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Is Your Child Falling Behind?

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  • Building a Positive Image as a Learner

    Culturally Responsive Teaching in a Mastery Learning Environment

    Jeremy Chan-Kraushar believes in creating a learning culture that helps students develop positive identities as learners and the power of competency-based learning to do just that. Former teacher and co-founder of New York City Department of Education’s Mastery Collaborative, a network of 42 schools implementing competency-based learning across New York City, Chan-Kraushar spoke about learner identity at SXSWedu last month, and the ways in which competency-based learning can be culturally responsive and build equity in education.

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  • Social Development and Behaviour

    Social understandings and behaviours are closely interwoven with emotions, temperament, values, attitudes,knowledge and skills.

    Children are born social. Social capacity develops as children interact with supportive, stimulating, safe people and places. Tuning in, listening and watching closely can help adults to understand what might be giving rise to a child's behaviour. It can help to think of behaviour as the tip of an iceberg—there’s usually an emotional base hidden underneath.

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  • What Parents Want to Know

    “IF YOU’VE met one person with autism, you’ve met one person with autism.”

    This well-known quote by Dr Stephen Shore, internationally renowned for his research surrounding autism, shows that living with the condition can mean different things to different people.

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  • Narrate the Play and Connect the Players – a great language stimulant

    As teachers, there are so many ways to interact with children while they play. One way to join in play is to narrate what you see happening. When you narrate children’s actions, you both describe what you see but also make inferences about what is taking place. These inferences can launch the conversation between you and the children. Children can add on to what you said or even correct your ideas. This gives you the opportunity to rephrase their words and incorporate rich vocabulary and detailed descriptions.

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  • Big Clocks Help Reduce Stress in the Elderly

    Helping Australians living with Alzheimer's and Dementia manage better at home.

    Our day clock aims to assist people with memory loss and ease the workload of their families and carers. With a simple and clear display, our clock assists sufferers to link time with their daily routine, and considerably improve daily life.

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  • Label my Child? – Yes Please

    I understand why some parents fear and avoid the ADHD label, but for my family it’s provided clarity, resources, and a path toward healing. ADHD doesn’t define us, but it does help explain a lot.

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  • Talking to Toddlers – It isn’t the Words It’s the Conversation

    Two decades ago, a landmark study found a 30-million-word gap between the number of words spoken to children living in poverty in the first three years of life and those from better-off families.

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  • Funding Boost for the Most Important Area of Develoopment

    In a small but never the less crucial Facebook posting yesterday, Deputy Premier, Minister for Education and Emergency Services and State Member for Monbulk, James Merlino made a crucial announcement saying, quote: “We don’t want any child to fall behind. That is why we will invest $65.5 million to make sure every prep has a health check, employ more speech pathologists and provide even more mental health support”

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  • Top 40 Children’s Books for Struggling Readers

    40 children’s books have been selected for new starter packs which will benefit children supported by Beanstalk reading helpers in primary schools across England.

    Beanstalk has revealed 40 children’s books that will be used by the charity’s volunteers to kick-start reading engagement for the children they support.

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  • Good at Reading but Not at Comprehending?

    There’s been much discussion recently regarding the “language gap” and the “word gap” — the recognition that there are huge variations in levels of children’s language ability by the time they start school. Some of our research has investigated how children’s spoken language sets the foundation for literacy development. It is clear that children with low levels of spoken language are at risk for reading failure, particularly with it comes to reading comprehension.

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