Vivian Gussin Paley, 2009-06-01 Visiting a London nursery school, Vivian Paley observes the schoolchildren's reception of another visitor, a handicapped boy named Teddy, who is strapped into a wheelchair, wearing a helmet, and barely able to speak. A predicament arises, and the children's response--simple and immediate--offers Paley the purest evidence of kindness she has ever seen. In subsequent encounters, the Teddy story draws forth other tales of impulsive goodness from Paley's listeners. Just so, it resonates through this book as one story leads to another--taking surprising turns, intersecting with the narrative unfolding before us, and illuminating the moral meanings that children may be learning to create among themselves. Paley's journey takes us into the different worlds of urban London, Chicago, Oakland, and New York City, and to a close-knit small town in Michigan's Upper Peninsula. Her own story connects those of children from nursery school to high school, and circles back to her elderly mother, whose experiences as a frightened immigrant girl, helped through a strange school and a new language by another child, reappear in the story of a young Mexican American girl. Thus the book quietly brings together the moral life of the very young and the very old. With her characteristic unpretentious charm, Paley lets her listeners and storytellers take us down unexpected paths, where the meeting of story and real life make us wonder: Are children wiser about the nature of kindness than we think they are? |
| a child's work vivian gussin paley summary: White Teacher Vivian Gussin Paley, 2000-03-01 Paley presents a moving personal account of her experiences teaching kindergarten in an integrated school within a predominantly white, middle-class neighborhood. In a new preface, she reflects on the way that even simple terminology can convey unintended meanings and show a speaker's blind spots. |
| a child's work vivian gussin paley summary: Boys and Girls Vivian Gussin Paley, 1984 In Boys and Girls, Vivian Paley has re-created a year of kindergarten teaching in which she explored the differences in the ways children play and fantasize. |
| a child's work vivian gussin paley summary: The Ambiguity of Play Brian Sutton-Smith, 2009-06-30 Every child knows what it means to play, but the rest of us can merely speculate. Is it a kind of adaptation, teaching us skills, inducting us into certain communities? Is it power, pursued in games of prowess? Fate, deployed in games of chance? Daydreaming, enacted in art? Or is it just frivolity? Brian Sutton-Smith, a leading proponent of play theory, considers each possibility as it has been proposed, elaborated, and debated in disciplines from biology, psychology, and education to metaphysics, mathematics, and sociology. Sutton-Smith focuses on play theories rooted in seven distinct rhetorics--the ancient discourses of Fate, Power, Communal Identity, and Frivolity and the modern discourses of Progress, the Imaginary, and the Self. In a sweeping analysis that moves from the question of play in child development to the implications of play for the Western work ethic, he explores the values, historical sources, and interests that have dictated the terms and forms of play put forth in each discourse's objective theory. This work reveals more distinctions and disjunctions than affinities, with one striking exception: however different their descriptions and interpretations of play, each rhetoric reveals a quirkiness, redundancy, and flexibility. In light of this, Sutton-Smith suggests that play might provide a model of the variability that allows for natural selection. As a form of mental feedback, play might nullify the rigidity that sets in after successful adaption, thus reinforcing animal and human variability. Further, he shows how these discourses, despite their differences, might offer the components for a new social science of play. |
| a child's work vivian gussin paley summary: Crisis in the Kindergarten E. Miller, 2009 |
| a child's work vivian gussin paley summary: Mollie Is Three Vivian Gussin Paley, 2010-07-19 No adult can escape the adult perspective; but simply recognizing its inevitable limitations in a children's world enables a few gifted educators to accept the existence and validity of whole kindergartens full of different perspectives. One such person is Vivian Gussin Paley. . . . Her books. . .should be required reading wherever children are growing.—New York Times Book Review With a delightful, almost magical touch, Paley shares her observations and insights about three-year-olds. The use of a tape recorder in the classroom gives her a second chance to hear students' thoughts from the doll corner to the playground, and to reflect on the ways in which young children make sense of the experience of school. . . . Paley lets the children speak for themselves, and through their words we reenter the world of the child in all its fantasy and inventiveness.—Harvard Educational Review Paley's vivid and accurate descriptions depict both spontaneous and recurring incidents and outline increasingly complex interactions among the children. Included in the narrative are questions or ideas to challenge the reader to gain more insight and understanding into the motives and conceptualizations of Mollie and other children.—Karen L. Peterson, Young Children |
| a child's work vivian gussin paley summary: Unsmiling Faces Lesley Koplow, 2007-07-05 The first edition of this indispensable book set the standard for high-quality intervention and prevention programs in early childhood practice. Since its publication, many new forces have impacted the landscape of early childhood education, presenting both great opportunities and great risks for today’s emotionally fragile young children. Once again making complex psychological concepts accessible to classroom teachers, this thorough revision: Incorporates important understandings gained since the tragic events of 9/11. Addresses many of the challenging issues that confront educators in the current high-pressure climate focused on academic performance. Includes recent scientific research that supports the concepts underlying high-quality intervention and prevention in early childhood practice—concepts that were the basis for the first edition of this book. Provides an essential framework to help teachers understand the emotional lives of the young children they serve. Praise for First Edition! As a teacher educator, I am convinced by this powerful and moving book that every teacher needs to be more therapeutic with all children. Nancy J. Zollers, Boston College for the Disability Studies Quarterly |
| a child's work vivian gussin paley summary: Toward a Theory of Instruction Jerome Seymour Bruner, 1974-01-01 This country’s most challenging writer on education presents here a distillation, for the general reader, of half a decade’s research and reflection. His theme is dual: how children learn, and how they can best be helped to learn—how they can be brought to the fullest realization of their capacities. Jerome Bruner, Harper’s reports, has “stirred up more excitement than any educator since John Dewey.” His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context. “One is struck by the absence of a theory of instruction as a guide to pedagogy,” Mr. Bruner observes; “in its place there is principally a body of maxims.” The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, “the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual,” and these are amply evidenced here. At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner’s “evolutionary instrumentalism,” his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man’s powers—especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought. The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach—an experimental mathematics course and a multifaceted course in social studies. In both, the students’ encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process. Written with all the style and élan that readers have come to expect of Mr. Bruner, Toward a Theory of Instruction is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education. |
| a child's work vivian gussin paley summary: Dewey's Laboratory School Laurel Tanner, 1997 Laurel Tanner examines closely the practices and policies of Dewey’s Laboratory School from their inception to the current day. Dewey’s Laboratory School: Lessons for Today provides a wealth of practical guidance on how schools today can introduce Deweyian reforms the way they were originally—and successfully—practiced. It is filled with fascinating excerpts from the school’s teachers’ reports and other original documents. It will be an indispensable text in graduate courses in foundations, curriculum and instruction, early childhood education, instructional supervision, and philosophy of education and for professors, researchers, and general readers in these fields. Selected Topics: Dewey’s Developmental Curriculum—An Idea for the Twenty-First Century • Dewey’s School as a Learning Community • What Have We Learned from Dewey’s School? • Looking at Reform the Dewey Way “The most readable account published of Dewey’s Laboratory School and its lessons for American schools today.” —Elliot W. Eisner, Chair, Curriculum Studies and Teacher Education, Stanford University School of Education “In this fascinating account of the Dewey School, we can almost imagine ourselves as teachers in those fabled classrooms.” —Vivian Gussin Paley, Author and teacher “Laurel Tanner has written the book we should have had decades ago.” —John I. Goodlad, Co-Director, Center for Educational Renewal and President, Institute for Educational Inquiry “Tanner highlights what can be learned today from the setbacks and successes of John Dewey and the teachers at the [Laboratory School at the] University of Chicago.” —Lilian G. Katz, Director, ERIC Clearinghouse on Elementary and Early Childhood Education |
| a child's work vivian gussin paley summary: Storytelling across the Primary Curriculum Alastair K Daniel, 2013-06-17 Starting from the question ‘what is a story?’ Storytelling Across the Primary Curriculum leads the reader through the theory and practise of storytelling as an educational method – a method taught by the author over the last ten years through Primary English teaching programmes. This practical book gives teachers the skills and confidence to use storytelling and the spoken word in new and exciting ways in the classroom. It will also give teachers the confidence to ‘put down the book’ and trust themselves to tell, rather than read, a story. It provides a wealth of examples of cross-curricular teaching opportunities, including a section on the ways in which the teaching of phonics can be embedded in the 'real' language of story. Storytelling Across the Primary Curriculum is ideal for trainee and practicing primary school teachers who want to develop their classroom practice within the field of storytelling. Students on BA Primary, BEd, and PGCE courses, particularly those specialising in English, will also benefit from this book’s stimulating and intuitive approach to teaching English language and literacy. |
| a child's work vivian gussin paley summary: Seeing Young Children with New Eyes Sydney Gurewitz Clemens, Leslie Gleim, 2014-09-15 This book gives adults who work with young children a substantial look at some thoughtful, creative, reflective modes of thinking about their work. It has rich resources for the teacher who wants to grow in respect for children's capabilities and lessons for growing one's ability to listen to the intentions of children. It is rich in examples of real teaching in real American classrooms, influenced by work in Reggio Emilia, Italy. For teachers, and also for parents, of children from 2-6. Written by and for teachers of young children, this exhaustive examination of early education is rigorous and thorough. |
| a child's work vivian gussin paley summary: Under Deadman's Skin Jane Katch, 2002-02-18 The five-and six-year-olds in my class have invented a new game they call suicide. I have never seen a game I hate so much in which all the children involved are so happy. So begins Under Deadman's Skin, a deceptively simple-and compellingly readable-teachers' tale. Jane Katch, in the tradition of Vivian Paley and Jonathan Kozol, uses her student's own vocabulary and storytelling to set the scene: a class of five-and six-year-olds obsessed with what is to their teacher hatefully violent fantasy play. Katch asks, 'Can I make a place in school for understanding these fantasies, instead of shutting them out?' Over the course of the year she holds group discussions to determine what kind of play creates or calms turmoil; she illustrates (or rather the children illustrate) the phenomenon of very young children needing to make sense of exceptionally violent imagery; and she consults with older grade-school boys who remember what it was like to be obsessed by violence and tell Katch what she can do to help. Katch's classroom journey-one that leads her to rules and limits that keep children secure-is an enabling blueprint for any teacher or parent disturbed by violent children's play. |
| a child's work vivian gussin paley summary: Playground Worlds Jaakko Stenros, 2008 |
| a child's work vivian gussin paley summary: The Need for Story Anne Haas Dyson, Celia Genishi, 1994 Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t. |
| a child's work vivian gussin paley summary: Teaching to Change the World Jeannie Oakes, Martin Lipton, Lauren Anderson, Jamy Stillman, 2015-11-17 This is an up-to-the-moment, engaging, multicultural introduction to education and teaching and the challenges and opportunities they present. Together, the four authors bring a rich blend of theory and practical application to this groundbreaking text. Jeannie Oakes is a leading education researcher and former director of the UCLA teacher education program. Martin Lipton is an education writer and consultant and has taught in public schools for 31 years. Lauren Anderson and Jamy Stillman are former public school teachers, now working as teacher educators. This unique, comprehensive foundational text considers the values and politics that pervade the U.S. education system, explains the roots of conventional thinking about schooling and teaching, asks critical questions about how issues of power and privilege have shaped and continue to shape educational opportunity, and presents powerful examples of real teachers working for equity and justice. Taking the position that a hopeful, democratic future depends on ensuring that all students learn, the text pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and explores teachers role in addressing them. The text provides a research-based and practical treatment of essential topics, and it situates those topics in relation to democratic values; issues of diversity; and cognitive, sociocultural, and constructivist perspectives on learning. The text shows how knowledge of education foundations and history can help teachers understand the organization of today s schools, the content of contemporary curriculum, and the methods of modern teaching. It likewise shows how teachers can use such knowledge when thinking about and responding to headline issues like charter schools, vouchers, standards, testing, and bilingual education, to name just a few. Central to this text is a belief that schools can and must be places of extraordinary educational quality and institutions in the service of social justice. Thus, the authors address head-on tensions between principles of democratic schooling and competition for always-scarce high-quality opportunities. Woven through the text are the voices of a diverse group of teachers, who share their analyses and personal anecdotes concerning what teaching to change the world means and involves. Click Here for Book Website Pedagogical Features: Digging Deeper sections referenced at the end of each chapter and featured online include supplementary readings and resources from scholars and practitioners who are addressing issues raised in the text. Instructor s Manual offers insights about how to teach course content in ways that are consistent with cognitive and sociocultural learning theories, culturally diverse pedagogy, and authentic assessment.New to this Edition: |
| a child's work vivian gussin paley summary: Kwanzaa and Me Vivian Gussin Paley, 1995 Paley sets out to discover the truth about the multicultural classroom from those who participate in it. Here are the voices of black teachers and minority parents, immigrant families, a Native American educator, and the children themselves, whose stories mingle with the author's to create a candid picture of the integrated classroom. |
| a child's work vivian gussin paley summary: Young Investigators Judy Harris Helm, Lilian Gonshaw Katz, 2011 This bestselling book has been completely updated and expanded to help teachers use the project approach in child care centers, in preschools, and in kindergarten, 1st grade, and early childhood special education classrooms. For those new to using projects, the book introduces the approach and provides step-by-step guidance for conducting meaningful projects. Experienced teachers will find the teacher interviews, children's work, photographs (including full colour), and teacher journal entries used to document the project process in actual classrooms very useful. This popular, easy-to-use resource has been expanded to include these new features: explicit instructions and examples for incorporating standards into the topic selection and planning process; a variety of nature experiences, with examples that show how project work is an excellent way to connect children to the natural world; an update of the use of technology for both documentation and investigations, including use of the Web as well as and video and digital cameras; and more toddler projects that reflect our increased knowledge from recent mind/brain research about toddler understanding and learning. |
| a child's work vivian gussin paley summary: Segregation by Experience Jennifer Keys Adair, Kiyomi Sánchez-Suzuki Colegrove, 2021-05-03 Early childhood can be a time of immense discovery, and educators have an opportunity to harness their students' fascination toward learning. And some teachers do, engaging with their students' ideas in ways that make learning collaborative. In Segregation by Experience, the authors set out to study how Latinx children exercise agency in their classrooms-children who don't often have access to these kinds of learning environments. The authors filmed a classroom in which an elementary school teacher, Ms. Bailey, made her students active participants. But when the authors showed videos of these black and brown children wandering around the classroom, being consulted for their ideas, observing and participating by their own initiative, reading snuggled up, shouting out ideas and stories without raising their hands, and influencing what they learned about, the response was surprising. Teachers admired Ms. Bailey but didn't think her practices would work with their black and brown students. Parents of color-many of them immigrants-liked many of the practices, but worried that they would endanger or compromise their children. Young children thought they were terrible, telling the authors that learning was about being quiet, still, and compliant. The children in the film were behaving badly. Segregation by Experience asks us to consider which children's unique voices are encouraged-and which are being disciplined through educational experience-- |
| a child's work vivian gussin paley summary: Play, Learning and the Early Childhood Curriculum Elizabeth Wood, Jane Attfield, 2005-05-17 `An excellent overview of the development in thinking about play, based on research into different aspects of play...This book enables the reader to not only access, and engage with developing theories and ideas, but also provides practical ideas and examples that have been tried and tested in the classroom. This book should be compulsory reading for every teacher of young children who are interested in developing their practice to provide a stimulating, active and playful environment with their children in which effective learning and positive attitudes are developed' - Bernadette Hancock, Headteacher of Christ the King Primary School, Cardiff `One of the major strengths of the book is that it makes some complex theory highly accessible to its audience....This makes it an excellent introductory book for use on inservice and undergraduate programs' - Sue Rogers, Institute of Education `This book aims to improve the quality of play in educational settings. It will be valuable for a wide range of practitioners' - Nursery World `In this new and updated edition of an outstanding book, Wood and Attfield once again demonstrate how young children make meaning, and construct knowledge, through play. They combine an informed discussion of the 'ideological tradition' of the early childhood pioneers, which continues to underpin most contemporary provision, with a refreshing openness to the new insights provided by recent research, and the new opportunities offered by the Foundation Stage era. Their unrivalled explanation of the links between theorists, such as Vygotsky, and classroom provision for play, is now expanded through considerations of recent findings in neuroscience, and a renewed awareness of the sociocultural contexts of childhood, as well as by studies which acknowledge the importance of boisterous, rough-and-tumble, play activities for children's development. And throughout, they remind readers and practitioners of the important distinction between play as a spontaneous activity of children ('play as such'), and the play which educators offer as a medium for learning' - Elizabeth Brooker, Course Leader: MA in Childhood Studies, Institute of Education 'This book provides a thorough and up-to-date overview of the topical issue of teaching and learning through play. Chapters cover issues including assessment through play, the role of adults in children's play, the impact of play on social and emotional learning and how to develop a whole-school approach to learning through play. ...This book is theoretical and detailed but extremely interesting and there is certainly practical information to be found in it' - Early Talk This timely Second Edition explores recent developments which strongly endorse play as an integral part of the curriculum. The content has been fully revised to reflect contemporary thinking about the role and value of play in early childhood and beyond. A key focus is the provision of a secure theoretical and practical grounding for developing a pedagogy of play. In the first section, the authors provide an overview of recent developments in education policies, and reviews of research into different aspects of play. In the second section, the emphasis is on classroom practice, specifically: organizing and developing play with particular reference to the Foundation Stage and Key Stage 1; establishing progression and continuity with Key Stage 1; assessing children's learning through play; the role of adults in children's play; using the plan-do-review approach to integrate child-initiated and adult-directed play; the importance of socio-dramatic play for children's social and emotional learning; and developing a whole-school play ethos. This book enables practitioners to create unity between play, learning and teaching, and to improve the quality of children's learning. New material provided by practitioners has been added, to show how this unity can be successfully achieved. This is an essential text for students of education. It is highly recommended to those undertaking degrees in Childhood Studies and those on Initial Teacher Training programmes in early years and primary education. |
| a child's work vivian gussin paley summary: Making Up Our Mind Sigal R. Ben-Porath, Michael C. Johanek, 2019-04-24 If free market advocates had total control over education policy, would the shared public system of education collapse? Would school choice revitalize schooling with its innovative force? With proliferating charters and voucher schemes, would the United States finally make a dramatic break with its past and expand parental choice? Those are not only the wrong questions—they’re the wrong premises, argue philosopher Sigal R. Ben-Porath and historian Michael C. Johanek in Making Up Our Mind. Market-driven school choices aren’t new. They predate the republic, and for generations parents have chosen to educate their children through an evolving mix of publicly supported, private, charitable, and entrepreneurial enterprises. The question is not whether to have school choice. It is how we will regulate who has which choices in our mixed market for schooling—and what we, as a nation, hope to accomplish with that mix of choices. Looking beyond the simplistic divide between those who oppose government intervention and those who support public education, the authors make the case for a structured landscape of choice in schooling, one that protects the interests of children and of society, while also identifying key shared values on which a broadly acceptable policy could rest. |
| a child's work vivian gussin paley summary: How to Succeed in College (While Really Trying) Jon B. Gould, 2012-04-02 After years of preparation and anticipation, many students arrive at college without any real knowledge of the ins and outs of college life. They’ve been focused on finding the right school and have been carefully guided through the nuances of the admissions process, but too often they have little knowledge about how college will be different from high school or what will be expected of them during that crucial first year and beyond. Written by an award-winning teacher, How to Succeed in College (While Really Trying) provides much-needed help to students, offering practical tips and specific study strategies that will equip them to excel in their new environment. Drawing on years of experience teaching at a variety of campuses, from large research universities to small liberal arts colleges, Jon B. Gould gives readers the lay of the land and demystifies the college experience. In the course of the book, students will learn how to identify the best instructors, how to choose classes and settle on a major, how to develop effective strategies for reading and note taking, and how to write good papers and successfully complete exams. Because much of the college experience takes place outside of the classroom, Gould also advises students on how to effectively manage their cocurricular activities, work obligations, and free time, as well as how to take advantage of the typically untapped resources on every campus. With candid advice and insights from a seasoned insider, this guide will leave students better prepared not only to succeed in college but to enjoy it as well. |
| a child's work vivian gussin paley summary: Everything That Rises Must Converge Flannery O'Connor, 2015-01-01 Julian, a recent college graduate, accompanies his mother on the bus to her weekly exercise session. A self-styled intellectual, Julian resents his mother’s ingrained prejudice and superiority, but is forced to face the consequences when their actions put them at odds with the passengers of their recently racially-integrated bus. American author Flannery O’Connor is known for her portrayal of flawed characters and their inevitable spiritual transformation. “Everything That Rises Must Converge” addresses themes of institutional discrimination at a time when racial barriers were being shattered. HarperPerennialClassics brings great works of literature to life in digital format, upholding the highest standards in ebook production and celebrating reading in all its forms. Look for more titles in the HarperPerennial Classics collection to build your digital library. |
| a child's work vivian gussin paley summary: The Classrooms All Young Children Need Patricia M. Cooper, 2011-04-01 Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young children think. In The Classrooms All Young Children Need, Patricia M. Cooper takes a synoptic view of Paley’s many books and articles, charting the evolution of Paley’s thinking while revealing the seminal characteristics of her teaching philosophy. This careful analysis leads Cooper to identify a pedagogical model organized around two complementary principles: a curriculum that promotes play and imagination, and the idea of classrooms as fair places where young children of every color, ability, and disposition are welcome. With timely attention paid to debates about the reduction in time for play in the early childhood classroom, the role of race in education, and No Child Left Behind, The Classrooms All Young Children Need will be embraced by anyone tasked with teaching our youngest pupils. |
| a child's work vivian gussin paley summary: On Writing Qualitative Research Margaret Anzul, Maryann Downing, Margot Ely, Ruth Vinz, 2003-12-16 This text is both about writing up qualitative research and is itself a qualitative study. The written reflections of students on the writing process and the interpretations and presentations of their findings provide a base of data which the authors have, in turn, analyzed and incorporated into their text. They have added accounts of their own experiences, and those of their colleagues and other published authors. All of these are woven into a theoretical framework that discusses them in detail. |
| a child's work vivian gussin paley summary: Classroom Discourse Analysis Betsy Rymes, 2015-12-07 This second edition of Classroom Discourse Analysis continues to make techniques widely used in the field of discourse analysis accessible to a broad audience and illustrates their practical application in the study of classroom talk, ideal for upper-level undergraduate and graduate students in discourse analysis, applied linguistics, and anthropology and education. Grounded in a unique tripartite dimensional approach, individual chapters investigate interactional resources that model forms of discourse analysis teachers may practice in their own classrooms while other chapters provide students with a thorough understanding of how to actually collect and analyse data. The presence of a number of pedagogical features, including activities and exercises and a comprehensive glossary help to enhance students‘ understanding of these key tools in classroom discourse analysis research. Features new to this edition reflect current developments in the field, including: increased coverage of peer interaction in the classroom greater connecting analysis to curricular and policy mandates and standards-based reform movements sample excerpts from actual student classroom discourse analysis assignments a new chapter on the repertoire approach, an increasingly popular method of analysis of particular relevance to today’s multilingual classrooms |
| a child's work vivian gussin paley summary: Wally’s Stories Vivian Gussin Paley, 1987-03-15 Wally's Stories is Vivian Paley's lively account of her kindergarten classroom, where children are encouraged to learn by using their fantasies and stories. The book describes the evolution of both teacher and students as they grow to understand each other through this unusual teaching method. |
| a child's work vivian gussin paley summary: How to Write a BA Thesis Charles Lipson, 2007-12-01 The senior thesis is the capstone of a college education, but writing one can be a daunting prospect. Students need to choose their own topic and select the right adviser. Then they need to work steadily for several months as they research, write, and manage a major independent project. Now there's a mentor to help. How to Write a BA Thesis is a practical, friendly guide written by Charles Lipson, an experienced professor who has guided hundreds of students through the thesis-writing process. This book offers step-by-step advice on how to turn a vague idea into a clearly defined proposal, then a draft paper, and, ultimately, a polished thesis. Lipson also tackles issues beyond the classroom-from good work habits to coping with personal problems that interfere with research and writing. Filled with examples and easy-to-use highlighted tips, the book also includes handy time schedules that show when to begin various tasks and how much time to spend on each. Convenient checklists remind students which steps need special attention, and a detailed appendix, filled with examples, shows how to use the three main citation systems in the humanities and social sciences: MLA, APA, and Chicago. How to Write a BA Thesis will help students work more comfortably and effectively-on their own and with their advisers. Its clear guidelines and sensible advice make it the perfect text for thesis workshops. Students and their advisers will refer again and again to this invaluable resource. From choosing a topic to preparing the final paper, How to Write a BA Thesis helps students turn a daunting prospect into a remarkable achievement. |
| a child's work vivian gussin paley summary: An Introduction to Game Studies Frans Mäyrä, 2008-02-18 An Introduction to Game Studies is the first introductory textbook for students of game studies. It provides a conceptual overview of the cultural, social and economic significance of computer and video games and traces the history of game culture and the emergence of game studies as a field of research. Key concepts and theories are illustrated with discussion of games taken from different historical phases of game culture. Progressing from the simple, yet engaging gameplay of Pong and text-based adventure games to the complex virtual worlds of contemporary online games, the book guides students towards analytical appreciation and critical engagement with gaming and game studies. Students will learn to: - Understand and analyse different aspects of phenomena we recognise as ′game′ and play′ - Identify the key developments in digital game design through discussion of action in games of the 1970s, fiction and adventure in games of the 1980s, three-dimensionality in games of the 1990s, and social aspects of gameplay in contemporary online games - Understand games as dynamic systems of meaning-making - Interpret the context of games as ′culture′ and subculture - Analyse the relationship between technology and interactivity and between ′game′ and ′reality′ - Situate games within the context of digital culture and the information society With further reading suggestions, images, exercises, online resources and a whole chapter devoted to preparing students to do their own game studies project, An Introduction to Game Studies is the complete toolkit for all students pursuing the study of games. The companion website at www.sagepub.co.uk/mayra contains slides and assignments that are suitable for self-study as well as for classroom use. Students will also benefit from online resources at www.gamestudiesbook.net, which will be regularly blogged and updated by the author. Professor Frans Mäyrä is a Professor of Games Studies and Digital Culture at the Hypermedia Laboratory in the University of Tampere, Finland. |
| a child's work vivian gussin paley summary: Best Friends, Worst Enemies Michael Thompson, PhD, Cathe O'Neill-Grace, 2001-10-24 Friends broaden our children’s horizons, share their joys and secrets, and accompany them on their journeys into ever wider worlds. But friends can also gossip and betray, tease and exclude. Children can cause untold suffering, not only for their peers but for parents as well. In this wise and insightful book, psychologist Michael Thompson, Ph.D., and children’s book author Catherine O’Neill Grace, illuminate the crucial and often hidden role that friendship plays in the lives of children from birth through adolescence. Drawing on fascinating new research as well as their own extensive experience in schools, Thompson and Grace demonstrate that children’s friendships begin early–in infancy–and run exceptionally deep in intensity and loyalty. As children grow, their friendships become more complex and layered but also more emotionally fraught, marked by both extraordinary intimacy and bewildering cruelty. As parents, we watch, and often live through vicariously, the tumult that our children experience as they encounter the “cool” crowd, shifting alliances, bullies, and disloyal best friends. Best Friends, Worst Enemies brings to life the drama of childhood relationships, guiding parents to a deeper understanding of the motives and meanings of social behavior. Here you will find penetrating discussions of the difference between friendship and popularity, how boys and girls deal in unique ways with intimacy and commitment, whether all kids need a best friend, why cliques form and what you can do about them. Filled with anecdotes that ring amazingly true to life, Best Friends, Worst Enemies probes the magic and the heartbreak that all children experience with their friends. Parents, teachers, counselors–indeed anyone who cares about children–will find this an eye-opening and wonderfully affirming book. |
| a child's work vivian gussin paley summary: "Don't Get So Upset!" Tamar Jacobson, PhD, 2008-09-12 All childcare professionals were children once, and how their parents responded to their emotional expressions affects how they respond to emotional expressions by children in their own care. “Don’t Get So Upset!” examines the uncomfortable emotions providers feel—and the inappropriate ways they may respond—when children exhibit strong feelings, especially anger, fear, and grief. The book challenges teachers to reflect on their own emotional histories and to find strategies for responding to children in ways that support children’s emotional health and development. It also examines how gender, culture, and societal roles can impact providers’ responses to children’s emotional expressions. |
| a child's work vivian gussin paley summary: The Play's the Thing Elizabeth Jones, Gretchen Reynolds, 1992 The traditional role for teachers in children's play was to structure it, setting rules and interrupting if things got out of hand. However, for children three to five, sociodramatic play is a way to invent and make familiar the rhythms and actions of everyday life. This text describes why play is a fundamentally important part of children's development and shows how adults can support and promote play. The authors offer systematic descriptions and analyses of the different roles a teacher adopts toward this end, including those of stage manager, mediator, player, scribe, assessor, communicator, and planner, and describe both highly interactive and inhibited children from different economic backgrounds. The authors integrate cognitive and psycho-dynamic theory as well, regarding the scripts children play in both cognitive and affective terms, and they discuss the importance of fantasy and reality play themes, demonstrating the implications of play for literacy learning. |
| a child's work vivian gussin paley summary: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated) Naeyc, 2021-08 The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas. |
| a child's work vivian gussin paley summary: Developing Thinking and Understanding in Young Children Sue Robson, 2019-09-24 The third edition of this essential book presents a comprehensive and accessible overview of contemporary theory and research about young children's developing thinking and understanding. This edition brings together up-to-date research into neuroscience and digital learning, combining theory with discussions for best practice. |
| a child's work vivian gussin paley summary: An Imaginative Approach to Teaching Kieran Egan, 2005-02 Introduction : imagination underfoot -- A tool kit for learning : story, metaphor, binary opposites, rhyme, rhythm, and pattern, jokes and humor, mental imagery, gossip, play, mystery, embryonic tools of literacy -- A tool kit for literacy : sense of reality, extremes of experience and limits of reality, association with heroes, sense of wonder, collectuins and hobbies, knowledge and human meaning, narrative understanding, revolt and idealism, changing the context, literate eye, embryonic tools of theoretic thinking -- A tool kit for theoretic thinking : sense of abstract reality, sense of agency, grasp of general ideas and their anomalies, search for authority and truth, meta-narrative understanding -- Conclusion : imagination every day -- Appendix A. Mythic framework -- Appendix B. Romantic framework -- Appendix C. Philosophic framework. |
Child health
May 12, 2025 · More than half of child deaths are due to conditions that could be easily prevented or treated given access to health care and improvements to their quality of life. At the same …
Child Health and Development - World Health Organization (WHO)
12th Meeting of the Strategic and Technical Advisory Group of Experts (STAGE) for Maternal, Newborn, Child and Adolescent Health and Nutrition (MNCAHN) 18 – 20 November 2025 …
Child growth - World Health Organization (WHO)
Apr 3, 2025 · Child wasting refers to a child who is too thin for his or her height and is the result of recent rapid weight loss or the failure to gain weight. A child who is moderately or severely …
Child maltreatment - World Health Organization (WHO)
Nov 5, 2024 · Overview. Child maltreatment is the abuse and neglect that occurs to children under 18 years of age. It includes all types of physical and/or emotional ill-treatment, sexual abuse, …
Head circumference for age - World Health Organization (WHO)
Child growth standards. Standards; Head circumference for age Length/height-for-age; Weight-for-age; Weight-for-length/height; Body mass index-for-age (BMI-for-age) Arm circumference …
Nutrition and Food Safety - World Health Organization (WHO)
Child malnutrition estimates for the indicators stunting, severe wasting, wasting, overweight and underweight describe the magnitude and patterns of under- and overnutrition. The UNICEF …
Body mass inder-for-age (BMI-for-age) - World Health …
Girls simplified field tables- BMI-for-age: Birth to 13 weeks (z-scores) Girls simplified field tables- BMI-for-age: Birth to 2 years (z-scores)
[Child] - Risk factors - World Health Organization (WHO)
Risk Factors: Young children: Risks to child health include low birth weight, malnutrition, not breast feeding, overcrowded conditions, unsafe drinking water and food and poor hygiene …
Height-for-age (5-19 years) - World Health Organization (WHO)
Growth reference 5-19 years - Height-for-age (5-19 years) When autocomplete results are available use up and down arrows to review and enter to select.
Length/height-for-age - World Health Organization (WHO)
Girls chart- Length for age: birth to 6 months (percentiles) Girls chart- Length for age: birth to 2 years (percentiles)
Child health
May 12, 2025 · More than half of child deaths are due to conditions that could be easily prevented or treated given access to health care and improvements to their quality of life. At the same …
Child Health and Development - World Health Organization (WHO)
12th Meeting of the Strategic and Technical Advisory Group of Experts (STAGE) for Maternal, Newborn, Child and Adolescent Health and Nutrition (MNCAHN) 18 – 20 November 2025 …
Child growth - World Health Organization (WHO)
Apr 3, 2025 · Child wasting refers to a child who is too thin for his or her height and is the result of recent rapid weight loss or the failure to gain weight. A child who is moderately or severely …
Child maltreatment - World Health Organization (WHO)
Nov 5, 2024 · Overview. Child maltreatment is the abuse and neglect that occurs to children under 18 years of age. It includes all types of physical and/or emotional ill-treatment, sexual abuse, …
Head circumference for age - World Health Organization (WHO)
Child growth standards. Standards; Head circumference for age Length/height-for-age; Weight-for-age; Weight-for-length/height; Body mass index-for-age (BMI-for-age) Arm circumference …
Nutrition and Food Safety - World Health Organization (WHO)
Child malnutrition estimates for the indicators stunting, severe wasting, wasting, overweight and underweight describe the magnitude and patterns of under- and overnutrition. The UNICEF …
Body mass inder-for-age (BMI-for-age) - World Health …
Girls simplified field tables- BMI-for-age: Birth to 13 weeks (z-scores) Girls simplified field tables- BMI-for-age: Birth to 2 years (z-scores)
[Child] - Risk factors - World Health Organization (WHO)
Risk Factors: Young children: Risks to child health include low birth weight, malnutrition, not breast feeding, overcrowded conditions, unsafe drinking water and food and poor hygiene …
Height-for-age (5-19 years) - World Health Organization (WHO)
Growth reference 5-19 years - Height-for-age (5-19 years) When autocomplete results are available use up and down arrows to review and enter to select.
Length/height-for-age - World Health Organization (WHO)
Girls chart- Length for age: birth to 6 months (percentiles) Girls chart- Length for age: birth to 2 years (percentiles)
