Podcasts about early childhood education journal

Researchers estimate that a majority of children with developmental delays have Sensory Processing Disorder. What to do? Let's dive in! Raevsky, M., Nabalta, C. A., & Atiles, J. T. (2025). Managing sensory processing disorders in an early childhood classroom: Evidence-based strategies for teachers. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01904-z Ready to put research into practice every week? Join me at the drawing board by joining the SIS Membership at https://www.kellyvess.com/sis

Kinderboekenweekspecial: diversiteit in kinderboeken Van 30 september tot 11 oktober is het Kinderboekenweek. Ter ere van deze mooie campagne presenteren wij onze special over jeugdliteratuur: een interview met Sara Van den Bossche over diversiteit in kinderboeken. We voelen Sara aan de tand over de stand van zaken in de Nederlandse jeugliteratuur en de rol die wij als lezers kunnen spelen in het kritisch lezen van kinderboeken. Sara Van den Bossche is docent Jeugdliteratuur aan de universiteit van Tilburg. Zij is speciaal geïnterresseerd in ideologiekritiek en etnisch-culturele diversiteit in kinderboeken. Samen met Anne Klomberg schreef zij het boek Jeugdliteratuure door de lens van etnisch-culturele diversiteit. In dit boek stellen zij de vraag: wat gebeurt er als de verhalen die kinderen lezen slechts een deel van de werkelijkheid, en van de mensen daarin, belichten? Het boek laat zien wat een homogeen wereldbeeld doet met het zelf- en wereldbeeld van het lezende kind. En het biedt een handreiking voor ouders en andere volwassenen die hun kinderen hierin willen begeleiden. Je vind het boek hier in onze webshop. Dit boek maakt gebruik van verschillende eerdere onderzoeken. Een aantal belangrijke bronnen voor dit onderzoek zijn de volgende studies: Dessing, M. (2017). 'Diversiteit bij kinderboeken neemt toe, maar Nederlandse uitgeverijen blijven achter bij Angelsaksische'. Boekblad Magazine, 11, 24-27. Moenandar, S. J. (2017). ‘Liefde kent geen grenzen, culturen wel’: Westerse reddingplots in Nederlandstalige jeugdromans (2005-2010). Literatuur zonder leeftijd, 31(103), 46-66. Voorst, S. van (2007). 'In de ‘Kerk zonder kinderen’ op zoek naar de allochtone kinderboekenauteurs'. Literatuur zonder leeftijd, 21(72), 107-124. Bruijn, Y de, R.A.G. Emmen & J. Mesman (2020). 'Ethnic Diversity in Children’s Books in the Netherlands'. Early Childhood Education Journal, published online before publication. Kinderboeken bij Savannah Bay Savannah Bay heeft een mooie selectie kinderboeken waarin speciale aandacht is voor een diverse speigeling van de samenleving. Je vind de kinderboeken hier in onze webshop. Een paar van onze favorieten: Julian ziet op een dag drie zeemeerminnen.Vanaf dat moment is niets meer wat het was … Hij heeft maar één grote wens: een zeemeermin worden.Wat vindt zijn oma daarvan? Vind het boek hier in de webshop. Op vakantie naar familie in het buitenland! Pindakaas en chocopasta gaan mee heen, saffraan en oranjebloesemolie gaan mee terug. Esmaa gaat deze zomervakantie met haar ouders, broertjes en zusje op reis, naar familie die in Marokko woont. Allemaal prachtige spullen en lekkere kruiden gaan weer mee terug. Die spullen halen ze op de markt. Maar het is zo druk op de markt! Ze raakt haar moeder kwijt tussen alle vrouwen met paarse djellaba’s. Ze ontmoet een waarzegster, een watermannetje, acrobaten en een aapje. Die helpen Esmaa en haar moeder elkaar weer te vinden. De vele zomers die Lisa Boersen en Hasna Elbaamrani bij familie in het buitenland doorbrachten waren de inspiratie voor dit betoverende prentenboek. Annelies Vandenbosch bracht het tot leven met haar sprankelende illustraties. Vind het boek hier onze webshop. Noen komt thuis van school, boos en verdrietig. Iemand had gelachen met haar donkere huid en wilde krullen. Hij had gezegd dat ze maar weg moest gaan. Maar Noen wil helemaal niet weg. En dat hoeft ook niet, want Noen is prima zoals ze is. Meer nog, ze is MAGISCH. Opgroeien als een bruin meisje in het Westen brengt heel wat uitdagingen mee. Je ziet jezelf weinig weerspiegeld in de beelden die je te zien krijgt. Op televisie, in films en ook in boeken blijft het speuren naar iemand die eruitziet en die hetzelfde meemaakt als jij. Brown Girl Magic wil deze leegte mee opvullen. Het is een boek voor, door én over bruine meisjes. Over kroeshaar en gouden huid, over pesten en liefhebben, over alle maten,

In this episode of Maybe It’s Rocket Science, we dive into the importance of reading. The episode is broken up into 2 different parts; part 1 focusing on how reading creates better humans and how schools are affected by administrations and what that means for the young students, part 2 talks about who gets to read and the organization Reach Out and Read Colorado’s impact on marginalized communities. Sources: Breznitz, Z. (1987). Reducing the Gap in Reading Performance Between Israeli Lower- and Middle-Class First-Grade Pupils. Journal of Psychology, 121(5), 491. doi.org/10.1080/00223980.1987.9915503 Cheema, Jehanzeb. (2018). Adolescents’ enjoyment of reading as a predictor of reading achievement: new evidence from cross-country survey. Journal of Research in Reading, Vol 41 (Issue S1), pp S149-S162. DOI:10.1111/1467-9817.12257 Christian, B., & Bloome, D. (2004). Learning to Read is Who You Are. Reading & Writing Quarterly, 20(4), 365–384. doi.org/10.1080/10573560490489847 Frey, N., & Fisher, D. (2010). Reading and the Brain: What Early Childhood Educators Need to Know. Early Childhood Education Journal, 38(2), 103–110. doi.org/10.1007/s10643-010-0387-z Kenny, C. (2016). Focus on family: it’s OK to play: The importance of playing while reading aloud to young children. Childhood Education, Vol 92 (Issue 2), pp 161-163. DOI: 10.1080/00094056.2016.1150760 Merga, M. K. (2017). What motivates avid readers to maintain a regular reading habit in adulthood? Australian Journal of Language & Literacy, 40(2), 146–156. Mohamed, A. (2016). Voicing the Voiceless: Including the Stories of Marginalized Students in Classroom Literature. Language Arts Hournal of Michigan, 33(1), 36-42. doi.org/10.9707/2168-149X.2151 Morgan, P. L., Farkas, G., & Wu, Q. (2011). Kindergarten Children’s Growth Trajectories in Reading and Mathematics: Who Falls Increasingly Behind? Journal of Learning Disabilities, 44(5), 472–488. doi.org/10.1177/0022219411414010 Smart, D., Youssef, G. J., Sanson, A., Prior, M., Toumbourou, J. W., & Olsson, C. A. (2017). Consequences of childhood reading difficulties and behavior problems for educational achievement and employment in early adulthood. British Journal of Educational Psychology, 87(2), 288–308. doi.org/10.1111/bjep.12150(Links to an external site.) SMITH, M. C. (1990). A Longitudinal Investigation of Reading Attitude Development from Childhood to Adulthood. Journal of Educational Research, 83(4), 215–219. doi.org/10.1080/00220671.1990.10885958 Sui Chu Ho, E., Lau, K. (2018). Reading engagement and reading literacy performance: effective policy and practices at home and in school. Journal of Research in Reading, Vol 41 (Issue 4), pp 657-679. DOI:10.1111/1467-9817.12246 von Hippel, P. T., Workman, J., & Downey, D. B. (2018). Inequality in Reading and Math Skills Forms Mainly before Kindergarten: A Replication, and Partial Correction, of “Are Schools the Great Equalizer?” Sociology of Education, 91(4), 323–357. doi.org/10.1177/0038040718801760 Yurick, A., Cartledge, G., Kourea, L., & Keyes, S. (2012). Reducing Reading Failure for Kindergarten Urban Students: A Study of Early Literacy Instruction, Treatment Quality, and Treatment Duration. Remedial & Special Education, 33(2), 89–102. doi.org/10.1177/0741932510365359

Get .1 ASHA CEU hereWe were so excited to have the opportunity to speak with Venita Litvack MA, CCC-SLP of Speechie Side Up! In our interview with Venita, she shared her extensive experience and passion for literacy instruction with individuals who use AAC. You can find more information about her podcast and other materials available on her website!Listen and learn more about best practice when it comes to literacy instruction (spoiler alert: sight words in isolation isn't it). Venita shares her enthusiasm, along with a number of actionable tips and resources for SLPs, educators, and others seeking to improve their skills and efficacy in the area of literacy instruction for AAC users. Along with examples for working individually with clients, you'll also come away with ideas for group instruction and support.We wrapped this interview feeling educated, invigorated, and inspired to share this new information with others and implement it in our own clinical work. We hope our listeners will feel the same way! You can read more about Venita, her background, and current projects here. Thank you for joining us Venita!This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.Learning Outcomes1. Describe at least 3 evidenced-based strategies for teaching literacy to children who use AAC.2. Describe at least 3 resources that are available to teach literacy to individuals who use AAC.3. Describe at least 3 activities to use in group lessons that incorporate AAC and literacy.ReferencesCunningham, J. W. (2001). The National Reading Panel report. Reading Research Quarterly, 36, 326-335. doi:10.1598/RRQ.36.3.5Erickson, K. A., & Koppenhaver, D. (2020). Comprehensive literacy for all: Teaching students with significant disabilities to read and write. Baltimore, MD: Paul H. Brookes Publishing.Hall, D.P., & Williams, E. (2001). Predictable Charts: Shared writing for kindergarten and 1st grade. Greensboro, NC: Carson-Dellosa.Hanser, G. (2006). Promoting emergent writing for students with significant disabilities. OT Practice, 11(9), 1-8.Jones, C.D., Clark, S. K., & Reutzel, D. R. (2013). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. Early Childhood Education Journal, 41, 81-89. doi:10.1007/s10643-012-0534-9Kent-Walsh, J., Binger, C., & Malani, M. D. (2010). Teaching partners to support the communication skills of young children who use AAC: Lessons from the ImPAACT program. Early Childhood Services, 4, 155-170.Mathis, H.J. (2010). The effect of pause time upon the communicative interactions of young people who use augmentative and alternative communication. (Master's thesis, University of Canterbury, Christchurch, New Zealand). Retrieved from https://ir.canterbury.ac.nz/handle/10092/3878Treiman, R., Levin, I., & Kessler, B. (2007). Learning of letter names follow similar principles across languages: Evidence from Hebrew. Journal of Experimental Psychology, 96, 87-106. doi:10.1016/j.jecp.2006.08.002Online Resources:Tarheel Reader: https://tarheelreader.orgCore Calendar Club: https://speechiesideup.com/core-calendar-club-challenge/Speechie Side Up Podcast: https://speechiesideup.com/Iowa Department of Education: https://www.youtube.com/watch?v=dCjV5sSPJR8Tar heel gameplay: https://tarheelgameplay.org/Epic Books: https://www.getepic.com/Overdrive: https://www.overdrive.comLiteracy through Unity: https://aaclanguagelab.com/Saltillo Calendar Supports: https://saltillo.com/chatcorner/content/67Tell Me Curriculum: https://www.attainmentcompany.com/tell-me-programThe Center for Literacy and Disability Studies: https://www.med.unc.edu/ahs/clds/Disclosures:Financial: Venita Litvack has the following relevant financial relationships to disclose: ownership interest in Speechie Side Up, LLC and Tassel Learning, LLC; royalties from the Lou Knows What to Do book series. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Venita Litvack has the following relevant nonfinancial relationships to disclose: member of the ASHA Special Interest Group 12. Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Review of strategies for teaching literacy to AAC users15 minutes: Review of available resources for teaching literacy to AAC users10 minutes: Review of Activities and group lessons that incorporate AAC and literacy5 minutes: Discussion and closingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we've missed, or another perspective that isn't shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don't have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!

In 1873 a Methodist missionary in New York City heard rumors of a little girl who was kept locked in a tenement and regularly whipped. She uncovered a shocking case of neglect and abuse that made headlines around the world. In this week's episode of the Futility Closet podcast we'll tell how one girl's ordeal led to a new era in child welfare. We'll also outsource Harry Potter and puzzle over Wayne Gretzky's accomplishments. Intro: By a 1976 resolution, George Washington forever outranks every other officer in the U.S. Army. Humorist Robert Benchley invented some creative excuses for missing deadlines. Sources for our feature on Mary Ellen Wilson: Eric A. Shelman and Stephen Lazoritz, The Mary Ellen Wilson Child Abuse Case and the Beginning of Children's Rights in 19th Century America, 2005. Susan J. Pearson, The Rights of the Defenseless: Protecting Animals and Children in Gilded Age America, 2011. Frank R. Ascione, Children and Animals: Exploring the Roots of Kindness and Cruelty, 2005. John E.B. Myers, Child Protection in America: Past, Present, and Future, 2006. Karel Kurst-Swanger and Jacqueline L. Petcosky, Violence in the Home: Multidisciplinary Perspectives, 2003. Mary Renck Jalongo, "The Story of Mary Ellen Wilson: Tracing the Origins of Child Protection in America," Early Childhood Education Journal 34:1 (August 2006), 1-4. Lela B. Costin, "Unraveling the Mary Ellen Legend: Origins of the 'Cruelty' Movement," Social Service Review 65:2 (June 1991), 203-223. Sallie A. Watkins, "The Mary Ellen Myth: Correcting Child Welfare History," Social Work 35:6 (November 1990), 500-503. Jini L. Roby, "Child Welfare Workers in the Legal Arena: What Works, What Doesn't," Child & Youth Care Forum 30:5 (October 2001), 305-319. John E.B. Myers, "A Short History of Child Protection in America," Family Law Quarterly 42:3 (Fall 2008), 449-463. Susan Vivian Mangold, "Protection, Privatization, and Profit in the Foster Care System," Ohio State Law Journal 60 (1999), 1295. Natan Sznaider, "Compassion and Control: Children in Civil Society," Childhood 4:2 (1997). Marian Eide, "The First Chapter of Children's Rights," American Heritage 41:5 (July/August 1990). Wanda Mohr, Richard J. Gelles, Ira M. Schwartz, "Shackled in the Land of Liberty: No Rights for Children," Annals of the American Academy of Political and Social Science 564:1 (July 1999), 37-55. Gerald P. Mallon, "From the Editor: The Legend of Mary Ellen Wilson and Etta Wheeler: Child Maltreatment and Protection Today," Child Welfare 92:2 (March/April 2013), 9-11. Amy D. Ronner, "Dostoevsky as Juvenile Justice Advocate and Progenitor of Therapeutic Jurisprudence," St. Thomas Law Review 30:1 (Fall 2017), 5-41. "Mary Ellen Wilson: Fact and Fiction," [Wooster, Ohio] Daily Record, April 29, 2017, 7. Howard Markel, "Case Shined First Light on Abuse of Children," New York Times, Dec. 14, 2009. Daniel Bergner, "The Case of Marie and Her Sons," New York Times Magazine, July 23, 2006. Al Baker, "Plan to Hasten Abuse Inquiries Came Up Short," New York Times, Jan. 21, 2006. "Mary Ellen Wilson," New York Times, June 14, 1874. "Mary Ellen Wilson," New York Times, June 2, 1874. "The Custody of Mary Ellen Wilson," New York Times, May 1, 1874. "Mary Ellen Wilson," New York Times, April 22, 1874. "Mary Ellen Wilson; Further Testimony in the Case Two Indictments Found Against Mrs. Connolly by the Grand Jury," New York Times, April 14, 1874. "Mary Ellen Wilson; Further Testimony as to the Child's Ill Treatment by Her Guardians," New York Times, April 12, 1874. "The Mission of Humanity; Continuation of the Proceedings Instituted by Mr. Bergh on Behalf of the Child, Mary Ellen Wilson," New York Times, April 11, 1874. "Mr. Bergh Enlarging His Sphere of Usefulness," New York Times, April 10, 1874. Listener mail: Mary Ilyushina and Lianne Kolirin, "Russia Reopens Investigation Into 60-Year-Old Dyatlov Pass Mystery," CNN, Feb. 4, 2019. "Russia's Reopening the Investigation of the Spooky Dyatlov Pass Incident," The Chive, Feb. 8, 2019 (warning: contains some potentially disturbing photos and one strong expletive). Emma Friedlander, "Russian Investigators Are Reopening the Dyatlov Pass Case. But What Is It?" Moscow Times, Feb. 14, 2019. Wikipedia, "Tiddles" (accessed Feb. 12, 2019). Rob Baker, "Tiddles, a rather fat cat that lived in the public lavatories at Paddington Station - 1978 - photo by Chris Moorhouse," Twitter, Jan. 22, 2019. Anna Menta, "Absurd New 'Harry Potter' Book Written By Predictive Text Already Has Fan Art," Newsweek, Dec. 14, 2017. Gael Fashingbauer Cooper, "Harry Potter Chapter Written by Bots Is Magically Terrible," CNET, Dec. 12, 2017. Charles Pulliam-Moore, "This New Harry Potter Chapter, Written With Predictive Keyboards, Is Magically Unhinged," io9, Dec. 12, 2017. Shannon Liao, "This Harry Potter AI-Generated Fanfiction Is Remarkably Good," The Verge, Dec 12, 2017. Evan Narcisse, "That Freaky Bot-Written Harry Potter Chapter Got Turned into a Freaky Cartoon," io9, Feb. 13, 2018. Botnik. Harry Potter and the Portrait of What Looked Like a Large Pile of Ash. This week's lateral thinking puzzle was contributed by listener Mandie Bauer. Here's a corroborating link (warning -- this spoils the puzzle). You can listen using the player above, download this episode directly, or subscribe on Google Podcasts, on Apple Podcasts, or via the RSS feed at https://futilitycloset.libsyn.com/rss. Please consider becoming a patron of Futility Closet -- you can choose the amount you want to pledge, and we've set up some rewards to help thank you for your support. You can also make a one-time donation on the Support Us page of the Futility Closet website. Many thanks to Doug Ross for the music in this episode. If you have any questions or comments you can reach us at podcast@futilitycloset.com. Thanks for listening!

Pretty regularly I see posts in online parenting groups saying “My child loves to pretend, and they always want me to participate.  I dare not tell anyone else, but I CAN’T STAND PRETEND PLAY.  What should I do?” In this final (unless something else catches my interest!) episode in our extended series on play, Dr. Ansley Gilpin of the University of Alabama helps us to do a deep dive into what children learn from pretend play, and specifically what they learn from fantasy play, which is pretend play regarding things that could not happen in real life (like making popcorn on Mars). We’ll discuss the connection between fantasy play and children’s executive function, the problems with studying fantasy play, and the thing you’ve been waiting for: do you HAVE to do fantasy play with your child if you just can’t stand it (and what to do instead!) If you missed other episodes in this series, you might want to check them out: we started out asking “ whether we should allow our children to take more risks (https://yourparentingmojo.com/riskyplay/) .   References Bergen, D. (2013). Does pretend play matter? Searching for Evidence: Comment on Lillard et al. (2013). Psychological Bulletin 139(1), 45-48. Buchsbaum, D., Bridgers, S., Weisberg, D.S., & Gopnik, A. (2012). The power of possibility: Causal learning, counterfactual reasoning, and pretend play. Philosophical Transactions of the Royal Society 367. 2202-2212. Carlson, S.M., White, R.E., & Davis-Unger, A.C. (2014). Evidence for a relation between executive function and pretense representation in preschool children. Cognitive Development 29, 1-16. Gilpin, A.T., Brown, MM., & Pierucci, J.M. (2015). Relations between fantasy orientation and emotion regulation in preschool. Early Education and Development 26(7), 920-932. Hirsh-Pasek, K., Weisberg, D.S., & Golinkoff, R.M. (2013). Embracing complexity: Rethinking the relation between play and learning: Comment on Lillard et al. (2013). Psychological Bulletin 139(1), 35-39. Hoffman, J.D., & Russ, S.W. (2016). Fostering pretend play skills and creativity in elementary school school girls: A group play intervention. Psychology of Aesthetics, Creativity, and the Arts 10(1), 114-125. Krasnor, L. R., & Pepler, D. J. (1980). The study of children’s play: Some suggested future directions. In K. H. Rubin (Ed.), Children’s play: New directions for child development (pp. 85–95). San Francisco, CA: Jossey-Bass. Lancy, D. F. (2015). The anthropology of childhood: Cherubs, chattel, changelings. Cambridge, U.K.: Cambridge University Press. Li, J., Hestenes, L.L., & Wang, Y.C. (2016). Links between preschool children’s social skills and observed pretend play in outdoor childcare environments. Early Childhood Education Journal 44, 61-68. Lillard, A. (2011). Mother-child fantasy play. In A. D. Pelligrini (Ed.), The Oxford handbook of the development of play (pp. 284–295). New York, NY: Oxford University Press. Lillard, A.S., Lerner, M.D., Hopkins, E.J., Dore, R.A., Smith, E.D., & Palmquist, C.M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin 139(1), 1-34. Lillard, A.S., Hopkins, E.J., Dore, R.A., Palmquist, C.M., Lerner, M.D., & Smith, E.D. (2013). Concepts, theories, methods and reasons: Why do the children (pretend) play? Reply to Weisberg, Hirsh-Pasek and Golinkoff (2013); Bergen (2013); and Walker and Gopnik (2013). Psychological Bulletin 139(1), 49-52. Ma, L., & Lillard, A. (2017). The evolutionary significance of pretend play: Two-year-olds’ interpretation of behavioral cues. Learning & Behavior 45, 441-448. Paley, V. (2009). The importance of fantasy, fairness, and friends in children’s play: An interview with Vivian Gussin Paley. American Journal of Play 2(2), 121-138. Pierucci, J.M., O’Brien, C.T., McInnis, M.A.,...

This digest episode features the following summaries (timecodes indicated): (02:10) Thompson, P. W., Hatfield, N. J., Yoon, H., Joshua, S., & Byerley, C. (2017). Covariational reasoning among U.S. and South Korean secondary mathematics teachers. Journal of Mathematical Behavior, 48, 95–111. Summarized by Jeremy Strayer (08:28) Lobato, J., & Walters, C. D. (2017). A taxonomy of approaches to learning trajectories and progressions. In Cai, J. (Ed.), Compendium for research in mathematics education (pp. 74-101). Reston, VA: National Council of Teachers of Mathematics. Summarized by Kimberly Morrow-Leong (20:10) Polly, D., Wang, C., Martin, C., Lambert, R., Pugalee, D., & Middleton, C. (2018). The influence of mathematics professional development, school-level, and teacher-level variables on primary students' mathematics achievement. Early Childhood Education Journal, 46, 31-45. Summarized by Sam Otten Complete list of episodes

“I don’t want to play with you.” “You’re not my friend.” “We’re playing families.  If you want to play, you have to be the dog.” Seems like everyone can remember a time when something like this happened to them as a child, and how much it hurt.  Children still say these things to each other – and we see how much it hurts them, too.  When researchers ask them, every child can remember a time when they were excluded – yet no child ever reports being the excluder! One of my listeners recommended that I read the book You Can’t Say You Can’t Play, in which the author (who is a teacher) proposes and then introduces a rule that you can’t say “you can’t play.”  A few researchers (including Professor Jamie Ostrov, with whom we’ll talk today) have since tested the approach: does it work?  If not, what should we do instead? Since most of these situations occur in preschool and school, teacher Caren co-interviews Professor Ostrov with me: we have some great insights for teachers as well as lots of information for parents on how to support both children and teachers in navigating these difficult situations.   References Allen, S.S. (2014). Narratives of women who suffered social exclusion in elementary school. Unpublished Ph.D dissertation. Antioch University, Culver City, CA DeVooght, K., Daily, S., Darling-Churchill, K., Temkin, D., Novak, B.A., & VanderVen, K. (2015, August). Bullies in the block area: The early childhood origins of “mean” behavior. Child Trends. Retrieved from https://www.childtrends.org/wp-content/uploads/2015/08/2015-31BulliesBlockArea.pdf (https://www.childtrends.org/wp-content/uploads/2015/08/2015-31BulliesBlockArea.pdf) Haney, M., & Bissonnette, V. (2011). Teachers’ perceptions about the use of play to facilitate development and teach prosocial skills. Creative Education 2(1), 41-46. Helgeland, A., & Lund, I. (2016). Children’s voices on bullying in kindergarten. Early Childhood Education Journal 45(1), 133-141. Ostrov, J.M., Gentile, D.A., & Crick, N.R. (2006). Media exposure, aggression and prosocial behavior during early childhood: A longitudinal study. Social Development 15(4), 612-627. Ostrov, J.M, Godleski, S.A., Kamper-DeMarco, K.E., Blakely-McClure, S.J., & Celenza, L. (2015). Replication and extension of the early childhood friendship project: Effects on physical and relational bullying. School Psychology Review 44(4), 445-463. Ostrov, J.M., Murray-Close, D., Godleski, S.A., & Hart, E.J. (2013). Prospective associations between forms and functions of aggression and social and affective processes during early childhood. Journal of Experimental Child Psychology 116(1), 19-36. Perry, K.J., & Ostrov, J.M. (2017). Testing a bifactor model of relational and physical aggression in early childhood. Journal of Psychopathology & Behavioral Assessment. Online first. doi 10.1007/s10862-017-9623-9 Swit, C. S., McMaugh, A. L., & Warburton, W. A. (2017). Teacher and parent perceptions of relational and physical aggression during early childhood. Journal of Child and Family Studies, 1-13. DOI:  10.1007/s10826-017-0861-y (http://dx.doi.org/10.1007/s10826-017-0861-y) Werner, N. E., Eaton, A. D., Lyle, K., Tseng, H., & Holst, B. (2014). Maternal social coaching quality interrupts the development of relational aggression during early childhood.  Social Development 23, 470-486.  doi: 10.1111/sode.12048 Weyns, T., Verschueren, K., Leflot, G., Onghena, P., Wouters, S., & Colpin, H. (2017).  The role of teacher behavior in children’s relational aggression development: A five-wave longitudinal study.  Journal of School Psychology 64, 17-27.  doi: 10.1007/s10826-017-0861-y   (#) Transcript Jen:...

The ranks of students who speak English as a second language continues to grow. In this segment, we share proven tips to quickly connect and build relationships with ELLs. Follow: @spencerideas, @KarenNemethEdM @bamradionetwork @bodymindchild Mary Renck Jalongo is editor-in-chief of Early Childhood Education Journal and the author or editor of over 30 books. She is also editor of the series Educating the Young Child, published by Springer. Karen N. Nemeth, Ed.M. is an author, consultant and presenter focusing on improving early childhood education for children who are dual language learners. She holds leadership positions at NABE, TESOL and NAEYC and hosts a resource website at www.languagecastle.com. After teaching middle school for eleven years, John Spencer is now a professor of instructional technology at George Fox University. He is passionate about creativity, design thinking, and digital literacy. He blogs at spencerideas.org.