Development

Bergen, D. and Fromberg, D. P., (2009). Play and social interaction in middle childhood. Educational Psychology, (26) 426-430.

The authors in this article discuss the aspect of play: how kids play and when they play. They suggest that adults mostly remember their play from age eight to twelve (Bergen & Fromberg, 2009). Those are my fondest and most memorable moments. From playing with Barbie to building forts out back, I remember pretending and inventing. When did it stop?  Because it DID stop.  The authors suggest the demise of play has come from sports teams, music lessons, test prep courses, tutoring, etc. This is true and how interesting it because these activities are not negative use of time, just different use of time. Which is more important? That’s a question for the ages.  Growing up, we played until the street lights came on. We played street hockey, baseball in the desert, rode bikes, and invented all types of games with the resources that were available to us (not much). It was a time of creativity and innovation all our own. It was wonderful!  Plus, it taught us to get along with other neighbor kids, mind our manners, and obey our parents. These are all skills the youth of today should seek more improvement (in my opinion.)

The authors suggest the following regarding what is learned in play and what is important about play.  First, they believe role play of hard issues in life, like death and aggression can help them deal with these issues later in life. Second, children who negotiate play feel a need for that ability. Those who do not, and stand by the wayside, may later in life seek out gangs or other groups to fill a void. Third, children who play tag, jump rope and play games with hand-eye coordination, build, and construct develop a sense for math, chemistry, and physics.  (Well, that explains my lack thereof.) Children who engage in pretend play, with toys or imagination, tend to do this in the privacy of their own boundaries. They do not want adults around during this pretend play. It is thought that children who engage here have an ability to be patient and imagine life in the future, which benefits them later in life because they’ve already imagined what life “could” be like for them.

The generation in which we now live have changed the ideas of play. Technology has taken hold of many children and has changed their ideas and perspectives on play. Not to mention the space for play has changed drastically. Parents do not want their children roaming the neighborhoods, regardless of where you live, due to the increase in crime all over the world. Things definitely have changed in that regard. The time for play has changed. School districts have completely taken recess out of their schedules. We had at least two recesses a day during elementary school. Now, there is none. The time has been taken back to academics, academics, academics. When are the “big wigs” going to remember how much fun they had playing and how playing stimulates the brain and actually HELPS kids learn. Hugh?  Everyone will want to live in my world…because there will be play!

Winter, S.M., (2009). Childhood obesity in the testing era: What teachers and schools can do. Childhood Education, 85(5), 283-288.

Winter shares the idea that obesity points to poor school performance (2009). She explains that students at the highest risk are those who are poverty stricken and minorities. That research is actually really interesting to me because one would think those groups would lack in food, however, I think the actuality is that they are lacking in nutritious food.  Nutritious food requires preparation and those who lack home life and care will not get that; most likely they will be forced to eat high sodium, high fat and caloric foods.  She suggests some strategies for teachers to aid their students who face obesity: 1.) Stay informed: teachers should receive quality training regarding foods and nutrition and then stay informed with journals and credible websites. 2.) Design a School Action Plan: Administrators should work with teachers and parents to create a plan of prevention starting in the early grades. 3.) Promote Positive Psychosocial Development of Children:  Help students understand how to have self-control through modeling and self-development. 4.) Promote Healthy Diet and Nutrition: Create a positive eating environment and helping families have food security as needed. 5.) Encouraging Physical Activity: Have PE in school. (I find this idea particularly interesting because schools are cutting PE left and right. Funny how research shows how much it influences academic growth and the people sitting behind the desks who are ONLY concerned about academic test scores are cutting something that can improve those. Hugh?) It’s ironic that by trying to improve test scores, we have decreased physical health (Winter, 2009).

Trost, S.G., and Mars, H. (2010). Why we should not cut P.E. Educational Leadership,  60-65.

Research from this study examines student achievement when applying physical education, taking it away completely, and increasing physical activity. Studies continually exhibit the decrease of academic achievement with the lack of physical education. The interesting aspect was the schools that were given increased time for physical education (more than the norm) made large strides of success in academic achievement.  This adds to the fact that students are able to stay on task and focus for longer periods of time when allowed to have breaks including physical activity. This only makes sense.  If students can focus on a task for a longer period of time, it only makes sense that they would comprehend more resulting in higher achievement.  It is important to note, however, that must studies completed rate the time of physical education and not the quality of physical education.  That too can be a great issue to discuss. From my personal experience, I have witnessed high school girls attending P.E. They have no intention of messing up their hair or getting sweaty. Students in elementary school mostly all enjoy a good game of “steal the bacon,” but unless the teacher takes time to plan and implement the game, it will not get played and students will not have quality P.E.  A conclusion by the author addresses how policy makers need to stop justifying cuts of P.E. because they believe it will increase student achievement; that is not true and will not prove to be true (Trost & Mars, 2010).

Halpern-Felsher, B. (2009). Adolescent decision making. The Prevention Researcher, 3-7.

Adolescent age is a time of great decision making. The author suggests it important to note that competent decision making is based on the process of how the decision was made, not just the actual decision (Halpern-Felsher, 2009). Adolescents need to make decisions regarding many new and interesting concepts that before have not been open to them like: drug use, alcohol intake, sexual intimacy, etc. The reason it is hard for this age group to make decisions regarding these topics is due to peers.  I personally believe one way to prevent negative actions regarding these topics is to be open with your adolescent and prepare with prevention. It’s also important to teach by example; they watch our every move and if we teach them these actions are acceptable, why would they hesitate?

The author suggests multiple paths to decision making (Halpern-Felsher, 2009). The first path is the path that requires the adolescent to take into consideration their actions and then consequences of the action.  It also requires them to think what others might think of them after the decision is made.  The second path is less planned and more reactive. It requires the adolescent to have an opinion on what others are doing allowing them to already have an opinion about the action.

The study also suggests the boys and girls have differences when making decisions. Girls tend to think more about the final outcome and boys tend to think about the moment (Halpern-Felsher, 2009). From personal experience, I believe this to be true. As an adolescent, I was always worried about what could  happen rather than what was happening at the moment. It was a horrible way to live, but kept me safe!

Due to life experience and brain development during the adolescent years, decisions are harder to make; this is true. I think that is why it is even more important to allow your adolescent freedom to choose, yet give them direction. It is important to make your home a place of refuge and place for other friends to feel welcome. This will allow them to stay out of trouble and make good decisions in a positive atmosphere. The author also suggests we give adolescents activities that give them the same sort of satisfaction to help them postpone the urge to make rash decisions until they are of age (Halpern-Felsher, 2009).

Richardson, Joan. (2010). Safe at school: An interview with Kevin Jennings. Phi Delta Kappan, 26, 43-48.

Kevin Jennings grew up in poverty. His father died at age 8, leaving his mother to raise him alone. She only had a 6^th grade education because she too grew up in poverty. During the depression, she had to quit school to pick cotton to keep her family going. Through all this, he moved schools a lot and never really had a stable home. However, his mother insisted that he go to college and continued to impress that upon him. He reminds us that “good parenting compensates for a lot of deficiencies” (Richardson, 2010, p. 41). He did go to college, a Harvard grad.

The bullying started in elementary school and progress through his older years. He was never supported, even when he told teachers. However, one teacher who taught math did help him and he received his first and last “A” in that class. I can’t believe this!  Sometimes students this smart do not get “A’s” because they do not apply themselves; they get bored in school. However, this was not the case. His attitude was that he loved learning; he just didn’t feel comfortable at school and his emotions controlled his learning.

Eventually he went back into the classroom to teach; he thinks he secretly wanted to make sure what happened to him never happened to anyone else-ever.  He wants to add “climate” to the new core standards. This will require teachers to teach with strong standards and make their classroom a positive place to be. I know, it seems that being a teacher you should just do that. However, I am here to tell you, I’ve worked in the classroom and it is not “just like that.” It’s sad really, that teachers don’t just make their classroom climate a standard.  Adjusting for a positive school climate also addresses academic needs. As students feel academically challenged and engaged, they will learn and have more desire to learn.  I think he has a great idea. By adding climate to standards, things will change. When teachers are held accountable, they will do things to make it better. It’s sad really, that these types of issues have to be a “standard” in order for one to comply.

Graham, S. (2010). What educators need to know about bullying behaviors. Phi Delta Kappan, 26, 66-69.

This article deals with myths of bullying. The author agrees that bullying has increased in recent years, but there are plenty of myths out there that need to be brought to attention and discussed with teachers and students.

#1: Bullies have low self-esteem: Actually most bullies are popular (as seen in many middle school settings).  This is partially the reason they are bullies-because they are perceived as cool by many other students and their behaviors are justified.

#2: Getting Bullied is a natural part of growing up: Actually, the complete opposite occurs with bullying. Bullying really increases their vulnerability.

#3: Once a victim, always a victim: There is not really proof that bullying stays with the same person all year. There are traits that may encourage bullying, however.

#4: Boys are physical and girls are relational victims and bullies: What is more correct is that the way bullies “attack” their victims change. While they are younger, they are more physical. As they get older, they realize they cannot get away with that as easy and tend to use psychological abuse.

#5: Zero tolerance policies reduce bullying: At times, they can even increase the negative behavior because the ideas backfire.

#6: Bullying involves only a perpetrator and a victim: In many instances the bullying takes place in front of at least 4 others. These bystanders can either address the situation (which is rare) or they can watch and do nothing, ultimately intimidating the victim more, or they can add to the negative situation.

Interventions include: finding ways for the bully to control their anger and the victims finding ways to see themselves more positively.

Damon, W. (2010). The bridge to character. Educational Leadership, 36-39.

We are all born with innate qualities and characteristics. We also learn many of these characteristics as we live at home with siblings and parents.  Then we progress even more as we go to school and work with peers, teachers, and administrators. The author suggests that adult guidance is necessary to teach youth the correct ways to make decisions and culturally acceptable character traits, rather than just accepting their natural ways (Damon, 2010). I agree with this idea and the concept that it takes a community to raise a child. I cannot be with my child every second of every day, so I have to rely on other adults to help me be consistent with my daughter’s behavior and character development.

Teaching students these qualities in schools should be part of their standards.  To learn moral qualities will aid students now, in group work and communication, and in the future as they progress to collaborative work in their job.  We need to teach them now, strategies and characteristics that will truly help them in the future. We need to think about what is more important: knowing the dates and names of people in a war, or how the war as handled and what could have been done to prevent that war?  It is important for them to have goals for the future and through charitable work for others they will learn and understand the importance of expressing concern for others, building compassion for another being.