Kirjahaku

Reading skills are acquired as we read books, share experiences and engage in talk with children. Feelings, attitudes, beliefs and the climate within the family are all important. Children will pick up the view of reading presented by their first teachers, the family. Family members who know a child and the experiences which have been part of the child's life are equipped to provide the support their young reader needs. Although it is possible for children to learn to read by reading only at school, most require extra practice. Reading is learned through apprenticeship. Just as you cannot learn to drive a car by reading a book on how to drive a car, you cannot learn to read by reading a book on how to read. The art of reading is gained through guided practice. How do humans learn? The most obvious ways that come to mind are memorizing, experiencing, practicing and listening. In our society, we often think of learning as being the result of formal education. However, much of what we learn happens without conscious awareness and many more subtle factors are involved. The brain builds a pool of knowledge based on experiences encountered from moment to moment. We cannot stop ourselves from learning. However, what is learned may not be what we want to learn or what is being taught. For instance, it is possible that efforts to teach reading might result in some children learning to dislike reading.

Reading skills are acquired as we read books, share experiences and engage in talk with children. Feelings, attitudes, beliefs and the climate within the family are all important. Children will pick up the view of reading presented by their first teachers, the family. Family members who know a child and the experiences which have been part of the child's life are equipped to provide the support their young reader needs. Although it is possible for children to learn to read by reading only at school, most require extra practice. Reading is learned through apprenticeship. Just as you cannot learn to drive a car by reading a book on how to drive a car, you cannot learn to read by reading a book on how to read. The art of reading is gained through guided practice. How do humans learn? The most obvious ways that come to mind are memorizing, experiencing, practicing and listening. In our society, we often think of learning as being the result of formal education. However, much of what we learn happens without conscious awareness and many more subtle factors are involved. The brain builds a pool of knowledge based on experiences encountered from moment to moment. We cannot stop ourselves from learning. However, what is learned may not be what we want to learn or what is being taught. For instance, it is possible that efforts to teach reading might result in some children learning to dislike reading.

The traditions and practices of schooling are long overdue for change. This book examines the academic and social conditions that add to the unnecessary stress experienced by teachers, parents and students. Childhood is not a race. Children need time for unstructured play. Children and adolescents need a voice in how they spend their free moments. Young and old alike need time to pursue hobbies and to get involved in some of the incredibly fascinating activities that our society has to offer. Evenings, weekends and holidays filled with homework leave little time for individual pursuits. We have been conditioned to accept the traditions of schooling because all of us have been there. However, the ways we educate the young must always be up for revision. The last decade has seen an exponential increase in high-stakes testing, the labeling and sorting of young children, the imposition of equal expectations on unequal capabilities, and the burdening of children with more than an eight hour work day. Change will only happen when parents appeal to governments and educators by insisting on an end to these detrimental practices. We must cooperate to design a new model on which to assign tasks and to evaluate accountability. Childhood and adolescence can be a time for cultivating and nurturing the sense of wonder that we are all born with. Our goal must be to foster a love of learning that lasts a lifetime.

The traditions and practices of schooling are long overdue for change. This book examines the academic and social conditions that add to the unnecessary stress experienced by teachers, parents and students. Childhood is not a race. Children need time for unstructured play. Children and adolescents need a voice in how they spend their free moments. Young and old alike need time to pursue hobbies and to get involved in some of the incredibly fascinating activities that our society has to offer. Evenings, weekends and holidays filled with homework leave little time for individual pursuits. We have been conditioned to accept the traditions of schooling because all of us have been there. However, the ways we educate the young must always be up for revision. The last decade has seen an exponential increase in high-stakes testing, the labeling and sorting of young children, the imposition of equal expectations on unequal capabilities, and the burdening of children with more than an eight hour work day. Change will only happen when parents appeal to governments and educators by insisting on an end to these detrimental practices. We must cooperate to design a new model on which to assign tasks and to evaluate accountability. Childhood and adolescence can be a time for cultivating and nurturing the sense of wonder that we are all born with. Our goal must be to foster a love of learning that lasts a lifetime.

Make Writing an Enjoyable Part of Your Life You, and everyone in your family, can use writing to strengthen relationships and to extend thinking and imagination. This ground-breaking book presents simple ways to give writing a more central place in your own life and in that of your family. It examines ways that teachers and parents can work together to promote writing. When their writing is celebrated, students benefit by choosing to use writing to become more self-confident, thoughtful, creative and curious.

Make Writing an Enjoyable Part of Your Life You, and everyone in your family, can use writing to strengthen relationships and to extend thinking and imagination. This ground-breaking book presents simple ways to give writing a more central place in your own life and in that of your family. It examines ways that teachers and parents can work together to promote writing. When their writing is celebrated, students benefit by choosing to use writing to become more self-confident, thoughtful, creative and curious.