Danielle Z. Kassow, Ph.D.
Print is omnipresent in literate societies. Young children begin taking notice of and interacting with print in their environment and are able to identify or “read” the familiar print around them beginning at an early age. Questions pertaining to whether or not children are actually reading when they “read” environmental print were the focus of this research summary.
October 15, 2006 |
Danielle Z. Kassow, Ph.D.
A colleague of mine recently attended several events in Vancouver where the Dalai Lama was the guest of honor. She shared some of the Dalai Lama’s teachings with me: everything we do has an effect on other people, and in order to have world peace people must first have peace within themselves. I found this to be both poignant and completely relevant when thinking about young children’s social and emotional development.
In August, I attended a brain science and early learning conference in Vancouver, British Columbia. Many of the presentations focused on social-emotional development in the early childhood years as well as on programs that have been developed to teach children about social and emotional skills.
October 15, 2006 |
Danielle Z. Kassow, Ph.D.
Hurricanes, earthquakes, war, terrorism, school shootings. We know how scary these events feel as adults, but how do they affect our youngest citizens, our children? Disasters, whether human-made or natural, have a significant effect on the health and emotional well-being of children (Madrid, Grant, Reilly, & Redlener, 2006). It has been one year since Hurricane Katrina changed the lives of so many and five years since September 11 forever left its imprint on all of our lives. As I reflect on the anniversary of these disasters I am reminded that post-disaster effects may not surface until long after the occurrence of the event and can last for years (Madrid et al., 2006). Although these events seem long ago, children continue to need support.
October 3, 2006 |