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So your tween wants a smartphone? Read this first
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Copyright © 2024 by Stephen Nowicki. Used with permission of Little, Brown Spark, an imprint of Little, Brown and Company. New York, NY. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>When your child is younger, you as a parent have a lot of control over his social life, selecting whom he should interact with, the length of the interaction and where the interaction takes place. That changes when your child reaches school age. Suddenly, these decisions — with whom to be friends, how much time to spend with a friend and how to spend that time together — are made largely on his own (though teachers may also play an important role). School is a place where children \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">can begin to form rewarding friendships\u003c/a>, but it is also a place where children \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">can experience rejection and isolation\u003c/a>, often because of nonverbal messages they are unwittingly sending and erroneously reading.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63188 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg\" alt=\"\" width=\"230\" height=\"356\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1020x1579.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-160x248.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-768x1189.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-992x1536.jpg 992w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1323x2048.jpg 1323w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-scaled.jpg 1654w\" sizes=\"(max-width: 230px) 100vw, 230px\">\u003c/p>\n\u003cp>From the late childhood phase on, any friendship a child forms follows a pattern. And this sequence, which my colleague Marshall Duke and I first codified back in the 1980s, provides a template for the relationships those children will form as adults: children \u003cem>choose \u003c/em>a likely candidate for friendship, they \u003cem>initiate\u003c/em> the relationship, they \u003cem>deepen \u003c/em>the relationship and lastly, they go through a relationship \u003cem>transition \u003c/em>when the social occasion, school day, week, semester or year ends. Each of these phases of the relationship requires the use of nonverbal and verbal language skills — but some skills play a more important role in certain phases than in others. Understanding the patterns by which late childhood friendships form and develop can help you identify where your child is doing well and where he may need to learn more in order to connect meaningfully with others.\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>1. Choosing\u003c/strong>\u003c/h2>\n\u003cp>The choice phase is where every relationship begins. Research shows that a child’s decision about whom he’s going to befriend usually takes place in a matter of seconds. This means that children are using information gathered from nonverbal cues in clothing, facial expressions and posture to decide to approach another child.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ideally, when parents of very young children make these choices for them, they will share the reasons for their choices with their children. For example, when \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">inviting a child for a playdate\u003c/a>, the parent could say something like, “I think you are going to have a good time with Ravi. She always listens to me and shares her playthings with you.” Not only does this sharing of information help children understand their parents’ choices, but it also tells the children what is expected of them.\u003c/p>\n\u003cp>By the time your child reaches school age, then, he should already have some sense of how to choose a friend. You can imagine him faced with a schoolyard filled with children he doesn’t know on the first day of school. He wants to find someone to play with. Over to his left, a few boys are playing ball and a ball comes loose and rolls toward him. A boy in a Green Bay Packers cap runs after the ball, picks it up and smiles. In that friendly smile, your child senses an invitation. He smiles back and begins walking toward the boy wearing the Packers cap. He has chosen to make a new friend.\u003c/p>\n\u003ch2>\u003cstrong>2. Initiating\u003c/strong>\u003c/h2>\n\u003cp>The initiation phase is what happens next. Your child follows his new friend as he joins the three other boys playing ball. He waits until there’s a break in what is going on. “Hi,” he says with a smile. “Can I join in?” The other boys introduce themselves quickly and your child says, “I’m a Packer Backer too. I’ve got a Packers cap at home. I’ll wear it tomorrow.”\u003c/p>\n\u003cp>The boy with the Packers cap says, “Remember when they won that game when it was a million degrees below zero?” Your child excitedly comments about how the field was like ice, and soon there are five boys happily playing.\u003c/p>\n\u003cp>For a five-year-old meeting new peers for the first time on a playground, even a seemingly simple interaction like this one is a difficult task involving both nonverbal and verbal behaviors: Your child waited patiently and, sensing the rhythm of the game, chose the right moment to cut in. He didn’t intrude on their game, showing his respect for their personal space. When he did introduce himself, he smiled warmly and made eye contact. Then he made “small talk” before he asked to join in. I think we all can imagine many ways that the interaction could have gone much less successfully than it did.\u003c/p>\n\u003cp>The initiation phase is when the real give-and-take of social information through nonverbal and verbal channels gets under way. Your child is in uncharted relationship waters now. For the first time, he is running his own show and it is up to him to get this potential relationship off to a successful start.\u003c/p>\n\u003ch2>\u003cstrong>3. Deepening\u003c/strong>\u003c/h2>\n\u003cp>Over time, if all goes well, your child’s friendships will deepen in ways that would have been all but impossible in the earlier phases of development, in which friendships are usually fleeting and revolve around a shared activity. Hallmarks of a deepening relationship include trust, self- disclosure, acceptance and mutual understanding. As C. S. Lewis put it: Friendship is born at that moment when one person says to another, “What! You too? I thought I was the only one.”\u003c/p>\n\u003cp>The process of deepening a friendship involves a lot of give- and- take, much of it nonverbal; when one person speaks, the other responds not only through their words but through facial expressions, body language and tone of voice as well. Your child will disclose something about himself, then look to his friend to gauge the reaction. If the friend nods, smiles or makes encouraging gestures, your child will know to keep going. As children spend more and more time together, they become increasingly attuned to the nonverbal cues that communicate what the other is thinking or feeling. They begin to inhabit the same physical space and share the same rhythms and can often be seen hugging or walking arm in arm, with smiles on their faces.\u003c/p>\n\u003ch2>\u003cstrong>4. Transitioning\u003c/strong>\u003c/h2>\n\u003cp>While deepening a relationship can be hard work for some kids, virtually all children will struggle with \u003ca href=\"https://www.kqed.org/mindshift/61082/how-grown-ups-can-help-kids-transition-to-post-pandemic-school-life\">handling relationship transitions positively\u003c/a>. In late childhood, these transitions happen more often than you may be aware: at the end of the school day or a playdate, for example. Sometimes the transition is more intense, such as the end of the school year or the Little League season or the last day of camp. Other times a transition in a friendship happens when a child has to move to a new town or school. And of course, there are times when one or both children actively decide not to continue the friendship, whether it’s over some fight or disagreement or the friendship simply having run its course.\u003c/p>\n\u003cp>Although transitions can sometimes be painful, it’s important to remember that each transition can also be a new beginning. Even as adults, transitions can make us uncomfortable, so we often rush through them as quickly as possible, without considering the unique information the experience can offer us.\u003c/p>\n\u003cp>Picture two ten-year-old girls, Gina and Ilana, on the last day of school. These friends sat next to each other during class for the whole school year because their last names both begin with \u003cem>M. \u003c/em>While not “best-best friends,” their bond has deepened over the course of the school year, and they are sad they probably won’t see much of each other over the summer. As they clean out their desks, they talk about the past school year. They remember how they were so shy with each other at first. They reminisce about the science fair, field day and other memorable events leading up to this the final day of school. Not all the times were fun, though, they admit. There were disagreements, and they both remember a particularly bad one during field day, when Ilana didn’t choose Gina for her team.\u003c/p>\n\u003cp>When their desks are cleaned out and have passed the teacher’s inspection, it’s time to leave. Each girl reaches sheepishly into her book bag and retrieves the present that they bought for the other. They hold hands as they walk out to their separate school buses. It’s time to part ways. Usually, their exchanges with each other are lively, but today they are much quieter and more subdued, which makes their goodbye hugs more meaningful. In hushed tones, they tell each other to \u003ca href=\"https://www.kqed.org/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide\">have a good summer\u003c/a>. Transitioning is the point in the life of a relationship when you can help your child look back and see discernable patterns in how the relationship developed. Reflecting how she chose, began and deepened her ties with another person can yield valuable lessons that can be applied to the next set of relationships. And the more complex and important the relationship, the more she can learn from it.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63187\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m.jpg 576w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>Stephen Nowicki is the Charles Howard Candler Professor of Psychology Emeritus at Emory University, where he has served as director of clinical training, head of the psychological center and head of the counseling center. Nowicki maintains an active clinical practice as a diplomate in psychology.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Childhood friendships involve four distinct phases: choosing, initiating, deepening and transitioning. Each phase plays a role in the development of social connections.","status":"publish","parent":0,"modified":1712104667,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1606},"headData":{"title":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily | KQED","description":"Choosing, initiating, deepening and transitioning — each of these phases plays a role in the development of social connections.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Choosing, initiating, deepening and transitioning — each of these phases plays a role in the development of social connections."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.hachettebookgroup.com/titles/dr-stephen-nowicki/raising-a-socially-successful-child/9780316516471/\">Raising a Socially Successful Child\u003c/a> by Stephen Nowicki. Copyright © 2024 by Stephen Nowicki. Used with permission of Little, Brown Spark, an imprint of Little, Brown and Company. New York, NY. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>When your child is younger, you as a parent have a lot of control over his social life, selecting whom he should interact with, the length of the interaction and where the interaction takes place. That changes when your child reaches school age. Suddenly, these decisions — with whom to be friends, how much time to spend with a friend and how to spend that time together — are made largely on his own (though teachers may also play an important role). School is a place where children \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">can begin to form rewarding friendships\u003c/a>, but it is also a place where children \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">can experience rejection and isolation\u003c/a>, often because of nonverbal messages they are unwittingly sending and erroneously reading.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63188 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg\" alt=\"\" width=\"230\" height=\"356\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1020x1579.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-160x248.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-768x1189.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-992x1536.jpg 992w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1323x2048.jpg 1323w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-scaled.jpg 1654w\" sizes=\"(max-width: 230px) 100vw, 230px\">\u003c/p>\n\u003cp>From the late childhood phase on, any friendship a child forms follows a pattern. And this sequence, which my colleague Marshall Duke and I first codified back in the 1980s, provides a template for the relationships those children will form as adults: children \u003cem>choose \u003c/em>a likely candidate for friendship, they \u003cem>initiate\u003c/em> the relationship, they \u003cem>deepen \u003c/em>the relationship and lastly, they go through a relationship \u003cem>transition \u003c/em>when the social occasion, school day, week, semester or year ends. Each of these phases of the relationship requires the use of nonverbal and verbal language skills — but some skills play a more important role in certain phases than in others. Understanding the patterns by which late childhood friendships form and develop can help you identify where your child is doing well and where he may need to learn more in order to connect meaningfully with others.\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>1. Choosing\u003c/strong>\u003c/h2>\n\u003cp>The choice phase is where every relationship begins. Research shows that a child’s decision about whom he’s going to befriend usually takes place in a matter of seconds. This means that children are using information gathered from nonverbal cues in clothing, facial expressions and posture to decide to approach another child.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ideally, when parents of very young children make these choices for them, they will share the reasons for their choices with their children. For example, when \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">inviting a child for a playdate\u003c/a>, the parent could say something like, “I think you are going to have a good time with Ravi. She always listens to me and shares her playthings with you.” Not only does this sharing of information help children understand their parents’ choices, but it also tells the children what is expected of them.\u003c/p>\n\u003cp>By the time your child reaches school age, then, he should already have some sense of how to choose a friend. You can imagine him faced with a schoolyard filled with children he doesn’t know on the first day of school. He wants to find someone to play with. Over to his left, a few boys are playing ball and a ball comes loose and rolls toward him. A boy in a Green Bay Packers cap runs after the ball, picks it up and smiles. In that friendly smile, your child senses an invitation. He smiles back and begins walking toward the boy wearing the Packers cap. He has chosen to make a new friend.\u003c/p>\n\u003ch2>\u003cstrong>2. Initiating\u003c/strong>\u003c/h2>\n\u003cp>The initiation phase is what happens next. Your child follows his new friend as he joins the three other boys playing ball. He waits until there’s a break in what is going on. “Hi,” he says with a smile. “Can I join in?” The other boys introduce themselves quickly and your child says, “I’m a Packer Backer too. I’ve got a Packers cap at home. I’ll wear it tomorrow.”\u003c/p>\n\u003cp>The boy with the Packers cap says, “Remember when they won that game when it was a million degrees below zero?” Your child excitedly comments about how the field was like ice, and soon there are five boys happily playing.\u003c/p>\n\u003cp>For a five-year-old meeting new peers for the first time on a playground, even a seemingly simple interaction like this one is a difficult task involving both nonverbal and verbal behaviors: Your child waited patiently and, sensing the rhythm of the game, chose the right moment to cut in. He didn’t intrude on their game, showing his respect for their personal space. When he did introduce himself, he smiled warmly and made eye contact. Then he made “small talk” before he asked to join in. I think we all can imagine many ways that the interaction could have gone much less successfully than it did.\u003c/p>\n\u003cp>The initiation phase is when the real give-and-take of social information through nonverbal and verbal channels gets under way. Your child is in uncharted relationship waters now. For the first time, he is running his own show and it is up to him to get this potential relationship off to a successful start.\u003c/p>\n\u003ch2>\u003cstrong>3. Deepening\u003c/strong>\u003c/h2>\n\u003cp>Over time, if all goes well, your child’s friendships will deepen in ways that would have been all but impossible in the earlier phases of development, in which friendships are usually fleeting and revolve around a shared activity. Hallmarks of a deepening relationship include trust, self- disclosure, acceptance and mutual understanding. As C. S. Lewis put it: Friendship is born at that moment when one person says to another, “What! You too? I thought I was the only one.”\u003c/p>\n\u003cp>The process of deepening a friendship involves a lot of give- and- take, much of it nonverbal; when one person speaks, the other responds not only through their words but through facial expressions, body language and tone of voice as well. Your child will disclose something about himself, then look to his friend to gauge the reaction. If the friend nods, smiles or makes encouraging gestures, your child will know to keep going. As children spend more and more time together, they become increasingly attuned to the nonverbal cues that communicate what the other is thinking or feeling. They begin to inhabit the same physical space and share the same rhythms and can often be seen hugging or walking arm in arm, with smiles on their faces.\u003c/p>\n\u003ch2>\u003cstrong>4. Transitioning\u003c/strong>\u003c/h2>\n\u003cp>While deepening a relationship can be hard work for some kids, virtually all children will struggle with \u003ca href=\"https://www.kqed.org/mindshift/61082/how-grown-ups-can-help-kids-transition-to-post-pandemic-school-life\">handling relationship transitions positively\u003c/a>. In late childhood, these transitions happen more often than you may be aware: at the end of the school day or a playdate, for example. Sometimes the transition is more intense, such as the end of the school year or the Little League season or the last day of camp. Other times a transition in a friendship happens when a child has to move to a new town or school. And of course, there are times when one or both children actively decide not to continue the friendship, whether it’s over some fight or disagreement or the friendship simply having run its course.\u003c/p>\n\u003cp>Although transitions can sometimes be painful, it’s important to remember that each transition can also be a new beginning. Even as adults, transitions can make us uncomfortable, so we often rush through them as quickly as possible, without considering the unique information the experience can offer us.\u003c/p>\n\u003cp>Picture two ten-year-old girls, Gina and Ilana, on the last day of school. These friends sat next to each other during class for the whole school year because their last names both begin with \u003cem>M. \u003c/em>While not “best-best friends,” their bond has deepened over the course of the school year, and they are sad they probably won’t see much of each other over the summer. As they clean out their desks, they talk about the past school year. They remember how they were so shy with each other at first. They reminisce about the science fair, field day and other memorable events leading up to this the final day of school. Not all the times were fun, though, they admit. There were disagreements, and they both remember a particularly bad one during field day, when Ilana didn’t choose Gina for her team.\u003c/p>\n\u003cp>When their desks are cleaned out and have passed the teacher’s inspection, it’s time to leave. Each girl reaches sheepishly into her book bag and retrieves the present that they bought for the other. They hold hands as they walk out to their separate school buses. It’s time to part ways. Usually, their exchanges with each other are lively, but today they are much quieter and more subdued, which makes their goodbye hugs more meaningful. In hushed tones, they tell each other to \u003ca href=\"https://www.kqed.org/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide\">have a good summer\u003c/a>. Transitioning is the point in the life of a relationship when you can help your child look back and see discernable patterns in how the relationship developed. Reflecting how she chose, began and deepened her ties with another person can yield valuable lessons that can be applied to the next set of relationships. And the more complex and important the relationship, the more she can learn from it.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63187\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m.jpg 576w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>Stephen Nowicki is the Charles Howard Candler Professor of Psychology Emeritus at Emory University, where he has served as director of clinical training, head of the psychological center and head of the counseling center. Nowicki maintains an active clinical practice as a diplomate in psychology.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily","authors":["4354"],"categories":["mindshift_21512","mindshift_21385"],"tags":["mindshift_21250","mindshift_21488","mindshift_21036","mindshift_21336","mindshift_20568","mindshift_290","mindshift_498","mindshift_21565","mindshift_21134","mindshift_21213","mindshift_943","mindshift_20719"],"featImg":"mindshift_63186","label":"mindshift"},"mindshift_63086":{"type":"posts","id":"mindshift_63086","meta":{"index":"posts_1591205157","site":"mindshift","id":"63086","score":null,"sort":[1708426854000]},"guestAuthors":[],"slug":"when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative","title":"When family tree projects frustrate students, community maps are an inclusive alternative","publishDate":1708426854,"format":"standard","headTitle":"When family tree projects frustrate students, community maps are an inclusive alternative | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>From \u003ca href=\"https://www.routledge.com/Nourishing-Caregiver-Collaborations-Elevating-Home-Experiences-and-Classroom/Qarooni/p/book/9781625316196\">\u003ci>Nourishing Caregiver Collaborations: Elevating Home Experiences and Classroom Practices for Collective Care\u003c/i>\u003c/a> by Nawal Qarooni © 2024 by \u003ca href=\"http://www.routledge.com/stenhouse-publishing.\">Stenhouse Publishers/Taylor & Francis\u003c/a>. Reproduced with permission.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63202\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal-160x201.jpeg\" alt=\"\" width=\"160\" height=\"201\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal-160x201.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">No doubt, you’re familiar with the traditional family tree project. My own kids come home with these year after year, a stenciled outline that they need to fill in with great-grandparents, grandparents, parents, and siblings. For my children, being raised in a two-parent household with strong connections to both sets of grandparents, this has been a fine project that goes fairly smoothly in each instance. A few phone calls to Mama Mahnaz and Abuelo get them the names of family members from Iran and Puerto Rico that they need. But as we know, all families are different. These family tree projects have the potential to be both frustrating for students and alienating to their caregivers. When I spoke with longtime educator and school leader Nefertari Nkenge, she shared such an example of frustration about her daughter’s experience, particularly around a “normed expectation of who lives in the house.”\u003c/p>\n\u003cp>“It would have just been Mom and her. But she made it about 12 brothers and sisters, and that made me grin. The teacher interrogated her and made her feel some kind of way. Jendayi considered her godsiblings who spend the night; I’m Mama Nefertari to all these children; my daughter calls their mothers Aunties — so she’s listing names. The teacher says, these are your siblings? The teacher just couldn’t understand.”\u003c/p>\n\u003cp>A more \u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">inclusive and culturally sustaining approach\u003c/a> would replace these experiences of othering and frustration. Nefertari contended: “Our family experiences — verbal tradition as an African people — it’s not something that’s going to be captured in a paper-and-pencil family tree. Nor is the respect we give our non-blood relatives, many of whom are elders we learn from. It would never get the depth of what I shared now, or what my daughter understood in the third grade. To visualize and draw illustrations of experiences with this large family — even though it’s just the two of us — it needs the narrative for us. For Black and Brown people, for you to see the depth of what we’re describing . . . in the end, I wanted to communicate: see how rich the narrative is in who we are? That is never captured in literacy assignments in schools, nor is it captured in the ways we give credence to it in our own traditional way.”\u003c/p>\n\u003cp>Black, Brown and Indigenous communities, especially, have longstanding and deep understandings of the importance of the collective and, furthermore, the far-reaching relational ties that shape knowledge of ourselves and who we are. \u003ca href=\"https://www.nahwilet.com/\">Indigenous scholar\u003c/a> Shelbi Nahwilet Meissner \u003ca href=\"https://drive.google.com/file/d/191twpmym1vKaLhqsF1DLnVgjBKsFkFs4/view\">writes\u003c/a>, “Kinship, as conceived of by Indigenous scholars, does not refer merely to hetero-nuclear families or biological relatives (\u003ca href=\"https://uwethicsofcare.gws.wisc.edu/wp-content/uploads/2019/10/TallBear-Making-Love-and-Relations-Beyond-Settler-Sex-and-Family.pdf\">TallBear 2018\u003c/a>; \u003ca href=\"https://kylewhyte.seas.umich.edu/wp-content/uploads/2021/04/Time-as-Kinship-April-2021.pdf\">Whyte 2021\u003c/a>). Rather, ‘kinship’ is used to describe the relationships between all entities that share responsibilities for one another.” And also, “Indigenous conceptions of kinship expand beyond Western conceptions of family and include relationships among humans, non-humans, animals, plants and spirits — these relationships inform Indigenous knowledge systems.” We can learn from these \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">deeply rooted ways of being\u003c/a>. If we are to honor all families and their ways of being, we must design curricular activities with collective inclusivity in mind.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-63087\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1-160x186.png\" alt=\"\" width=\"215\" height=\"250\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1-160x186.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1.png 354w\" sizes=\"(max-width: 215px) 100vw, 215px\">I imagine the objective of the original family tree exercise was never to fill in box after box in rote fashion but to \u003ca href=\"https://www.kqed.org/mindshift/62762/how-parents-can-help-their-kids-feel-seen\">foster curiosity among children and conversation with their elders\u003c/a> around history, connection and contribution. An alternative that acknowledges a more nuanced reality of family structures, while, at the same time, speaking to a broader collective behind every child, would be a free-form community map, taking the same concept of illustrating connections between the child and those who have an impact on their lives, while still eliciting conversation between the students and adults around the history of connections. Community maps can thoughtfully tease out a literacy ideal we all appreciate, weaving a textured tapestry of unique individuals with myriad experiences toward a greater collective that is inherently beautiful \u003cem>because \u003c/em>of its nuances.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-63088\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2-160x121.png\" alt=\"\" width=\"200\" height=\"151\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2.png 437w\" sizes=\"(max-width: 200px) 100vw, 200px\">Some people who have played an enormous role in raising me would never have shown up on a traditional family tree graphic organizer. Amu Hamid, with his ceaseless guidance, unending support and unconditional love, wouldn’t have had a place on a simple stencil, because he was my father’s sister’s husband. But the reality is, he was one of the people who raised me. I was one of his daughters. He piloted my daily decision making with compassion, care, and experience. If I were a student able to design the outline of my adult community, he would’ve shown up as the family giant.\u003c/p>\n\u003cp>To get started with community map projects, you might offer students and their caregivers an open-ended set of ideas along with a few quick parameters and find this is plenty to inspire a variety of individual products. Leaving the process open allows for families to cocreate and coimagine with their children. And, when they share their final projects, I often marvel at folks’ oohing and ahhing, which almost always results in an even greater degree of imaginative iterating and dreaming of interesting projects further down the line. I generally make the following suggestions and leave the rest to them:\u003c/p>\n\u003cul>\n\u003cli>Visually represent the people in your collective who support you.\u003c/li>\n\u003cli>You’re welcome to use a tree form to guide you, but feel free to diverge from that template to represent your loved ones in the way that makes most sense to you.\u003c/li>\n\u003cli>Draw connections between the people in your life using visuals.\u003c/li>\n\u003c/ul>\n\u003cp>Just as my Amu Hamid had superhero-like individual strengths that contributed to our family collective as a whole, as students and their caregivers work on this project, invite them to highlight how different individuals have made them stronger together with prompts like:\u003c/p>\n\u003cul>\n\u003cli>Who is this person to me?\u003c/li>\n\u003cli>What makes them unique?\u003c/li>\n\u003cli>What talents do they bring to our family/group/community?\u003c/li>\n\u003cli>How does having them with us bring us closer and make us stronger?\u003c/li>\n\u003cli>What might our collective look like if we were missing this person’s contributions?\u003c/li>\n\u003cli>How did our loved ones who have passed contribute meaning to our family? How did they shape us? How might we keep their legacies alive?\u003c/li>\n\u003cli>How do we ensure their memories are a continued blessing?\u003c/li>\n\u003c/ul>\n\u003cp>Dream big here. \u003ca href=\"https://docs.google.com/document/d/1ScL1FxV4mGoavHwFZI8Zs22Ntj5SYjK-LXlQbKYDIOU/edit?usp=sharing\">Read aloud from books where families look different\u003c/a>. Prompt children to share with peers before brainstorming on paper. In one second-grade Chicago classroom, students discarded the tree image altogether and, instead, talked about who grows in their hearts after their teacher mentioned all the different contributors to her garden: bees, flowers, weeds, birds. All of those elements contribute to and nurture the garden’s vibrancy, just like all of the people in our hearts.\u003c/p>\n\u003cp>These community maps can even be co-constructed with caregivers or orchestrated as a collaborative family project in schools, which is particularly impactful with siblings in multiple grades. They can begin on family literacy nights and end in a cumulative showcase, or they can be smaller-scale and more personal in nature. Either way, the conversations that ensue as a result of creating community maps are invaluable representations of a literacy ideal that ultimately frames much of what we aim to accomplish as teachers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"color: #212529;background: white\">Nawal Qarooni is a Jersey City-based educator, writer and adjunct professor who supports a holistic approach to literacy instruction and family experiences in schools across the country. Drawing on her work as an inquiry-based leader, mother and proud daughter of immigrants, Nawal’s pedagogy is centered in the rich and authentic\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63089 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3.png\" alt=\"\" width=\"279\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3.png 637w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3-160x100.png 160w\" sizes=\"(max-width: 279px) 100vw, 279px\"> learning all families gift their children every day. She and her team of coaches at NQC Literacy work with schools and districts to collectively grow teacher practice and children’s literacy lives. In addition, she is a member of the National Council for Teachers of English Committee Against Racism and Bias in the Teaching of English; she evaluates manuscripts for Reese Witherspoon’s LitUp program, which platforms historically underrepresented voices in publishing; and she serves on the Library of Congress Literacy Awards Advisory Board, which funds powerful literacy programming across the country. Nawal holds a Bachelor of English from the University of Michigan, a Master of Teaching from Brooklyn College and a Master of Journalism from Syracuse University’s Newhouse School. She won a New Jersey Press Association Award for her international reporting and transitioned into education as a New York City Teaching Fellow.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Family tree projects can alienate students from diverse family structures. Author Nawal Qarooni offers a more inclusive and culturally sustaining approach.","status":"publish","parent":0,"modified":1708390288,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1479},"headData":{"title":"When family tree projects frustrate students, community maps are an inclusive alternative | KQED","description":"Family tree projects can alienate students from diverse family structures. Nawal Qarooni offers a more inclusive and culturally sustaining approach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Family tree projects can alienate students from diverse family structures. Nawal Qarooni offers a more inclusive and culturally sustaining approach."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>From \u003ca href=\"https://www.routledge.com/Nourishing-Caregiver-Collaborations-Elevating-Home-Experiences-and-Classroom/Qarooni/p/book/9781625316196\">\u003ci>Nourishing Caregiver Collaborations: Elevating Home Experiences and Classroom Practices for Collective Care\u003c/i>\u003c/a> by Nawal Qarooni © 2024 by \u003ca href=\"http://www.routledge.com/stenhouse-publishing.\">Stenhouse Publishers/Taylor & Francis\u003c/a>. Reproduced with permission.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63202\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal-160x201.jpeg\" alt=\"\" width=\"160\" height=\"201\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal-160x201.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">No doubt, you’re familiar with the traditional family tree project. My own kids come home with these year after year, a stenciled outline that they need to fill in with great-grandparents, grandparents, parents, and siblings. For my children, being raised in a two-parent household with strong connections to both sets of grandparents, this has been a fine project that goes fairly smoothly in each instance. A few phone calls to Mama Mahnaz and Abuelo get them the names of family members from Iran and Puerto Rico that they need. But as we know, all families are different. These family tree projects have the potential to be both frustrating for students and alienating to their caregivers. When I spoke with longtime educator and school leader Nefertari Nkenge, she shared such an example of frustration about her daughter’s experience, particularly around a “normed expectation of who lives in the house.”\u003c/p>\n\u003cp>“It would have just been Mom and her. But she made it about 12 brothers and sisters, and that made me grin. The teacher interrogated her and made her feel some kind of way. Jendayi considered her godsiblings who spend the night; I’m Mama Nefertari to all these children; my daughter calls their mothers Aunties — so she’s listing names. The teacher says, these are your siblings? The teacher just couldn’t understand.”\u003c/p>\n\u003cp>A more \u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">inclusive and culturally sustaining approach\u003c/a> would replace these experiences of othering and frustration. Nefertari contended: “Our family experiences — verbal tradition as an African people — it’s not something that’s going to be captured in a paper-and-pencil family tree. Nor is the respect we give our non-blood relatives, many of whom are elders we learn from. It would never get the depth of what I shared now, or what my daughter understood in the third grade. To visualize and draw illustrations of experiences with this large family — even though it’s just the two of us — it needs the narrative for us. For Black and Brown people, for you to see the depth of what we’re describing . . . in the end, I wanted to communicate: see how rich the narrative is in who we are? That is never captured in literacy assignments in schools, nor is it captured in the ways we give credence to it in our own traditional way.”\u003c/p>\n\u003cp>Black, Brown and Indigenous communities, especially, have longstanding and deep understandings of the importance of the collective and, furthermore, the far-reaching relational ties that shape knowledge of ourselves and who we are. \u003ca href=\"https://www.nahwilet.com/\">Indigenous scholar\u003c/a> Shelbi Nahwilet Meissner \u003ca href=\"https://drive.google.com/file/d/191twpmym1vKaLhqsF1DLnVgjBKsFkFs4/view\">writes\u003c/a>, “Kinship, as conceived of by Indigenous scholars, does not refer merely to hetero-nuclear families or biological relatives (\u003ca href=\"https://uwethicsofcare.gws.wisc.edu/wp-content/uploads/2019/10/TallBear-Making-Love-and-Relations-Beyond-Settler-Sex-and-Family.pdf\">TallBear 2018\u003c/a>; \u003ca href=\"https://kylewhyte.seas.umich.edu/wp-content/uploads/2021/04/Time-as-Kinship-April-2021.pdf\">Whyte 2021\u003c/a>). Rather, ‘kinship’ is used to describe the relationships between all entities that share responsibilities for one another.” And also, “Indigenous conceptions of kinship expand beyond Western conceptions of family and include relationships among humans, non-humans, animals, plants and spirits — these relationships inform Indigenous knowledge systems.” We can learn from these \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">deeply rooted ways of being\u003c/a>. If we are to honor all families and their ways of being, we must design curricular activities with collective inclusivity in mind.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-63087\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1-160x186.png\" alt=\"\" width=\"215\" height=\"250\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1-160x186.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1.png 354w\" sizes=\"(max-width: 215px) 100vw, 215px\">I imagine the objective of the original family tree exercise was never to fill in box after box in rote fashion but to \u003ca href=\"https://www.kqed.org/mindshift/62762/how-parents-can-help-their-kids-feel-seen\">foster curiosity among children and conversation with their elders\u003c/a> around history, connection and contribution. An alternative that acknowledges a more nuanced reality of family structures, while, at the same time, speaking to a broader collective behind every child, would be a free-form community map, taking the same concept of illustrating connections between the child and those who have an impact on their lives, while still eliciting conversation between the students and adults around the history of connections. Community maps can thoughtfully tease out a literacy ideal we all appreciate, weaving a textured tapestry of unique individuals with myriad experiences toward a greater collective that is inherently beautiful \u003cem>because \u003c/em>of its nuances.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-63088\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2-160x121.png\" alt=\"\" width=\"200\" height=\"151\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2.png 437w\" sizes=\"(max-width: 200px) 100vw, 200px\">Some people who have played an enormous role in raising me would never have shown up on a traditional family tree graphic organizer. Amu Hamid, with his ceaseless guidance, unending support and unconditional love, wouldn’t have had a place on a simple stencil, because he was my father’s sister’s husband. But the reality is, he was one of the people who raised me. I was one of his daughters. He piloted my daily decision making with compassion, care, and experience. If I were a student able to design the outline of my adult community, he would’ve shown up as the family giant.\u003c/p>\n\u003cp>To get started with community map projects, you might offer students and their caregivers an open-ended set of ideas along with a few quick parameters and find this is plenty to inspire a variety of individual products. Leaving the process open allows for families to cocreate and coimagine with their children. And, when they share their final projects, I often marvel at folks’ oohing and ahhing, which almost always results in an even greater degree of imaginative iterating and dreaming of interesting projects further down the line. I generally make the following suggestions and leave the rest to them:\u003c/p>\n\u003cul>\n\u003cli>Visually represent the people in your collective who support you.\u003c/li>\n\u003cli>You’re welcome to use a tree form to guide you, but feel free to diverge from that template to represent your loved ones in the way that makes most sense to you.\u003c/li>\n\u003cli>Draw connections between the people in your life using visuals.\u003c/li>\n\u003c/ul>\n\u003cp>Just as my Amu Hamid had superhero-like individual strengths that contributed to our family collective as a whole, as students and their caregivers work on this project, invite them to highlight how different individuals have made them stronger together with prompts like:\u003c/p>\n\u003cul>\n\u003cli>Who is this person to me?\u003c/li>\n\u003cli>What makes them unique?\u003c/li>\n\u003cli>What talents do they bring to our family/group/community?\u003c/li>\n\u003cli>How does having them with us bring us closer and make us stronger?\u003c/li>\n\u003cli>What might our collective look like if we were missing this person’s contributions?\u003c/li>\n\u003cli>How did our loved ones who have passed contribute meaning to our family? How did they shape us? How might we keep their legacies alive?\u003c/li>\n\u003cli>How do we ensure their memories are a continued blessing?\u003c/li>\n\u003c/ul>\n\u003cp>Dream big here. \u003ca href=\"https://docs.google.com/document/d/1ScL1FxV4mGoavHwFZI8Zs22Ntj5SYjK-LXlQbKYDIOU/edit?usp=sharing\">Read aloud from books where families look different\u003c/a>. Prompt children to share with peers before brainstorming on paper. In one second-grade Chicago classroom, students discarded the tree image altogether and, instead, talked about who grows in their hearts after their teacher mentioned all the different contributors to her garden: bees, flowers, weeds, birds. All of those elements contribute to and nurture the garden’s vibrancy, just like all of the people in our hearts.\u003c/p>\n\u003cp>These community maps can even be co-constructed with caregivers or orchestrated as a collaborative family project in schools, which is particularly impactful with siblings in multiple grades. They can begin on family literacy nights and end in a cumulative showcase, or they can be smaller-scale and more personal in nature. Either way, the conversations that ensue as a result of creating community maps are invaluable representations of a literacy ideal that ultimately frames much of what we aim to accomplish as teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"color: #212529;background: white\">Nawal Qarooni is a Jersey City-based educator, writer and adjunct professor who supports a holistic approach to literacy instruction and family experiences in schools across the country. Drawing on her work as an inquiry-based leader, mother and proud daughter of immigrants, Nawal’s pedagogy is centered in the rich and authentic\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63089 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3.png\" alt=\"\" width=\"279\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3.png 637w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3-160x100.png 160w\" sizes=\"(max-width: 279px) 100vw, 279px\"> learning all families gift their children every day. She and her team of coaches at NQC Literacy work with schools and districts to collectively grow teacher practice and children’s literacy lives. In addition, she is a member of the National Council for Teachers of English Committee Against Racism and Bias in the Teaching of English; she evaluates manuscripts for Reese Witherspoon’s LitUp program, which platforms historically underrepresented voices in publishing; and she serves on the Library of Congress Literacy Awards Advisory Board, which funds powerful literacy programming across the country. Nawal holds a Bachelor of English from the University of Michigan, a Master of Teaching from Brooklyn College and a Master of Journalism from Syracuse University’s Newhouse School. She won a New Jersey Press Association Award for her international reporting and transitioned into education as a New York City Teaching Fellow.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative","authors":["4354"],"categories":["mindshift_21491","mindshift_194","mindshift_21385","mindshift_193"],"tags":["mindshift_21250","mindshift_21371","mindshift_21707","mindshift_21230","mindshift_21223","mindshift_21415","mindshift_444","mindshift_290"],"featImg":"mindshift_63105","label":"mindshift"},"mindshift_63052":{"type":"posts","id":"mindshift_63052","meta":{"index":"posts_1591205157","site":"mindshift","id":"63052","score":null,"sort":[1707130837000]},"guestAuthors":[],"slug":"overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","title":"Overscheduling kids’ lives causes depression and anxiety, study finds","publishDate":1707130837,"format":"standard","headTitle":"Overscheduling kids’ lives causes depression and anxiety, study finds | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Psychologists have long warned that children’s lives are overscheduled, which undermines their ability to develop non-academic skills that they’ll need in adulthood, from coping with setbacks to building strong relationships. Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","status":"publish","parent":0,"modified":1706900711,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1247},"headData":{"title":"Overscheduling kids’ lives causes depression and anxiety, study finds | KQED","description":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs."},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Psychologists have long warned that children’s lives are overscheduled, which undermines their ability to develop non-academic skills that they’ll need in adulthood, from coping with setbacks to building strong relationships. Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","authors":["byline_mindshift_63052"],"categories":["mindshift_21504","mindshift_21280","mindshift_21385","mindshift_20874"],"tags":["mindshift_20589","mindshift_21612","mindshift_21070","mindshift_21100","mindshift_563","mindshift_20865","mindshift_20870","mindshift_290"],"featImg":"mindshift_63054","label":"mindshift"},"mindshift_62762":{"type":"posts","id":"mindshift_62762","meta":{"index":"posts_1591205157","site":"mindshift","id":"62762","score":null,"sort":[1701169243000]},"guestAuthors":[],"slug":"how-parents-can-help-their-kids-feel-seen","title":"How parents can help their kids feel seen","publishDate":1701169243,"format":"standard","headTitle":"How parents can help their kids feel seen | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">In his new book, \u003ca href=\"https://www.penguinrandomhouse.com/books/652822/how-to-know-a-person-by-david-brooks/\">\u003ci>How to Know a Person: The Art of Seeing Others Deeply and Being Deeply Seen\u003c/i>\u003c/a>, author and \u003ci>New York Times\u003c/i> columnist \u003ca href=\"https://twitter.com/nytdavidbrooksauthor\">David Brooks\u003c/a> writes about a period of singular connection between him and his young son. The boy was just over a year old and would wake every morning at 4 a.m. Rather than shush the boy back to bed, Brooks would join him on the floor for \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\">several hours and play\u003c/a>. “I’m naturally immature,” Brooks told me, “And I loved to play.” He recalls those extended, wordless sessions with his son as a time of \u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">profound tenderness and understanding\u003c/a>, when each knew the other more completely than they did any other person. It was made possible by the natural bonding that \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">comes with simple play\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-62766\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks-160x243.jpeg\" alt=\"Book cover for How to Know a Person by David Brooks\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Echoing the late British author Iris Murdoch, Brooks believes that looking closely at another person and striving to understand their place in the world, as he and his son did decades ago, is “the essential moral act” — a posture towards others that determines the kind of person we become. But understanding another is inherently difficult; egotism, fear, a distorted faith in our own perspective and other interior impediments get in the way. Society’s “creeping dehumanization” and \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">narrow focus on academic merit over character development\u003c/a>, especially among the young, also have conspired to corrode moral awareness. Few know how to escape the prisons of their minds, and the social skills that would help us understand each other — how to converse, ask questions, disagree with integrity, and consider another’s perspective — are rarely taught in schools. Brooks wrote \u003ci>How to Know a Person \u003c/i>to help us develop these vital skills, many of them rusty from underuse or eroded by coarse social norms.\u003c/p>\n\u003cp class=\"p1\">The challenge is particularly important for loving parents who crave \u003ca href=\"https://www.kqed.org/mindshift/61492/relax-your-adult-child-is-probably-fine\">lasting connection with their children\u003c/a>. Brooks explained how the work involved in understanding children varies by their age and life circumstance. “The first thing to shine on a young child is a gaze, the gaze of love, the gaze that says, ‘I recognize you, I see you’,” he told me. Playing side-by-side, without an agenda or purpose, also generates organic trust and understanding. While easy in theory, parents (and everyone else) are \u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">assaulted by distractions, especially from their phones\u003c/a>. Brooks advises regarding attention as a switch that’s either off or on; when caring for a child, shut down TikTok or Instagram and fully engage. Striving to become a “loud listener” who responds to a child’s stories and experiences with vocal curiosity also builds understanding. Brooks learned this himself by observing how Oprah Winfrey leans in, gapes, affirms and manifestly attends to those she interviews.\u003c/p>\n\u003cp class=\"p1\">Parents also would be wise to consider their child’s phase of life. This is especially \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">important with teenagers\u003c/a>, who typically have moved beyond what Brooks calls the early “imperial task,” in which they discover their own agency, and have advanced to the “interpersonal task,” where they gain insight into their psychology — along with an acute and occasionally maddening longing to be liked by their peers. Try to see the world from their perspective, he advises. Invite enigmatic teenagers to tell stories about what they’re experiencing. And as they do with fellow adults, parents might deploy conversational techniques that spur openness: Ask questions about the child’s unique interests, allow for lulls in the back-and-forth, and repeat back what the child said in your own words. Keep in mind that what often drives division between generations is the suspicion among the young that they’re not respected.\u003c/p>\n\u003cp class=\"p1\">Personality types, of both parents and kids, also affect communication. But few adults are aware of the \u003ca href=\"https://www.psychologytoday.com/us/basics/big-5-personality-traits\">five big personality types\u003c/a> — extroverted, conscientious, neurotic, agreeable, open — or grasp how these natures might clash. The demanding father who is short on agreeableness, for example, might come off to his neurotic, exquisitely sensitive son as loud and critical. A richer appreciation of these differing personality types can help parents moderate their communication to fit the child.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">For college-aged and young adult children, parents would be wise to “to update their models,” Brooks told me. “Make it clear that this is not an adult-child relationship, this is an adult-adult relationship,” he added. And while demonstrating curiosity and inviting more storytelling, parents of grown kids might get closer by sharing a little of their own vulnerabilities. By admitting their foibles and weaknesses, parents cast aside the (false) role of omnipotent protector and acknowledge their own imperfect humanity. Expressing fears and doubts welcomes children to the grownup table, and “opens up a way to see each other,” he said.\u003c/p>\n\u003cp class=\"p1\">For decades, American schools taught children basic manners, and some today offer instruction on social/emotional learning. Brooks would like more of this, so that kids understand the mechanics of how to get along. One promising arena in which kids still learn some of these skills is on sports teams, he added. \u003ca href=\"https://www.kqed.org/mindshift/59768/do-youth-sports-really-build-character-what-kids-gain-from-sports-depends-on-adults\">The best coaches focus on cultivating responsibility and respect for others\u003c/a>, while also insisting on attention to small but vital manners that others might let go, like punctuality and holding eye contact. “I found that for moral formation, the kids would listen to some teachers who had credibility, but they would almost always listen to coaches,” he said. Joining a school’s theater production also helps children appreciate another’s perspective and build empathy.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">Seeing anyone clearly and deeply requires work, perhaps even more so between parents and children. Along with the regular barriers to understanding, mothers and fathers have the \u003ca href=\"https://www.kqed.org/mindshift/61924/how-to-keep-your-kids-grandparents-involved-without-losing-your-mind\">emotional legacy of their own upbringing\u003c/a>, which shapes how they engage with the young. A history of conflict between parent and child also can blind both to the other’s intentions, making genuine understanding nearly impossible. And at a certain stage of life — when kids are grown and out on their own, perhaps living far from their first home\u003cspan class=\"Apple-converted-space\"> \u003c/span>disrupting established patterns is tougher. Kids can grow up feeling loved without feeling understood, Brooks said. But for deeper understanding, “you’ve got to take the extra effort to lead with curiosity,” he said. “Even with somebody you think you know.”\u003c/p>\n\n","blocks":[],"excerpt":"In \"How to Know a Person,\" David Brooks writes that our ability to see and be seen deeply by others is central to the kind of person we become.","status":"publish","parent":0,"modified":1701141789,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1086},"headData":{"title":"How parents can help their kids feel seen | KQED","description":"In "How to Know a Person," David Brooks writes that our ability to see and be seen deeply by others is central to the kind of person we become.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In "How to Know a Person," David Brooks writes that our ability to see and be seen deeply by others is central to the kind of person we become."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62762/how-parents-can-help-their-kids-feel-seen","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">In his new book, \u003ca href=\"https://www.penguinrandomhouse.com/books/652822/how-to-know-a-person-by-david-brooks/\">\u003ci>How to Know a Person: The Art of Seeing Others Deeply and Being Deeply Seen\u003c/i>\u003c/a>, author and \u003ci>New York Times\u003c/i> columnist \u003ca href=\"https://twitter.com/nytdavidbrooksauthor\">David Brooks\u003c/a> writes about a period of singular connection between him and his young son. The boy was just over a year old and would wake every morning at 4 a.m. Rather than shush the boy back to bed, Brooks would join him on the floor for \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\">several hours and play\u003c/a>. “I’m naturally immature,” Brooks told me, “And I loved to play.” He recalls those extended, wordless sessions with his son as a time of \u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">profound tenderness and understanding\u003c/a>, when each knew the other more completely than they did any other person. It was made possible by the natural bonding that \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">comes with simple play\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-62766\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks-160x243.jpeg\" alt=\"Book cover for How to Know a Person by David Brooks\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Echoing the late British author Iris Murdoch, Brooks believes that looking closely at another person and striving to understand their place in the world, as he and his son did decades ago, is “the essential moral act” — a posture towards others that determines the kind of person we become. But understanding another is inherently difficult; egotism, fear, a distorted faith in our own perspective and other interior impediments get in the way. Society’s “creeping dehumanization” and \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">narrow focus on academic merit over character development\u003c/a>, especially among the young, also have conspired to corrode moral awareness. Few know how to escape the prisons of their minds, and the social skills that would help us understand each other — how to converse, ask questions, disagree with integrity, and consider another’s perspective — are rarely taught in schools. Brooks wrote \u003ci>How to Know a Person \u003c/i>to help us develop these vital skills, many of them rusty from underuse or eroded by coarse social norms.\u003c/p>\n\u003cp class=\"p1\">The challenge is particularly important for loving parents who crave \u003ca href=\"https://www.kqed.org/mindshift/61492/relax-your-adult-child-is-probably-fine\">lasting connection with their children\u003c/a>. Brooks explained how the work involved in understanding children varies by their age and life circumstance. “The first thing to shine on a young child is a gaze, the gaze of love, the gaze that says, ‘I recognize you, I see you’,” he told me. Playing side-by-side, without an agenda or purpose, also generates organic trust and understanding. While easy in theory, parents (and everyone else) are \u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">assaulted by distractions, especially from their phones\u003c/a>. Brooks advises regarding attention as a switch that’s either off or on; when caring for a child, shut down TikTok or Instagram and fully engage. Striving to become a “loud listener” who responds to a child’s stories and experiences with vocal curiosity also builds understanding. Brooks learned this himself by observing how Oprah Winfrey leans in, gapes, affirms and manifestly attends to those she interviews.\u003c/p>\n\u003cp class=\"p1\">Parents also would be wise to consider their child’s phase of life. This is especially \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">important with teenagers\u003c/a>, who typically have moved beyond what Brooks calls the early “imperial task,” in which they discover their own agency, and have advanced to the “interpersonal task,” where they gain insight into their psychology — along with an acute and occasionally maddening longing to be liked by their peers. Try to see the world from their perspective, he advises. Invite enigmatic teenagers to tell stories about what they’re experiencing. And as they do with fellow adults, parents might deploy conversational techniques that spur openness: Ask questions about the child’s unique interests, allow for lulls in the back-and-forth, and repeat back what the child said in your own words. Keep in mind that what often drives division between generations is the suspicion among the young that they’re not respected.\u003c/p>\n\u003cp class=\"p1\">Personality types, of both parents and kids, also affect communication. But few adults are aware of the \u003ca href=\"https://www.psychologytoday.com/us/basics/big-5-personality-traits\">five big personality types\u003c/a> — extroverted, conscientious, neurotic, agreeable, open — or grasp how these natures might clash. The demanding father who is short on agreeableness, for example, might come off to his neurotic, exquisitely sensitive son as loud and critical. A richer appreciation of these differing personality types can help parents moderate their communication to fit the child.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">For college-aged and young adult children, parents would be wise to “to update their models,” Brooks told me. “Make it clear that this is not an adult-child relationship, this is an adult-adult relationship,” he added. And while demonstrating curiosity and inviting more storytelling, parents of grown kids might get closer by sharing a little of their own vulnerabilities. By admitting their foibles and weaknesses, parents cast aside the (false) role of omnipotent protector and acknowledge their own imperfect humanity. Expressing fears and doubts welcomes children to the grownup table, and “opens up a way to see each other,” he said.\u003c/p>\n\u003cp class=\"p1\">For decades, American schools taught children basic manners, and some today offer instruction on social/emotional learning. Brooks would like more of this, so that kids understand the mechanics of how to get along. One promising arena in which kids still learn some of these skills is on sports teams, he added. \u003ca href=\"https://www.kqed.org/mindshift/59768/do-youth-sports-really-build-character-what-kids-gain-from-sports-depends-on-adults\">The best coaches focus on cultivating responsibility and respect for others\u003c/a>, while also insisting on attention to small but vital manners that others might let go, like punctuality and holding eye contact. “I found that for moral formation, the kids would listen to some teachers who had credibility, but they would almost always listen to coaches,” he said. Joining a school’s theater production also helps children appreciate another’s perspective and build empathy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">Seeing anyone clearly and deeply requires work, perhaps even more so between parents and children. Along with the regular barriers to understanding, mothers and fathers have the \u003ca href=\"https://www.kqed.org/mindshift/61924/how-to-keep-your-kids-grandparents-involved-without-losing-your-mind\">emotional legacy of their own upbringing\u003c/a>, which shapes how they engage with the young. A history of conflict between parent and child also can blind both to the other’s intentions, making genuine understanding nearly impossible. And at a certain stage of life — when kids are grown and out on their own, perhaps living far from their first home\u003cspan class=\"Apple-converted-space\"> \u003c/span>disrupting established patterns is tougher. Kids can grow up feeling loved without feeling understood, Brooks said. But for deeper understanding, “you’ve got to take the extra effort to lead with curiosity,” he said. “Even with somebody you think you know.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62762/how-parents-can-help-their-kids-feel-seen","authors":["4613"],"categories":["mindshift_21445","mindshift_192","mindshift_21280","mindshift_21385"],"tags":["mindshift_21849","mindshift_21850","mindshift_20568","mindshift_290"],"featImg":"mindshift_62765","label":"mindshift"},"mindshift_62672":{"type":"posts","id":"mindshift_62672","meta":{"index":"posts_1591205157","site":"mindshift","id":"62672","score":null,"sort":[1698886371000]},"guestAuthors":[],"slug":"using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name","title":"Using picture books and classroom dialogue to honor and respect students' names","publishDate":1698886371,"format":"audio","headTitle":"Using picture books and classroom dialogue to honor and respect students’ names | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enunciated syllables, slow speech and spelling — these are the adjustments some students find themselves making as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\">\u003cspan style=\"font-weight: 400\">they introduce themselves to their teachers each school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For these students, whose names might be misspelled in emails or autocorrected in text messages, this annual ritual carries significance. It often determines what they will be called for the entire school year. “This is a matter children feel strongly about, yet adults aren’t always as attentive to,” said elementary school teacher \u003c/span>\u003ca href=\"https://twitter.com/jenorr?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Jennifer Orr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">According to a \u003c/span>\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003cspan style=\"font-weight: 400\"> daily mispronunciations of names are microaggressions that can significantly affect \u003ca href=\"https://www.sjsu.edu/people/marcos.pizarro/courses/185/s1/Names.pdf\">students’ self-perception and sense of belonging\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Names are one of the topics covered in \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625315755_were-gonna-keep-on-talking\">\u003ci>\u003cspan style=\"font-weight: 400\">We’re Gonna Keep on Talking\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, which Orr co-authored with Philadelphia educator \u003c/span>\u003ca href=\"https://twitter.com/MattRKay?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Matthew R. Kay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The book guides educators through how to foster meaningful conversations about race with elementary school students. The names unit, which Orr has done about five times over the last 15 years, uses books to initiate discussions within the classroom. The authors recommend how to structure partner and class dialogues and how to create a supportive environment for students to share their experiences related to names. The unit also encourages students to delve deeper into their own identities by gathering information about their names from their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Kay’s previous work, \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625310989_not-light-but-fire\">\u003ci>\u003cspan style=\"font-weight: 400\">Not Light, But Fire\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, explored how to facilitate discussions about race with high schoolers, this sequel tailors the approach to the needs of younger learners. “You don’t get [elementary school] kids’ attention for 45 minutes, even in the upper grades. That’s a long period of time for a child to stay focused,” said Orr. “These discussions have to happen over months instead of class periods.” Regardless of grade level, Kay and Orr agreed that these are conversations children are eager to have.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring names through engaging books\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr said it’s important to create a \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">supportive and inclusive classroom community\u003c/a> before getting into discussions about names. “I don’t want kids to end up feeling raw or vulnerable because we haven’t built the space for that kind of a conversation,” she said. It’s crucial to establish foundations of trust and effective communication even with students one may have taught in previous years. According to Kay, a \u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">strong teacher-student rapport\u003c/a> should never be taken for granted. As he put it, “You can’t spend last year’s currency.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr’s approach includes practicing active listening and respectful engagement with her students. She often does interactive read-alouds, pausing at planned points while reading picture books to encourage and hone students’ discussion and listening skills. Orr uses books to open the door to the conversation. “There are children’s books coming out all the time on names in a way that is so exciting,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.candlewick.com/cat.asp?mode=book&isbn=0763693553&browse=Title\">\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Juana Martinez-Neal is one of Orr’s go-to books for kicking off the unit. In this book, Alma Sofia Esperanza José Pura Candela wants to know why she has so many names. Her father explains how she got each one. After the character Alma is introduced, Orr asks students to share their thoughts about her name. “Does it seem too long?” Students will often use this opportunity to relate in with comments like “I’m named after my grandma too!” She also stops for discussion halfway through \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> so students have the opportunity to discuss with a partner. “What do you think of Alma’s name now?” Orr asks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another book that Orr uses is \u003c/span>\u003ca href=\"https://www.theinnovationpress.com/your-name-is-a-song\">\u003ci>\u003cspan style=\"font-weight: 400\">Your Name Is a Song\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Jamilah Thompkins-Bigelow and Luisa Uribe. The book follows a young girl who is upset that no one is pronouncing her name correctly. The main character’s mom teaches her about the musicality of names from other cultures. The story resonates with students, bridging the common experience of name mispronunciation. Through these books, students begin to grasp that names can carry rich histories, Orr said. In all, each read-aloud and discussion takes about 25 minutes, so that her young students don’t get bored or restless.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Extending conversations beyond the classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also serve as a catalyst for taking the conversation beyond the classroom walls. Recognizing the importance of\u003c/span>\u003ca href=\"https://www2.ed.gov/documents/family-community/partners-education.pdf\">\u003cspan style=\"font-weight: 400\"> collaboration between school and home in nurturing a child’s sense of identity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she suggests that students go home and initiate discussions with their families about the significance and stories behind their names. This part of the unit can lead to self exploration for students and open up a window to their parents’ decisions, according to Kay. Orr proactively reaches out to families to inform them about the discussions taking place in class, so they won’t be blindsided by their child’s questions. She emphasizes that participation in these conversations at home is optional, as is sharing in class. “They can make it fit their comfort level,” Orr said.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1058124335&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class, Orr and Kay recommend starting the next conversation with “Who wants to share what they’ve learned about their name from their family?” This dialogue allows students to share their newfound understanding and feelings about their names. Orr is often surprised by the unique stories and experiences that students bring forward. Some Latino students have told her that other teachers Americanized their names. For example, instead of “David,” where the “i” is pronounced with a long “e” sound, a teacher might use the flat “i” like the sound in zip. She also remembered a fifth grader one year who was a recent immigrant from China. “I swear she spent a week trying to get me to say her name properly,” she admitted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr noted that elementary school students will often just accept the way their name is pronounced until they have this conversation in class. She said that name discussions may not always result in kids being able to advocate for themselves but they become more likely to advocate for other students. “That power between adults and kids is still so strong. And yet, on behalf of someone else, they’ll stand up to that power and they’ll make it clear that actually, no, that’s not how you say it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school teacher, Kay is excited by the prospect of not being the first one to have conversations about identity and culture with students. “I can see the inquiry seeds,” he said. Orr and Kay envision a future where elementary school teachers continue to introduce these conversations, paving the way for students to advocate for the pronunciation of their names as well as for the respect and recognition of others’ identities.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Editor’s note: This story was updated to include the name of the illustrator of \u003c/em>Your Name Is a Song.\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Matthew R. Kay is a high school English teacher in Philadelphia. He’s also the author behind the book \u003cem>Not Light, But Fire. \u003c/em>And he knows how to spark meaningful conversations with high schoolers. In the book, he shares a lesson that’s an absolute hit with his students. And it’s all about their names\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I think every teacher has that one lesson where like, if you’re going to observe me, I’m going to look like a rock star. Like the principal walks through, you’re like, “Say less. I got this”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is your knock it out of the park lesson? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Oh, easy, easy. This is the one where the kids are lined up afterwards to say they didn’t get a chance to share. This is the one where I have to apologize to my colleagues. I’m like, “What can I do? I’m sorry.” It’s so juicy and it feels so good. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt teamed up with elementary school teacher Jennifer Orr for their new book, \u003cem>We’re Gonna Keep on Talking.\u003c/em> They’ve taken lessons from his high school teaching experience and tailored them for younger students. Today’s episode features a conversation about how Matt’s lesson about names looks in Jen’s elementary school classroom. We’ll get into that conversation after the break\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt, you wrote \u003cem>Not Light But Fire\u003c/em> about your experience teaching in high school classrooms a few years ago. Can you tell me about your decision to add \u003cem>We’re Gonna Keep On Talking\u003c/em> to the canon?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> One of the biggest thing that was asked of me, teachers would come up to me and they would say, When are you going to come up with the elementary books? And that was something that I normally kind of brushed aside. Like I respected it, but I was kind of like, well, you know, never because I’m not an elementary teacher. \u003c/span>\u003cspan style=\"font-weight: 400\"> But I feel like what separated \u003cem>Not Light\u003c/em> was my storytelling . \u003c/span>\u003cspan style=\"font-weight: 400\">And I feel like that’s the part that’s hardest for someone who doesn’t teach high school — the actual visualization of what does this conversation look like? \u003c/span>\u003cspan style=\"font-weight: 400\">That’s why I decided to see if I could find an elementary teacher who could who could help with that. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, this book is all about your experience in the classroom with elementary school students. There’s a part where you talk about a lesson on students’ names, and it’s different from the lesson that Matt uses with his students. Can you tell me how you scaffold this conversation for younger kids?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> Sure. \u003c/span>\u003cspan style=\"font-weight: 400\">I’ve taught in several different schools in my school district and in almost all of them. There have been kids who have really struggled with their with name, pronunciation, children whose who they or their families had emigrated to this country. And their names do not fit our kind of Americanized way of saying things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> And as many things are in my elementary classroom and in many, it’s tied into a lot of literature. So there’s several different books that we read throughout the course of the unit and really talk through things through the lens of the books as a way to kind of open the door to the conversation and then make it much more personal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> It was always designed around discussing kids first names. Where does your name come from? What does your name mean? Knowing that some families may not want to have that conversation. Keeping it open ended for kids they could choose to share or not share. The conversation then grew into last names as well as kids started to notice things about each other’s last names, \u003c/span>\u003cspan style=\"font-weight: 400\"> noticing kind of beginning to really build an understanding of why people are names and what those what weight is carried in names and where that can carry history as well as for your own self. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Talking about names can get vulnerable because it can bring up stuff about race and identity. What are some strategies that can teachers use to ensure students feel valued in conversations like these and respected by not only you as the teacher, but also the other kids in the room.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> That’s a huge question because none of this works if we don’t start from that point. A\u003c/span>\u003cspan style=\"font-weight: 400\">t the start of each school year. It’s not only important that we build that community within our classroom, which is huge and crucial, and we talk about some different ways to do that in the book, but also to build that community with our colleagues and with the families of our students because we’re all going to be involved in this. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Even the conversation around names, in my classroom, it doesn’t happen in the first week of school because we haven’t had a chance yet to build that community. I don’t want kids to end up feeling raw or vulnerable because we haven’t built that space for that kind of a conversation before we have it. So we have to be careful that we’re not jumping into it too soon. T\u003c/span>\u003cspan style=\"font-weight: 400\">hat may or may not be true for Matt…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> To be honest, it’s the same in in secondary. I\u003c/span>\u003cspan style=\"font-weight: 400\">n one of my PD sessions to talk about myths about safe spaces and one of them is that it’s permanent. Ou\u003c/span>\u003cspan style=\"font-weight: 400\">r metaphors that we use for safe spaces like building and stuff like that probably need a little bit of work because it like leads to the assumption that you build it and then it’s built right. But it’s really it’s more about building and maintaining and maintaining and maintaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You can you can’t spend last year’s currency like the kids I’m about to meet in a month, it’s best for me to assume that they don’t know me from a can of paint , even if I work with them last year. Because who knows what happened this summer. They could be a different kid. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir\u003c/strong>: So what I’m hearing is that it takes intentional time and you actually keep spending that time. You don’t get to just bank it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I think that’s true of almost anything in a classroom. You spend the start of the school year setting all of these things up and making sure they’re established but that doesn’t mean you’re done with it.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, you mentioned that this unit takes a lot more time at the elementary school level because you’re working with little ones who – let’s be honest, can have a really short attention span. I love the idea of using books to initiate that broad conversation and then slowly getting more and more focused. Can you tell me some of the picture books that you read during this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> \u003cem>My Name Is a Song\u003c/em>, which is a beautiful one of a young girl who is complaining about how no one pronounces her name correctly. \u003c/span>\u003cspan style=\"font-weight: 400\"> And her mom really sort of reassuring her about the way that that names are songs and how beautiful that is. And by the end of the book, I’m not sure if she’s fully convinced of the beauty of it and the fact that she knows her name is still going to be mispronounced, but she definitely has some reassurance\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Another one is Juana Martinez Neal’s book, \u003cem>Alma and How She Got Her Name\u003c/em>. And Alma has I can’t remember it now, you know, maybe six or seven names in her name. And the book is her father explaining to her where each of those names came from, which is our great introduction into then talking about where did your name come from and inviting children and their families into that conversation through that book.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Something I’ve heard you say is that nothing happens at the elementary school level without getting families involved. How do you involve parents and caregivers in this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> At the end of that first day of digging into the book, I will reach out to families and say, We read this book. We had this conversation. Kids may be asking you where their name came from and if you’re willing to share with them and if they want to share with the class we’ll be talking about that in the coming weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> There’s a lot going on with names. There are all these situations that I don’t want kids to feel uncomfortable with. And then sometimes it’s a single parent and it may also come down to this child is living with someone who is not their parent who may not even know their name story. A bit part of it is to make sure that families that this is an option and we’re really interested and that we’re not trying to put anyone on the spot and that kids have that same sense.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> What is really cool about this unit is that it gives students the opportunity to learn more about their teachers because it sounds like you two also talk about your names with your students.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> I just really love the self-exploration and the showing kids the power and also like opening up a window to their parents decisions, I think, which is something that’s really cool. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I get to open up about myself, you know, like I’m Matt is boring. Oh, there’s no meaning behind it, all that kind of stuff. But that’s because my parents both had unique names and they didn’t like everybody always jacking their name up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Matt could be a white dude and I until you meet me. So they didn’t want me to have any kind of disadvantages on resumes and stuff. So they were really intentional about Matt. And then I went and turned around, gave my daughters two very unique names that they will always have to correct people. And so it’s just weird about it how that cycle keeps going. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Unique names are very character building. I’m saying that as some one with a unique name.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You always have to spell it out\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Yeah, yeah my name has an ‘H’ at the end, so I had to learn how to correct people as they were spelling it. How about you, Jen?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I was one of those kids I probably wouldn’t have wanted had this conversation because I have no story behind my name. Something I still hold against my parents. \u003c/span>\u003cspan style=\"font-weight: 400\"> And like Matt I, my children have names that have stories behind them because I always hated that my parents were like “I don’t know. It was pretty.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> In this name activity were there any surprising moments or stories that emerged during this name unit that stood out to you that were meaningful or impactful.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> There’s a lot of good stories in that chapter. J\u003c/span>\u003cspan style=\"font-weight: 400\">elly was one of them. S\u003c/span>\u003cspan style=\"font-weight: 400\">ome early teacher couldn’t pronounce her name, and so she they gave her the nickname and then she went with it. \u003c/span>\u003cspan style=\"font-weight: 400\">We recognize a teacher probably overstepped their bounds. We recognize all those things. \u003c/span>\u003cspan style=\"font-weight: 400\">I didn’t force her to not go by this nickname. Unfortunately, a lot of well-intentioned teachers can push so hard, and the kid’s like, really fine with the nickname. W\u003c/span>e just examined what happened. I’m not moralizing.\u003cspan style=\"font-weight: 400\"> My job is to help you understand things, right? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Every year there are things that come as a surprise to me. Even when I have spent weeks with these kids or have had conversations with families. The piece that really stands out to me is that I had a couple of students over the years, several students, but with LatinX names who who had regularly had teachers Americanize them. So instead of David, who was David. \u003c/span>\u003cspan style=\"font-weight: 400\">These young ones just accept that their name is being mispronounced until we have this conversation often. And then they will say “But that’s not how we say my name at home. That’s not my name.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> But even when they realize this isn’t okay, they often would not at first grade or kindergarten advocate for themselves, but they advocate for each other. And so I would notice, you know, they would be a substitute teacher who hadn’t yet gotten this, who’s going through the role in P.E. or something, and says David David would just be like, “Yeah,” but others are like “It’s David.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> It was really interesting to see that they felt strongly about their names but that power between adults and kids is still so strong and yet on behalf of someone else they’ll stand up to that power\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And I feel like this unit tells students Oh no, you can advocate for how it is pronounced and what other people call you. And that’s an important lesson, I think at a young age, at the elementary school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> It’s similar at the high school level too. O\u003c/span>\u003cspan style=\"font-weight: 400\">ften it’ll be someone else who tells me something about a name or pronoun. It’ll be a classmate. If they’re speaking up to me, that means that teachers before them have made it okay to speak to them in a critical way. \u003c/span>In ninth grade, I’m like a gateway teacher to high school. It’s kind of like, hey, look, you’re going to have to if you don’t advocate for yourself, that’s going to be a problem. Like, it’s going to be a problem in a way that it might not have been a problem before. It’s going to definitely be a problem now because like things are coming at you a little fast. Things are like you got to be able to say, I need more time, I need an extension, I need this, I need that. I need you to call me by his name, like those things. And so I love it when that work has been done early so that they come in and that’s one less kid you have that initial conversation with.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matthew R. Kay is going into his 18th year teaching in Philadelphia. His other book is called \u003cem>Not Light But Fire.\u003c/em> Jennifer Orr has been teaching elementary school for 25 years. The book she wrote with Matthew is called \u003cem>We’re Gonna Keep on Talking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, , Kara Newhouse, and Marlena Jackson-Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien , Katie Sprenger, Cesar Saldaña and Holly Kernan. MindShift is supported, in part, by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers Jennifer Orr and Matthew R. Kay discuss how teachers can empower students to advocate for correct pronunciation of their names.","status":"publish","parent":0,"modified":1706576757,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":60,"wordCount":4040},"headData":{"title":"Using picture books and classroom dialogue to honor and respect students' names | KQED","description":"Teachers Jennifer Orr and Matthew R. Kay discuss how teachers can empower students to advocate for correct pronunciation of their names.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teachers Jennifer Orr and Matthew R. Kay discuss how teachers can empower students to advocate for correct pronunciation of their names."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC1058124335.mp3?updated=1699923421","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enunciated syllables, slow speech and spelling — these are the adjustments some students find themselves making as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\">\u003cspan style=\"font-weight: 400\">they introduce themselves to their teachers each school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For these students, whose names might be misspelled in emails or autocorrected in text messages, this annual ritual carries significance. It often determines what they will be called for the entire school year. “This is a matter children feel strongly about, yet adults aren’t always as attentive to,” said elementary school teacher \u003c/span>\u003ca href=\"https://twitter.com/jenorr?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Jennifer Orr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">According to a \u003c/span>\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003cspan style=\"font-weight: 400\"> daily mispronunciations of names are microaggressions that can significantly affect \u003ca href=\"https://www.sjsu.edu/people/marcos.pizarro/courses/185/s1/Names.pdf\">students’ self-perception and sense of belonging\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Names are one of the topics covered in \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625315755_were-gonna-keep-on-talking\">\u003ci>\u003cspan style=\"font-weight: 400\">We’re Gonna Keep on Talking\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, which Orr co-authored with Philadelphia educator \u003c/span>\u003ca href=\"https://twitter.com/MattRKay?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Matthew R. Kay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The book guides educators through how to foster meaningful conversations about race with elementary school students. The names unit, which Orr has done about five times over the last 15 years, uses books to initiate discussions within the classroom. The authors recommend how to structure partner and class dialogues and how to create a supportive environment for students to share their experiences related to names. The unit also encourages students to delve deeper into their own identities by gathering information about their names from their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Kay’s previous work, \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625310989_not-light-but-fire\">\u003ci>\u003cspan style=\"font-weight: 400\">Not Light, But Fire\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, explored how to facilitate discussions about race with high schoolers, this sequel tailors the approach to the needs of younger learners. “You don’t get [elementary school] kids’ attention for 45 minutes, even in the upper grades. That’s a long period of time for a child to stay focused,” said Orr. “These discussions have to happen over months instead of class periods.” Regardless of grade level, Kay and Orr agreed that these are conversations children are eager to have.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring names through engaging books\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr said it’s important to create a \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">supportive and inclusive classroom community\u003c/a> before getting into discussions about names. “I don’t want kids to end up feeling raw or vulnerable because we haven’t built the space for that kind of a conversation,” she said. It’s crucial to establish foundations of trust and effective communication even with students one may have taught in previous years. According to Kay, a \u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">strong teacher-student rapport\u003c/a> should never be taken for granted. As he put it, “You can’t spend last year’s currency.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr’s approach includes practicing active listening and respectful engagement with her students. She often does interactive read-alouds, pausing at planned points while reading picture books to encourage and hone students’ discussion and listening skills. Orr uses books to open the door to the conversation. “There are children’s books coming out all the time on names in a way that is so exciting,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.candlewick.com/cat.asp?mode=book&isbn=0763693553&browse=Title\">\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Juana Martinez-Neal is one of Orr’s go-to books for kicking off the unit. In this book, Alma Sofia Esperanza José Pura Candela wants to know why she has so many names. Her father explains how she got each one. After the character Alma is introduced, Orr asks students to share their thoughts about her name. “Does it seem too long?” Students will often use this opportunity to relate in with comments like “I’m named after my grandma too!” She also stops for discussion halfway through \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> so students have the opportunity to discuss with a partner. “What do you think of Alma’s name now?” Orr asks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another book that Orr uses is \u003c/span>\u003ca href=\"https://www.theinnovationpress.com/your-name-is-a-song\">\u003ci>\u003cspan style=\"font-weight: 400\">Your Name Is a Song\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Jamilah Thompkins-Bigelow and Luisa Uribe. The book follows a young girl who is upset that no one is pronouncing her name correctly. The main character’s mom teaches her about the musicality of names from other cultures. The story resonates with students, bridging the common experience of name mispronunciation. Through these books, students begin to grasp that names can carry rich histories, Orr said. In all, each read-aloud and discussion takes about 25 minutes, so that her young students don’t get bored or restless.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Extending conversations beyond the classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also serve as a catalyst for taking the conversation beyond the classroom walls. Recognizing the importance of\u003c/span>\u003ca href=\"https://www2.ed.gov/documents/family-community/partners-education.pdf\">\u003cspan style=\"font-weight: 400\"> collaboration between school and home in nurturing a child’s sense of identity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she suggests that students go home and initiate discussions with their families about the significance and stories behind their names. This part of the unit can lead to self exploration for students and open up a window to their parents’ decisions, according to Kay. Orr proactively reaches out to families to inform them about the discussions taking place in class, so they won’t be blindsided by their child’s questions. She emphasizes that participation in these conversations at home is optional, as is sharing in class. “They can make it fit their comfort level,” Orr said.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1058124335&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class, Orr and Kay recommend starting the next conversation with “Who wants to share what they’ve learned about their name from their family?” This dialogue allows students to share their newfound understanding and feelings about their names. Orr is often surprised by the unique stories and experiences that students bring forward. Some Latino students have told her that other teachers Americanized their names. For example, instead of “David,” where the “i” is pronounced with a long “e” sound, a teacher might use the flat “i” like the sound in zip. She also remembered a fifth grader one year who was a recent immigrant from China. “I swear she spent a week trying to get me to say her name properly,” she admitted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr noted that elementary school students will often just accept the way their name is pronounced until they have this conversation in class. She said that name discussions may not always result in kids being able to advocate for themselves but they become more likely to advocate for other students. “That power between adults and kids is still so strong. And yet, on behalf of someone else, they’ll stand up to that power and they’ll make it clear that actually, no, that’s not how you say it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school teacher, Kay is excited by the prospect of not being the first one to have conversations about identity and culture with students. “I can see the inquiry seeds,” he said. Orr and Kay envision a future where elementary school teachers continue to introduce these conversations, paving the way for students to advocate for the pronunciation of their names as well as for the respect and recognition of others’ identities.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Editor’s note: This story was updated to include the name of the illustrator of \u003c/em>Your Name Is a Song.\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Matthew R. Kay is a high school English teacher in Philadelphia. He’s also the author behind the book \u003cem>Not Light, But Fire. \u003c/em>And he knows how to spark meaningful conversations with high schoolers. In the book, he shares a lesson that’s an absolute hit with his students. And it’s all about their names\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I think every teacher has that one lesson where like, if you’re going to observe me, I’m going to look like a rock star. Like the principal walks through, you’re like, “Say less. I got this”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is your knock it out of the park lesson? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Oh, easy, easy. This is the one where the kids are lined up afterwards to say they didn’t get a chance to share. This is the one where I have to apologize to my colleagues. I’m like, “What can I do? I’m sorry.” It’s so juicy and it feels so good. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt teamed up with elementary school teacher Jennifer Orr for their new book, \u003cem>We’re Gonna Keep on Talking.\u003c/em> They’ve taken lessons from his high school teaching experience and tailored them for younger students. Today’s episode features a conversation about how Matt’s lesson about names looks in Jen’s elementary school classroom. We’ll get into that conversation after the break\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt, you wrote \u003cem>Not Light But Fire\u003c/em> about your experience teaching in high school classrooms a few years ago. Can you tell me about your decision to add \u003cem>We’re Gonna Keep On Talking\u003c/em> to the canon?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> One of the biggest thing that was asked of me, teachers would come up to me and they would say, When are you going to come up with the elementary books? And that was something that I normally kind of brushed aside. Like I respected it, but I was kind of like, well, you know, never because I’m not an elementary teacher. \u003c/span>\u003cspan style=\"font-weight: 400\"> But I feel like what separated \u003cem>Not Light\u003c/em> was my storytelling . \u003c/span>\u003cspan style=\"font-weight: 400\">And I feel like that’s the part that’s hardest for someone who doesn’t teach high school — the actual visualization of what does this conversation look like? \u003c/span>\u003cspan style=\"font-weight: 400\">That’s why I decided to see if I could find an elementary teacher who could who could help with that. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, this book is all about your experience in the classroom with elementary school students. There’s a part where you talk about a lesson on students’ names, and it’s different from the lesson that Matt uses with his students. Can you tell me how you scaffold this conversation for younger kids?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> Sure. \u003c/span>\u003cspan style=\"font-weight: 400\">I’ve taught in several different schools in my school district and in almost all of them. There have been kids who have really struggled with their with name, pronunciation, children whose who they or their families had emigrated to this country. And their names do not fit our kind of Americanized way of saying things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> And as many things are in my elementary classroom and in many, it’s tied into a lot of literature. So there’s several different books that we read throughout the course of the unit and really talk through things through the lens of the books as a way to kind of open the door to the conversation and then make it much more personal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> It was always designed around discussing kids first names. Where does your name come from? What does your name mean? Knowing that some families may not want to have that conversation. Keeping it open ended for kids they could choose to share or not share. The conversation then grew into last names as well as kids started to notice things about each other’s last names, \u003c/span>\u003cspan style=\"font-weight: 400\"> noticing kind of beginning to really build an understanding of why people are names and what those what weight is carried in names and where that can carry history as well as for your own self. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Talking about names can get vulnerable because it can bring up stuff about race and identity. What are some strategies that can teachers use to ensure students feel valued in conversations like these and respected by not only you as the teacher, but also the other kids in the room.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> That’s a huge question because none of this works if we don’t start from that point. A\u003c/span>\u003cspan style=\"font-weight: 400\">t the start of each school year. It’s not only important that we build that community within our classroom, which is huge and crucial, and we talk about some different ways to do that in the book, but also to build that community with our colleagues and with the families of our students because we’re all going to be involved in this. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Even the conversation around names, in my classroom, it doesn’t happen in the first week of school because we haven’t had a chance yet to build that community. I don’t want kids to end up feeling raw or vulnerable because we haven’t built that space for that kind of a conversation before we have it. So we have to be careful that we’re not jumping into it too soon. T\u003c/span>\u003cspan style=\"font-weight: 400\">hat may or may not be true for Matt…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> To be honest, it’s the same in in secondary. I\u003c/span>\u003cspan style=\"font-weight: 400\">n one of my PD sessions to talk about myths about safe spaces and one of them is that it’s permanent. Ou\u003c/span>\u003cspan style=\"font-weight: 400\">r metaphors that we use for safe spaces like building and stuff like that probably need a little bit of work because it like leads to the assumption that you build it and then it’s built right. But it’s really it’s more about building and maintaining and maintaining and maintaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You can you can’t spend last year’s currency like the kids I’m about to meet in a month, it’s best for me to assume that they don’t know me from a can of paint , even if I work with them last year. Because who knows what happened this summer. They could be a different kid. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir\u003c/strong>: So what I’m hearing is that it takes intentional time and you actually keep spending that time. You don’t get to just bank it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I think that’s true of almost anything in a classroom. You spend the start of the school year setting all of these things up and making sure they’re established but that doesn’t mean you’re done with it.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, you mentioned that this unit takes a lot more time at the elementary school level because you’re working with little ones who – let’s be honest, can have a really short attention span. I love the idea of using books to initiate that broad conversation and then slowly getting more and more focused. Can you tell me some of the picture books that you read during this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> \u003cem>My Name Is a Song\u003c/em>, which is a beautiful one of a young girl who is complaining about how no one pronounces her name correctly. \u003c/span>\u003cspan style=\"font-weight: 400\"> And her mom really sort of reassuring her about the way that that names are songs and how beautiful that is. And by the end of the book, I’m not sure if she’s fully convinced of the beauty of it and the fact that she knows her name is still going to be mispronounced, but she definitely has some reassurance\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Another one is Juana Martinez Neal’s book, \u003cem>Alma and How She Got Her Name\u003c/em>. And Alma has I can’t remember it now, you know, maybe six or seven names in her name. And the book is her father explaining to her where each of those names came from, which is our great introduction into then talking about where did your name come from and inviting children and their families into that conversation through that book.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Something I’ve heard you say is that nothing happens at the elementary school level without getting families involved. How do you involve parents and caregivers in this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> At the end of that first day of digging into the book, I will reach out to families and say, We read this book. We had this conversation. Kids may be asking you where their name came from and if you’re willing to share with them and if they want to share with the class we’ll be talking about that in the coming weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> There’s a lot going on with names. There are all these situations that I don’t want kids to feel uncomfortable with. And then sometimes it’s a single parent and it may also come down to this child is living with someone who is not their parent who may not even know their name story. A bit part of it is to make sure that families that this is an option and we’re really interested and that we’re not trying to put anyone on the spot and that kids have that same sense.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> What is really cool about this unit is that it gives students the opportunity to learn more about their teachers because it sounds like you two also talk about your names with your students.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> I just really love the self-exploration and the showing kids the power and also like opening up a window to their parents decisions, I think, which is something that’s really cool. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I get to open up about myself, you know, like I’m Matt is boring. Oh, there’s no meaning behind it, all that kind of stuff. But that’s because my parents both had unique names and they didn’t like everybody always jacking their name up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Matt could be a white dude and I until you meet me. So they didn’t want me to have any kind of disadvantages on resumes and stuff. So they were really intentional about Matt. And then I went and turned around, gave my daughters two very unique names that they will always have to correct people. And so it’s just weird about it how that cycle keeps going. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Unique names are very character building. I’m saying that as some one with a unique name.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You always have to spell it out\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Yeah, yeah my name has an ‘H’ at the end, so I had to learn how to correct people as they were spelling it. How about you, Jen?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I was one of those kids I probably wouldn’t have wanted had this conversation because I have no story behind my name. Something I still hold against my parents. \u003c/span>\u003cspan style=\"font-weight: 400\"> And like Matt I, my children have names that have stories behind them because I always hated that my parents were like “I don’t know. It was pretty.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> In this name activity were there any surprising moments or stories that emerged during this name unit that stood out to you that were meaningful or impactful.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> There’s a lot of good stories in that chapter. J\u003c/span>\u003cspan style=\"font-weight: 400\">elly was one of them. S\u003c/span>\u003cspan style=\"font-weight: 400\">ome early teacher couldn’t pronounce her name, and so she they gave her the nickname and then she went with it. \u003c/span>\u003cspan style=\"font-weight: 400\">We recognize a teacher probably overstepped their bounds. We recognize all those things. \u003c/span>\u003cspan style=\"font-weight: 400\">I didn’t force her to not go by this nickname. Unfortunately, a lot of well-intentioned teachers can push so hard, and the kid’s like, really fine with the nickname. W\u003c/span>e just examined what happened. I’m not moralizing.\u003cspan style=\"font-weight: 400\"> My job is to help you understand things, right? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Every year there are things that come as a surprise to me. Even when I have spent weeks with these kids or have had conversations with families. The piece that really stands out to me is that I had a couple of students over the years, several students, but with LatinX names who who had regularly had teachers Americanize them. So instead of David, who was David. \u003c/span>\u003cspan style=\"font-weight: 400\">These young ones just accept that their name is being mispronounced until we have this conversation often. And then they will say “But that’s not how we say my name at home. That’s not my name.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> But even when they realize this isn’t okay, they often would not at first grade or kindergarten advocate for themselves, but they advocate for each other. And so I would notice, you know, they would be a substitute teacher who hadn’t yet gotten this, who’s going through the role in P.E. or something, and says David David would just be like, “Yeah,” but others are like “It’s David.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> It was really interesting to see that they felt strongly about their names but that power between adults and kids is still so strong and yet on behalf of someone else they’ll stand up to that power\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And I feel like this unit tells students Oh no, you can advocate for how it is pronounced and what other people call you. And that’s an important lesson, I think at a young age, at the elementary school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> It’s similar at the high school level too. O\u003c/span>\u003cspan style=\"font-weight: 400\">ften it’ll be someone else who tells me something about a name or pronoun. It’ll be a classmate. If they’re speaking up to me, that means that teachers before them have made it okay to speak to them in a critical way. \u003c/span>In ninth grade, I’m like a gateway teacher to high school. It’s kind of like, hey, look, you’re going to have to if you don’t advocate for yourself, that’s going to be a problem. Like, it’s going to be a problem in a way that it might not have been a problem before. It’s going to definitely be a problem now because like things are coming at you a little fast. Things are like you got to be able to say, I need more time, I need an extension, I need this, I need that. I need you to call me by his name, like those things. And so I love it when that work has been done early so that they come in and that’s one less kid you have that initial conversation with.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matthew R. Kay is going into his 18th year teaching in Philadelphia. His other book is called \u003cem>Not Light But Fire.\u003c/em> Jennifer Orr has been teaching elementary school for 25 years. The book she wrote with Matthew is called \u003cem>We’re Gonna Keep on Talking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, , Kara Newhouse, and Marlena Jackson-Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien , Katie Sprenger, Cesar Saldaña and Holly Kernan. MindShift is supported, in part, by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name","authors":["11721"],"categories":["mindshift_20729","mindshift_21512","mindshift_194","mindshift_21130","mindshift_20960"],"tags":["mindshift_21101","mindshift_21707","mindshift_21230","mindshift_21015","mindshift_797","mindshift_21222","mindshift_231","mindshift_290","mindshift_21284","mindshift_21742"],"featImg":"mindshift_62674","label":"mindshift"},"mindshift_62478":{"type":"posts","id":"mindshift_62478","meta":{"index":"posts_1591205157","site":"mindshift","id":"62478","score":null,"sort":[1696440384000]},"guestAuthors":[],"slug":"student-loans-for-parents-can-be-a-debt-trap-but-theres-a-loophole","title":"Student loans for parents can be a debt trap. But there's a loophole","publishDate":1696440384,"format":"standard","headTitle":"Student loans for parents can be a debt trap. But there’s a loophole | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Carlos Sanchez of McAllen, Texas, took out an enormous amount of federal student loan debt to make sure his children could attend college.\u003c/p>\n\u003cp>“As my third child makes her way through her senior year in college, I now have what amounts to about $160,000 in parent PLUS loans,” Sanchez, 63, told NPR. He likely won’t have them paid off (or qualify for debt forgiveness) until he’s in his 80s, “which is an extraordinary journey for me,” he said, given that he’s approaching retirement.\u003c/p>\n\u003cp>“I’m just hoping to see if there is some relief.”\u003c/p>\n\u003cp>For Sanchez and millions of other parents and caregivers, that relief could come through a loophole in federal law — a loophole that could help them access a more forgiving payment plan and ultimately shed debts that might otherwise follow them for the rest of their lives.\u003c/p>\n\u003cp>That is, if they know about it. Few do.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The U.S. Department of Education won’t discuss this loophole. And if a borrower calls their loan servicer and asks about it, the call center worker will likely greet the question with a confused silence. It’s called the double-consolidation loophole.\u003c/p>\n\u003ch3>The parent PLUS debt trap\u003c/h3>\n\u003cp>According to federal data, 3.7 million Americans hold $111 billion in debt from parent PLUS loans. Though they’re federal loans, if you close one eye and squint at them sideways, parent PLUS loans look an awful lot like a bear trap. The interest rate is far higher than the rate on a standard undergraduate loan — 8.05% versus 5.50% — and parents don’t have easy access to the low monthly payments of income-based repayment plans. There’s also virtually no limit on how much families can borrow. Which can be good. Or calamitous.\u003c/p>\n\u003cp>In the ideal, parent PLUS loans can be engines of equity, helping low-income families and families of color send their children to schools that, because of cost and generational wealth gaps, might otherwise be out of reach. But research suggests that these loans often become the opposite: drivers of inequity.\u003c/p>\n\u003cp>“Because low-income families, and especially Black and Latino/a parents, are disproportionately taking out Parent PLUS loans, their heavy use and unfavorable terms and conditions exacerbate the racial wealth gap,” said a \u003ca href=\"https://tcf.org/content/report/parent-plus-borrowers-the-hidden-casualties-of-the-student-debt-crisis/\">2022 report from the Century Foundation\u003c/a> titled “Parent PLUS Borrowers: The Hidden Casualties of the Student Debt Crisis.”\u003c/p>\n\u003cp>At a \u003ca href=\"https://www.npr.org/2023/09/28/1202434960/black-leader-and-activist-continue-to-push-for-student-debt-cancelation\">recent forum\u003c/a> on student loan debt, Rep. Ayanna Pressley, D-Mass., opined on this parent PLUS crisis, saying she’d “spoken to Black parents who say, ‘I’m of age to retire, but I cannot retire — because I’m still paying on loans that I took out so my baby could have a better life.'”\u003c/p>\n\u003cp>“I’m \u003cem>really\u003c/em> worried about parent PLUS borrowers,” said Wisdom Cole, national director of the NAACP’s Youth & College Division.\u003c/p>\n\u003cp>Making matters worse, Cole said: These parent borrowers have been unfairly excluded from the \u003ca href=\"https://www.npr.org/2023/08/08/1192703211/biden-save-plan-how-it-works\">newest, most flexible repayment plan\u003c/a>, SAVE. Cole said the NAACP had expressed its concern over this exclusion to both the Biden administration and the Education Department.\u003c/p>\n\u003cp>In fact, in a \u003ca href=\"https://drive.google.com/file/d/15Z6ENlR_vmTNhtcoe1jCygDw3qo7TXWp/view\">letter sent Tuesday\u003c/a>, NAACP President and CEO Derrick Johnson warned Education Secretary Miguel Cardona that “Parent PLUS borrowers face a grim reality as loan repayments restart.”\u003c/p>\n\u003ch3>Parent PLUS borrowers can’t \u003cem>officially \u003c/em>access the most forgiving payment plan\u003c/h3>\n\u003cp>Parents’ official exclusion from SAVE is a big deal. (Unofficially, this is where the loophole comes in — more on that below.)\u003c/p>\n\u003cp>Technically, parent PLUS loan borrowers qualify for only the Standard, Graduated and Extended repayment plans, none of which take a borrower’s income into account or promise loan forgiveness after a given period of time.\u003c/p>\n\u003cp>Parent PLUS borrowers can qualify for the least flexible income-based repayment plan, known as Income-Contingent Repayment (ICR), if they consolidate their loans into a Direct Consolidation loan. But monthly payments on ICR can be high compared with those on the SAVE plan.\u003c/p>\n\u003cp>ICR calculates payments based on 20% of a borrower’s discretionary income, while SAVE uses half that: just 10%. Also, ICR defines discretionary income as any money you earn above 100% of the \u003ca href=\"https://aspe.hhs.gov/topics/poverty-economic-mobility/poverty-guidelines\">federal poverty level\u003c/a>. Translation: Any income an individual borrower earns over $14,580 is factored into the monthly payment math. The SAVE plan, on the other hand, protects more than\u003cem> twice\u003c/em> as much of a borrower’s income, allowing anyone who earns less than roughly $33,000 to qualify for a $0 monthly payment.\u003c/p>\n\u003cp>In short, if there were a way for parent PLUS borrowers to access SAVE, their monthly payments would be \u003cem>vastly\u003c/em> lower than they are on ICR.\u003c/p>\n\u003cp>That’s why, in Johnson’s letter, the NAACP president urges Cardona to use his authority to expand SAVE access to parent PLUS borrowers. Otherwise, he writes, “millions of families will see the resumption of crippling payments as student loan payments resume this month.”\u003c/p>\n\u003cp>It’s unclear whether the Education Department believes it can — or will try to — do as Johnson asks. In the meantime, though, there \u003cem>is\u003c/em> a way for parents to access SAVE, through an unofficial backdoor.\u003c/p>\n\u003ch3>How the double-consolidation loophole works\u003c/h3>\n\u003cp>The federal student loan system — as well as this loophole — depend on layers, like the floors of a home. Consolidating a parent PLUS loan, for example, is like laying a rug over a hardwood floor. The Education Department and its loan servicers can see the rug — the newly consolidated loan — but they can also still see the hardwood — a parent PLUS loan — beneath.\u003c/p>\n\u003cp>But when you consolidate a loan \u003cem>twice\u003c/em>, it’s like laying wall-to-wall carpet over it all: Servicers can no longer tell what’s beneath. And the system can prevent parent PLUS loans from qualifying for the SAVE plan only if it knows they’re parent PLUS loans.\u003c/p>\n\u003cp>The Education Department knows this is a problem.\u003c/p>\n\u003cp>“In the past, limitations in Department data may have enabled a parent PLUS loan that was consolidated and then re-consolidated to enroll in any [income-driven repayment] plan, despite the Department’s position that such loans are only eligible for the ICR plan,” the department \u003ca href=\"https://www.federalregister.gov/documents/2023/07/10/2023-13112/improving-income-driven-repayment-for-the-william-d-ford-federal-direct-loan-program-and-the-federal\">acknowledged in the Federal Register\u003c/a> in July. Still, it’s not immediately closing the loophole.\u003c/p>\n\u003cp>So, how does a borrower fit through this narrow opening?\u003c/p>\n\u003cp>It is complicated, and, as we said earlier, the Education Department and its servicers won’t help you with it. So if you choose to proceed, you’re on your own. Sort of.\u003c/p>\n\u003cp>You’ll find explainers \u003ca href=\"https://www.studentloanplanner.com/parent-plus-double-consolidation/\">here, from Student Loan Planner\u003c/a>, and \u003ca href=\"https://thecollegeinvestor.com/43530/student-loan-double-consolidation-loophole/\">here, from the College Investor\u003c/a>. Below, we’ve reprinted \u003ca href=\"https://www.mass.gov/info-details/repayment-options-for-parent-plus-loans\">detailed instructions\u003c/a> from Massachusetts’ Office of the Attorney General, recommended for borrowers with at least two parent PLUS loans:\u003c/p>\n\u003cp>\u003cstrong>Step 1:\u003c/strong> Fill out a consolidation application online on \u003ca href=\"https://studentaid.gov/\">studentaid.gov\u003c/a> \u003cstrong>for just one\u003c/strong> Parent PLUS Loan. Pick Nelnet for the servicer. Download a copy of your application to help you with Step 2. It will contain account numbers, balance information, loan type codes, and servicer names needed for your next application.\u003c/p>\n\u003cp>\u003cstrong>Step 2: \u003c/strong>Fill out a \u003ca href=\"https://studentaid.gov/sites/default/files/Consolidation-en-us.pdf\">paper consolidation application\u003c/a> for the second Parent PLUS Loan.\u003c/p>\n\u003cul>\n\u003cli>On page two of the application, identify the loans that you want to include in the consolidation. Fill in information about the Parent PLUS Loan that you excluded from the consolidation application you completed on studentaid.gov.\u003c/li>\n\u003cli>On page three of the paper application, identify the loans you want to exclude from the consolidation. Fill in information about the Parent PLUS Loan that you included in the application you completed on studentaid.gov.\u003c/li>\n\u003cli>Send the completed paper application to Aidvantage.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Step 3: \u003c/strong>After you have received notice from both Nelnet and Aidvantage that your two new Direct Consolidation Loans have been funded, fill out a final paper consolidation application.\u003c/p>\n\u003cul>\n\u003cli>On page two, list both Direct Consolidation Loans to include them in the consolidation. You will not have any loans to exclude from this application. You can choose any servicer and send the application to that servicer.\u003c/li>\n\u003cli>You can send the application to the servicer of your choice, but if you’re pursuing PSLF, send it to MOHELA.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Step 4: \u003c/strong>After receiving notice that your final Direct Consolidation Loan is funded, visit \u003ca href=\"https://studentaid.gov/idr/\">studentaid.gov/idr\u003c/a>, log in using your FSA ID and password, and fill out an Income-Driven Repayment plan application, choosing the SAVE plan.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We know. It sounds complicated and tedious. Because it is. And to be clear, NPR is not advising parent PLUS borrowers to do this; we’re simply making clear it’s an \u003cem>option\u003c/em>. At least, it’s an option until July 2025, when the Education Department says it will officially close the loophole.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Student+loans+for+parents+can+be+a+debt+trap.+But+there%27s+a+loophole&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Until July 2025, parent PLUS borrowers can paperwork their way into a kinder, gentler repayment plan.","status":"publish","parent":0,"modified":1696440425,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1528},"headData":{"title":"Student loans for parents can be a debt trap. But there's a loophole | KQED","description":"Until July 2025, parent PLUS borrowers can paperwork their way into a kinder, gentler repayment plan.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Until July 2025, parent PLUS borrowers can paperwork their way into a kinder, gentler repayment plan."},"nprByline":"Cory Turner","nprImageAgency":"Delphine Lee/NPR","nprStoryId":"1200775288","nprApiLink":"http://api.npr.org/query?id=1200775288&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/10/04/1200775288/student-loans-parent-plus-save-plan?ft=nprml&f=1200775288","nprRetrievedStory":"1","nprPubDate":"Wed, 04 Oct 2023 05:00:00 -0400","nprStoryDate":"Wed, 04 Oct 2023 05:00:16 -0400","nprLastModifiedDate":"Wed, 04 Oct 2023 05:00:16 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62478/student-loans-for-parents-can-be-a-debt-trap-but-theres-a-loophole","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Carlos Sanchez of McAllen, Texas, took out an enormous amount of federal student loan debt to make sure his children could attend college.\u003c/p>\n\u003cp>“As my third child makes her way through her senior year in college, I now have what amounts to about $160,000 in parent PLUS loans,” Sanchez, 63, told NPR. He likely won’t have them paid off (or qualify for debt forgiveness) until he’s in his 80s, “which is an extraordinary journey for me,” he said, given that he’s approaching retirement.\u003c/p>\n\u003cp>“I’m just hoping to see if there is some relief.”\u003c/p>\n\u003cp>For Sanchez and millions of other parents and caregivers, that relief could come through a loophole in federal law — a loophole that could help them access a more forgiving payment plan and ultimately shed debts that might otherwise follow them for the rest of their lives.\u003c/p>\n\u003cp>That is, if they know about it. Few do.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The U.S. Department of Education won’t discuss this loophole. And if a borrower calls their loan servicer and asks about it, the call center worker will likely greet the question with a confused silence. It’s called the double-consolidation loophole.\u003c/p>\n\u003ch3>The parent PLUS debt trap\u003c/h3>\n\u003cp>According to federal data, 3.7 million Americans hold $111 billion in debt from parent PLUS loans. Though they’re federal loans, if you close one eye and squint at them sideways, parent PLUS loans look an awful lot like a bear trap. The interest rate is far higher than the rate on a standard undergraduate loan — 8.05% versus 5.50% — and parents don’t have easy access to the low monthly payments of income-based repayment plans. There’s also virtually no limit on how much families can borrow. Which can be good. Or calamitous.\u003c/p>\n\u003cp>In the ideal, parent PLUS loans can be engines of equity, helping low-income families and families of color send their children to schools that, because of cost and generational wealth gaps, might otherwise be out of reach. But research suggests that these loans often become the opposite: drivers of inequity.\u003c/p>\n\u003cp>“Because low-income families, and especially Black and Latino/a parents, are disproportionately taking out Parent PLUS loans, their heavy use and unfavorable terms and conditions exacerbate the racial wealth gap,” said a \u003ca href=\"https://tcf.org/content/report/parent-plus-borrowers-the-hidden-casualties-of-the-student-debt-crisis/\">2022 report from the Century Foundation\u003c/a> titled “Parent PLUS Borrowers: The Hidden Casualties of the Student Debt Crisis.”\u003c/p>\n\u003cp>At a \u003ca href=\"https://www.npr.org/2023/09/28/1202434960/black-leader-and-activist-continue-to-push-for-student-debt-cancelation\">recent forum\u003c/a> on student loan debt, Rep. Ayanna Pressley, D-Mass., opined on this parent PLUS crisis, saying she’d “spoken to Black parents who say, ‘I’m of age to retire, but I cannot retire — because I’m still paying on loans that I took out so my baby could have a better life.'”\u003c/p>\n\u003cp>“I’m \u003cem>really\u003c/em> worried about parent PLUS borrowers,” said Wisdom Cole, national director of the NAACP’s Youth & College Division.\u003c/p>\n\u003cp>Making matters worse, Cole said: These parent borrowers have been unfairly excluded from the \u003ca href=\"https://www.npr.org/2023/08/08/1192703211/biden-save-plan-how-it-works\">newest, most flexible repayment plan\u003c/a>, SAVE. Cole said the NAACP had expressed its concern over this exclusion to both the Biden administration and the Education Department.\u003c/p>\n\u003cp>In fact, in a \u003ca href=\"https://drive.google.com/file/d/15Z6ENlR_vmTNhtcoe1jCygDw3qo7TXWp/view\">letter sent Tuesday\u003c/a>, NAACP President and CEO Derrick Johnson warned Education Secretary Miguel Cardona that “Parent PLUS borrowers face a grim reality as loan repayments restart.”\u003c/p>\n\u003ch3>Parent PLUS borrowers can’t \u003cem>officially \u003c/em>access the most forgiving payment plan\u003c/h3>\n\u003cp>Parents’ official exclusion from SAVE is a big deal. (Unofficially, this is where the loophole comes in — more on that below.)\u003c/p>\n\u003cp>Technically, parent PLUS loan borrowers qualify for only the Standard, Graduated and Extended repayment plans, none of which take a borrower’s income into account or promise loan forgiveness after a given period of time.\u003c/p>\n\u003cp>Parent PLUS borrowers can qualify for the least flexible income-based repayment plan, known as Income-Contingent Repayment (ICR), if they consolidate their loans into a Direct Consolidation loan. But monthly payments on ICR can be high compared with those on the SAVE plan.\u003c/p>\n\u003cp>ICR calculates payments based on 20% of a borrower’s discretionary income, while SAVE uses half that: just 10%. Also, ICR defines discretionary income as any money you earn above 100% of the \u003ca href=\"https://aspe.hhs.gov/topics/poverty-economic-mobility/poverty-guidelines\">federal poverty level\u003c/a>. Translation: Any income an individual borrower earns over $14,580 is factored into the monthly payment math. The SAVE plan, on the other hand, protects more than\u003cem> twice\u003c/em> as much of a borrower’s income, allowing anyone who earns less than roughly $33,000 to qualify for a $0 monthly payment.\u003c/p>\n\u003cp>In short, if there were a way for parent PLUS borrowers to access SAVE, their monthly payments would be \u003cem>vastly\u003c/em> lower than they are on ICR.\u003c/p>\n\u003cp>That’s why, in Johnson’s letter, the NAACP president urges Cardona to use his authority to expand SAVE access to parent PLUS borrowers. Otherwise, he writes, “millions of families will see the resumption of crippling payments as student loan payments resume this month.”\u003c/p>\n\u003cp>It’s unclear whether the Education Department believes it can — or will try to — do as Johnson asks. In the meantime, though, there \u003cem>is\u003c/em> a way for parents to access SAVE, through an unofficial backdoor.\u003c/p>\n\u003ch3>How the double-consolidation loophole works\u003c/h3>\n\u003cp>The federal student loan system — as well as this loophole — depend on layers, like the floors of a home. Consolidating a parent PLUS loan, for example, is like laying a rug over a hardwood floor. The Education Department and its loan servicers can see the rug — the newly consolidated loan — but they can also still see the hardwood — a parent PLUS loan — beneath.\u003c/p>\n\u003cp>But when you consolidate a loan \u003cem>twice\u003c/em>, it’s like laying wall-to-wall carpet over it all: Servicers can no longer tell what’s beneath. And the system can prevent parent PLUS loans from qualifying for the SAVE plan only if it knows they’re parent PLUS loans.\u003c/p>\n\u003cp>The Education Department knows this is a problem.\u003c/p>\n\u003cp>“In the past, limitations in Department data may have enabled a parent PLUS loan that was consolidated and then re-consolidated to enroll in any [income-driven repayment] plan, despite the Department’s position that such loans are only eligible for the ICR plan,” the department \u003ca href=\"https://www.federalregister.gov/documents/2023/07/10/2023-13112/improving-income-driven-repayment-for-the-william-d-ford-federal-direct-loan-program-and-the-federal\">acknowledged in the Federal Register\u003c/a> in July. Still, it’s not immediately closing the loophole.\u003c/p>\n\u003cp>So, how does a borrower fit through this narrow opening?\u003c/p>\n\u003cp>It is complicated, and, as we said earlier, the Education Department and its servicers won’t help you with it. So if you choose to proceed, you’re on your own. Sort of.\u003c/p>\n\u003cp>You’ll find explainers \u003ca href=\"https://www.studentloanplanner.com/parent-plus-double-consolidation/\">here, from Student Loan Planner\u003c/a>, and \u003ca href=\"https://thecollegeinvestor.com/43530/student-loan-double-consolidation-loophole/\">here, from the College Investor\u003c/a>. Below, we’ve reprinted \u003ca href=\"https://www.mass.gov/info-details/repayment-options-for-parent-plus-loans\">detailed instructions\u003c/a> from Massachusetts’ Office of the Attorney General, recommended for borrowers with at least two parent PLUS loans:\u003c/p>\n\u003cp>\u003cstrong>Step 1:\u003c/strong> Fill out a consolidation application online on \u003ca href=\"https://studentaid.gov/\">studentaid.gov\u003c/a> \u003cstrong>for just one\u003c/strong> Parent PLUS Loan. Pick Nelnet for the servicer. Download a copy of your application to help you with Step 2. It will contain account numbers, balance information, loan type codes, and servicer names needed for your next application.\u003c/p>\n\u003cp>\u003cstrong>Step 2: \u003c/strong>Fill out a \u003ca href=\"https://studentaid.gov/sites/default/files/Consolidation-en-us.pdf\">paper consolidation application\u003c/a> for the second Parent PLUS Loan.\u003c/p>\n\u003cul>\n\u003cli>On page two of the application, identify the loans that you want to include in the consolidation. Fill in information about the Parent PLUS Loan that you excluded from the consolidation application you completed on studentaid.gov.\u003c/li>\n\u003cli>On page three of the paper application, identify the loans you want to exclude from the consolidation. Fill in information about the Parent PLUS Loan that you included in the application you completed on studentaid.gov.\u003c/li>\n\u003cli>Send the completed paper application to Aidvantage.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Step 3: \u003c/strong>After you have received notice from both Nelnet and Aidvantage that your two new Direct Consolidation Loans have been funded, fill out a final paper consolidation application.\u003c/p>\n\u003cul>\n\u003cli>On page two, list both Direct Consolidation Loans to include them in the consolidation. You will not have any loans to exclude from this application. You can choose any servicer and send the application to that servicer.\u003c/li>\n\u003cli>You can send the application to the servicer of your choice, but if you’re pursuing PSLF, send it to MOHELA.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Step 4: \u003c/strong>After receiving notice that your final Direct Consolidation Loan is funded, visit \u003ca href=\"https://studentaid.gov/idr/\">studentaid.gov/idr\u003c/a>, log in using your FSA ID and password, and fill out an Income-Driven Repayment plan application, choosing the SAVE plan.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We know. It sounds complicated and tedious. Because it is. And to be clear, NPR is not advising parent PLUS borrowers to do this; we’re simply making clear it’s an \u003cem>option\u003c/em>. At least, it’s an option until July 2025, when the Education Department says it will officially close the loophole.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Student+loans+for+parents+can+be+a+debt+trap.+But+there%27s+a+loophole&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62478/student-loans-for-parents-can-be-a-debt-trap-but-theres-a-loophole","authors":["byline_mindshift_62478"],"categories":["mindshift_21694","mindshift_21385"],"tags":["mindshift_21261","mindshift_21305","mindshift_21811","mindshift_21810","mindshift_21809","mindshift_21812","mindshift_20568","mindshift_290","mindshift_21376","mindshift_21408"],"featImg":"mindshift_62479","label":"mindshift"},"mindshift_62073":{"type":"posts","id":"mindshift_62073","meta":{"index":"posts_1591205157","site":"mindshift","id":"62073","score":null,"sort":[1690243043000]},"guestAuthors":[],"slug":"thinking-about-tutoring-for-your-child-heres-what-you-should-consider","title":"Thinking about tutoring for your child? Here’s what you should consider.","publishDate":1690243043,"format":"standard","headTitle":"Thinking about tutoring for your child? Here’s what you should consider. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca class=\"Link\" href=\"https://chalkbeat.admin.usechorus.com/e/23565152\" target=\"_blank\" rel=\"noopener\">\u003cb>Leer en español.\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As educators look for ways to help students as they recover academically from pandemic interruptions, \u003ca href=\"https://www.kqed.org/mindshift/61101/what-we-know-about-tutoring-research-and-how-schools-are-using-tutoring-in-pandemic-recovery\">tutoring can play a key role\u003c/a>.\u003c/p>\n\u003cp>But across the country, many leaders are seeing that some of the students who need the help the most \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">aren’t taking advantage\u003c/a>.\u003c/p>\n\u003cp>So, as parents, what questions should you be asking about tutoring and whether your student can benefit? Here are answers to some common questions.\u003c/p>\n\u003ch2 id=\"8TYA4l\">When should I consider tutoring for my child?\u003c/h2>\n\u003cp>Rhonda Haniford, associate commissioner of the school quality and support division at the Colorado Department of Education, said the first thing to keep in mind is that different tutoring programs are designed to achieve different goals.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While parents might think tutoring is only to help students who are struggling academically, sometimes programs are designed instead to keep students engaged, accelerate their learning, or hone in on specific skills or needs.\u003c/p>\n\u003cp>If a parent believes their child is struggling academically, Haniford said they should look at what their school offers.\u003c/p>\n\u003cp>“First, I would say meet with the school and talk about what they’re seeing,” Haniford said. “Talk about what’s working, what are the child’s strengths as well as where are their needs. And can tutoring help? It depends on what the tutoring program is designed to accomplish.”\u003c/p>\n\u003cp>Parent Keri Rodrigues said her five sons’ report cards showed good grades and that her boys were doing well. But when she asked them to read to her at home, she noticed two were struggling.\u003c/p>\n\u003cp>“These were things I could see,” Rodrigues said.\u003c/p>\n\u003cp>Rodrigues is co-founder of the advocacy group \u003ca class=\"Link\" href=\"https://nationalparentsunion.org/\" target=\"_blank\" rel=\"noopener\">National Parents Union\u003c/a>. She advises parents to trust their instincts and ask questions when they believe their children might be struggling. That means starting with more conversations with teachers.\u003c/p>\n\u003cp>When talking with teachers, Rodrigues said, one of the most important questions to ask is whether your child is reading at grade level, and if not, what is being done to get them there.\u003c/p>\n\u003cp>“Report cards often are not telling us this information,” she said.\u003c/p>\n\u003cp>Ashara Baker, a mother to a rising second grader and also a leader with National Parents Union, advises parents that if their child attends a school that has low state test scores, they should consider tutoring even if it seems like their child is doing well.\u003c/p>\n\u003cp>Haniford said the first step is to make sure that the goals of the tutoring program match your child’s needs.\u003c/p>\n\u003cp>After that, she said, parents should ask if their school has a diagnostic assessment of their child. Most schools do, she said. That information can guide tutors to a student’s needs and to build on their strengths.\u003c/p>\n\u003cp>Rodrigues likes to remind parents that they don’t need to be well-versed in education curriculum to start asking questions. She suggests asking if a program is using evidence-based practices, which are strategies that are based on research and have been proven to work, and if their reading programs are based on the science of reading, the research about how children’s brains learn to read.\u003c/p>\n\u003cp>“If you hear things like balanced literacy, that might be a problem,” she said. Balanced Literacy is \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2020/3/27/21231320/why-do-so-many-colorado-students-struggle-to-read-flawed-curriculum-is-part-of-the-problem\" target=\"_blank\" rel=\"noopener\">an approach to teaching reading\u003c/a> based on a debunked philosophy that reading is natural and requires encouragement. “Even if you just remember they should say ‘science of reading,’ you shouldn’t be intimidated.”\u003c/p>\n\u003cp>Some research shows that \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">“high-dosage” tutoring programs may be most effective\u003c/a> for students who need academic help. Usually that involves in-person instruction a few times a week.\u003c/p>\n\u003cp>Baker is leading an effort to get New York schools to make high-dosage tutoring available in public schools.\u003c/p>\n\u003cp>She said good communication is important. Her local district advertised a summer enrichment program, and her daughter attended. Baker knew her daughter was taken to get a library card and to the farmers market, and she heard about how much fun the kids had with water balloons. But Baker said she didn’t know the program was meant to be a form of tutoring.\u003c/p>\n\u003cp>“It can be fun, but you have to be checking in: How are we doing? Are we making progress?” Baker said.\u003c/p>\n\u003cp>She also suggests asking if tutors are trained and certified and finding out how many students are working with each tutor. Small groups are best, she said.\u003c/p>\n\u003cp>Haniford agrees about small groups. She said the most successful programs have no more than six students per tutor.\u003c/p>\n\u003cp>“They have a clear purpose and vision for what they want to accomplish, and it’s not a catch-all with too many students, because then students are not getting individualized attention,” Haniford said.\u003c/p>\n\u003ch2 id=\"YiawKO\">How do I know if my child is getting the most from their tutoring?\u003c/h2>\n\u003cp>Baker suggests that parents make sure the tutoring program their school uses, or that they select from outside groups, does some testing that will measure improvement or where more help is needed.\u003c/p>\n\u003cp>The tutoring program she pays to help her daughter outside of school now gives parents regular reports about how things are progressing and how parents can help maintain the progress at home.\u003c/p>\n\u003cp>Jennifer Castillo, new principal of Boston P-8 in Aurora, said that the school has tutoring run by an outside group, but uses the school’s own teachers that are already familiar with their students.\u003c/p>\n\u003cp>“Having those relationships is very important,” Castillo said. “They know where those student’s gaps are, they know the reasons students are there. I think it’s important for the tutors and the student to be able to go to their parents and show that progress. After a month, I’m seeing an increase in scores or ability or confidence, whatever the issue. As a parent, hopefully you don’t have to ask in a strong partnership.”\u003c/p>\n\u003cp>Castillo said that if the program you’re considering has tutors who aren’t teachers in the school, parents might ask if there’s a way for the tutors and teachers to communicate with each other so that the tutoring help is aligned with what is happening in the classroom.\u003c/p>\n\u003ch2 id=\"ZhIILB\">Should I wait to get my child into a tutoring program?\u003c/h2>\n\u003cp>“There’s always that tug of should I wait a little longer? Maybe it was a rough year. Maybe it was a rough teacher,” Rodrigues said. “Things don’t get easier the more you wait. They get harder.”\u003c/p>\n\u003cp>This is especially true for younger children who need extra help to learn to read. Being able to read will help students learn more complex subjects later.\u003c/p>\n\u003cp>Haniford and Castillo believe parents should clarify why their child needs a break — is there a social or emotional issue, for example — and to look at various options to address the issue.\u003c/p>\n\u003cp>“Kids don’t need a break from learning,” Castillo said. Learning can happen all day, she added. “But we need to ensure they’re engaged and it’s not just sitting and listening. Taking the tutoring outside, making it more hands-on, or making it more applicable might help.”\u003c/p>\n\u003cp>Castillo also recommends that students understand the importance of tutoring and the benefits they should see themselves.\u003c/p>\n\u003cp>“The students have to want to be involved,” Castillo said. “Letting them have some ownership will help as well.”\u003c/p>\n\u003cp>\u003ci>Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"Tutoring can help students as they recover academically from pandemic interruptions. Here's what parents need to know.","status":"publish","parent":0,"modified":1690243247,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":1332},"headData":{"title":"Thinking about tutoring for your child? Here’s what you should consider. | KQED","description":"Tutoring can help students as they recover academically from pandemic interruptions. Here's what parents need to know.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Tutoring can help students as they recover academically from pandemic interruptions. Here's what parents need to know."},"nprByline":"Yesenia Robles, Chalkbeat Colorado","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62073/thinking-about-tutoring-for-your-child-heres-what-you-should-consider","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca class=\"Link\" href=\"https://chalkbeat.admin.usechorus.com/e/23565152\" target=\"_blank\" rel=\"noopener\">\u003cb>Leer en español.\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As educators look for ways to help students as they recover academically from pandemic interruptions, \u003ca href=\"https://www.kqed.org/mindshift/61101/what-we-know-about-tutoring-research-and-how-schools-are-using-tutoring-in-pandemic-recovery\">tutoring can play a key role\u003c/a>.\u003c/p>\n\u003cp>But across the country, many leaders are seeing that some of the students who need the help the most \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">aren’t taking advantage\u003c/a>.\u003c/p>\n\u003cp>So, as parents, what questions should you be asking about tutoring and whether your student can benefit? Here are answers to some common questions.\u003c/p>\n\u003ch2 id=\"8TYA4l\">When should I consider tutoring for my child?\u003c/h2>\n\u003cp>Rhonda Haniford, associate commissioner of the school quality and support division at the Colorado Department of Education, said the first thing to keep in mind is that different tutoring programs are designed to achieve different goals.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While parents might think tutoring is only to help students who are struggling academically, sometimes programs are designed instead to keep students engaged, accelerate their learning, or hone in on specific skills or needs.\u003c/p>\n\u003cp>If a parent believes their child is struggling academically, Haniford said they should look at what their school offers.\u003c/p>\n\u003cp>“First, I would say meet with the school and talk about what they’re seeing,” Haniford said. “Talk about what’s working, what are the child’s strengths as well as where are their needs. And can tutoring help? It depends on what the tutoring program is designed to accomplish.”\u003c/p>\n\u003cp>Parent Keri Rodrigues said her five sons’ report cards showed good grades and that her boys were doing well. But when she asked them to read to her at home, she noticed two were struggling.\u003c/p>\n\u003cp>“These were things I could see,” Rodrigues said.\u003c/p>\n\u003cp>Rodrigues is co-founder of the advocacy group \u003ca class=\"Link\" href=\"https://nationalparentsunion.org/\" target=\"_blank\" rel=\"noopener\">National Parents Union\u003c/a>. She advises parents to trust their instincts and ask questions when they believe their children might be struggling. That means starting with more conversations with teachers.\u003c/p>\n\u003cp>When talking with teachers, Rodrigues said, one of the most important questions to ask is whether your child is reading at grade level, and if not, what is being done to get them there.\u003c/p>\n\u003cp>“Report cards often are not telling us this information,” she said.\u003c/p>\n\u003cp>Ashara Baker, a mother to a rising second grader and also a leader with National Parents Union, advises parents that if their child attends a school that has low state test scores, they should consider tutoring even if it seems like their child is doing well.\u003c/p>\n\u003cp>Haniford said the first step is to make sure that the goals of the tutoring program match your child’s needs.\u003c/p>\n\u003cp>After that, she said, parents should ask if their school has a diagnostic assessment of their child. Most schools do, she said. That information can guide tutors to a student’s needs and to build on their strengths.\u003c/p>\n\u003cp>Rodrigues likes to remind parents that they don’t need to be well-versed in education curriculum to start asking questions. She suggests asking if a program is using evidence-based practices, which are strategies that are based on research and have been proven to work, and if their reading programs are based on the science of reading, the research about how children’s brains learn to read.\u003c/p>\n\u003cp>“If you hear things like balanced literacy, that might be a problem,” she said. Balanced Literacy is \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2020/3/27/21231320/why-do-so-many-colorado-students-struggle-to-read-flawed-curriculum-is-part-of-the-problem\" target=\"_blank\" rel=\"noopener\">an approach to teaching reading\u003c/a> based on a debunked philosophy that reading is natural and requires encouragement. “Even if you just remember they should say ‘science of reading,’ you shouldn’t be intimidated.”\u003c/p>\n\u003cp>Some research shows that \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">“high-dosage” tutoring programs may be most effective\u003c/a> for students who need academic help. Usually that involves in-person instruction a few times a week.\u003c/p>\n\u003cp>Baker is leading an effort to get New York schools to make high-dosage tutoring available in public schools.\u003c/p>\n\u003cp>She said good communication is important. Her local district advertised a summer enrichment program, and her daughter attended. Baker knew her daughter was taken to get a library card and to the farmers market, and she heard about how much fun the kids had with water balloons. But Baker said she didn’t know the program was meant to be a form of tutoring.\u003c/p>\n\u003cp>“It can be fun, but you have to be checking in: How are we doing? Are we making progress?” Baker said.\u003c/p>\n\u003cp>She also suggests asking if tutors are trained and certified and finding out how many students are working with each tutor. Small groups are best, she said.\u003c/p>\n\u003cp>Haniford agrees about small groups. She said the most successful programs have no more than six students per tutor.\u003c/p>\n\u003cp>“They have a clear purpose and vision for what they want to accomplish, and it’s not a catch-all with too many students, because then students are not getting individualized attention,” Haniford said.\u003c/p>\n\u003ch2 id=\"YiawKO\">How do I know if my child is getting the most from their tutoring?\u003c/h2>\n\u003cp>Baker suggests that parents make sure the tutoring program their school uses, or that they select from outside groups, does some testing that will measure improvement or where more help is needed.\u003c/p>\n\u003cp>The tutoring program she pays to help her daughter outside of school now gives parents regular reports about how things are progressing and how parents can help maintain the progress at home.\u003c/p>\n\u003cp>Jennifer Castillo, new principal of Boston P-8 in Aurora, said that the school has tutoring run by an outside group, but uses the school’s own teachers that are already familiar with their students.\u003c/p>\n\u003cp>“Having those relationships is very important,” Castillo said. “They know where those student’s gaps are, they know the reasons students are there. I think it’s important for the tutors and the student to be able to go to their parents and show that progress. After a month, I’m seeing an increase in scores or ability or confidence, whatever the issue. As a parent, hopefully you don’t have to ask in a strong partnership.”\u003c/p>\n\u003cp>Castillo said that if the program you’re considering has tutors who aren’t teachers in the school, parents might ask if there’s a way for the tutors and teachers to communicate with each other so that the tutoring help is aligned with what is happening in the classroom.\u003c/p>\n\u003ch2 id=\"ZhIILB\">Should I wait to get my child into a tutoring program?\u003c/h2>\n\u003cp>“There’s always that tug of should I wait a little longer? Maybe it was a rough year. Maybe it was a rough teacher,” Rodrigues said. “Things don’t get easier the more you wait. They get harder.”\u003c/p>\n\u003cp>This is especially true for younger children who need extra help to learn to read. Being able to read will help students learn more complex subjects later.\u003c/p>\n\u003cp>Haniford and Castillo believe parents should clarify why their child needs a break — is there a social or emotional issue, for example — and to look at various options to address the issue.\u003c/p>\n\u003cp>“Kids don’t need a break from learning,” Castillo said. Learning can happen all day, she added. “But we need to ensure they’re engaged and it’s not just sitting and listening. Taking the tutoring outside, making it more hands-on, or making it more applicable might help.”\u003c/p>\n\u003cp>Castillo also recommends that students understand the importance of tutoring and the benefits they should see themselves.\u003c/p>\n\u003cp>“The students have to want to be involved,” Castillo said. “Letting them have some ownership will help as well.”\u003c/p>\n\u003cp>\u003ci>Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62073/thinking-about-tutoring-for-your-child-heres-what-you-should-consider","authors":["byline_mindshift_62073"],"categories":["mindshift_21385","mindshift_193"],"tags":["mindshift_21343","mindshift_444","mindshift_290","mindshift_550","mindshift_21413"],"featImg":"mindshift_62074","label":"mindshift"},"mindshift_62004":{"type":"posts","id":"mindshift_62004","meta":{"index":"posts_1591205157","site":"mindshift","id":"62004","score":null,"sort":[1689282003000]},"guestAuthors":[],"slug":"so-your-tween-wants-a-smartphone-read-this-first","title":"So your tween wants a smartphone? Read this first","publishDate":1689282003,"format":"standard","headTitle":"So your tween wants a smartphone? Read this first | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Your tween wants a smartphone \u003cem>very \u003c/em>badly. So badly that it physically hurts. And they’re giving you \u003cem>soooo \u003c/em>many reasons why.\u003c/p>\n\u003cp>They’re going to middle school … they need it to collaborate with peers on school projects … they need it to tell you where they are … when they’ll be home … when the school bus is late. It’ll help \u003cem>you,\u003c/em> dear parent, they vow. Plus, all their friends have one, and they feel left out. Come on! Pleeeeeease.\u003c/p>\n\u003cp>Before you click “place order” on that smartphone, pause and consider a few insights from a person who makes a living helping parents and tweens navigate the murky waters of smartphones and social media.\u003c/p>\n\u003cp>\u003ca href=\"https://www.thescreentimeconsultant.com/about-emily\">Emily Cherkin\u003c/a> spent more than a decade as a middle school teacher during the early aughts. She watched firsthand as the presence of smartphones transformed life for middle schoolers. For the past four years, she’s been working as screen-time consultant, coaching parents about digital technology.\u003c/p>\n\u003cp>Her first piece of advice about when to give a child a smartphone and allow them to access social media was reiterated by other experts over and over again: Delay, delay, delay.\u003c/p>\n\u003ch3>“I wish I knew then what I know now”\u003c/h3>\n\u003cp>“I have talked to hundreds of parents,” Cherkin explains, “and no one has ever said to me, ‘I wish I gave my kid a phone earlier’ or ‘I wish I’d given them social media access sooner.’ Never.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, parents tell her the opposite. “I always hear, ‘I wish I had waited. I wish I knew then what I know now,’ ” she says, “because boy, once you give a child one of these devices or technologies, it is so much harder to take it back.”\u003c/p>\n\u003cp>Smartphones, social media and video games create large spikes in dopamine deep inside a child’s brain. As \u003ca href=\"https://www.kqed.org/mindshift/61863/anti-dopamine-parenting-can-curb-a-kids-craving-for-screens-or-sweets\">NPR has reported\u003c/a>, those spikes pull the child’s attention to the device or app, almost like a magnet. They tell the child’s brain that this activity is super critical – way more critical than other activities that trigger smaller spikes in dopamine, such as finishing homework, helping to clean up after dinner, or even playing outside with friends.\u003c/p>\n\u003cp>Thus, parents set themselves up for a constant struggle when a child starts having their own smartphone, Cherkin says. “It’s the dopamine you’re fighting. And that’s not a fair fight. So I tell parents, ‘Delay all of it just as long as you can,'” she emphasizes.\u003c/p>\n\u003cp>That means delaying, not just a smartphone, but \u003cem>any \u003c/em>device, including tablets, she suggests. By introducing a tablet at an early age, even for educational purposes, parents can establish a habit that may be hard to break later, Cherkin has observed.\u003c/p>\n\u003cp>“A child using a tablet at age 6 to 8 comes to expect screen time after school,” she says. “Flash forward to age 12, and now they have a phone. And when they come home from school, they’re likely engaging with social media, instead of educational videos.”\u003c/p>\n\u003cp>Neurologically, children’s brains haven’t developed enough to handle the magnetic pull of these devices and the apps on them, says neuroscientist \u003ca href=\"https://en.samaha-lab.com/\">Anne-Noël Samaha\u003c/a> at the University of Montreal.\u003c/p>\n\u003cp>“It’s almost as if you have the perfect storm,” Samaha explains. “You have games, social media and even pornography and shopping online, and the brains of children are just not yet ready to have the level of self-control needed to regulate their behavior with these activities. Even adults sometimes don’t have enough self-control to do that or handle some of the emotional impact of them.”\u003c/p>\n\u003ch3>Right-size your parenting fears\u003c/h3>\n\u003cp>Parents often feel like once their tween starts moving around more autonomously through their neighborhood or town more, the child needs a smartphone to be safe, Cherkin says. “They may think, ‘Oh, my gosh! My kid is going to be kidnapped on the way to school. They need a phone to call me.’\u003c/p>\n\u003cp>But Cherkin notes that parents tend to overestimate the dangers of the “real world” and \u003cem>underestimate\u003c/em> the dangers of a smartphone.\u003c/p>\n\u003cp>“I think our fears are very misplaced,” she says. “We need to think about what is statistically really likely to happen versus what’s really, really unlikely.”\u003c/p>\n\u003cp>Each year in the U.S. about a hundred children are abducted by strangers or people or slight acquaintances, the U.S. Department of Justice \u003ca href=\"https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/249249.pdf\">reported\u003c/a>. Given that 50 million children, ages 6 to 17, reside in the U.S, the risk of a child being kidnapped by a stranger is about 0.0002% each year. (By comparison, the risk of being struck by lightning each year is about 0.0001%.)\u003c/p>\n\u003cp>On the other hand, giving a child a phone comes with a whole new set of risks and dangers, Cherkin says. They can be difficult for some parents to understand because they may not have much firsthand experience with specific apps, and the new threats that are emerging.\u003c/p>\n\u003cp>Back in March, the nonprofit Common Sense Media \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/how-girls-really-feel-about-social-media-researchreport_web_final_2.pdf\">surveyed\u003c/a> about 1,300 girls, ages 11 to 15, about their experiences on social media. Nearly 60% of the girls who use Instagram, and nearly 60% of those who use Snapchat, said they had been contacted by a stranger that makes them uncomfortable. The same was true for 46% of those who use TikTok.\u003c/p>\n\u003ch3>Disturbing online encounters and influences\u003c/h3>\n\u003cp>The same survey found that these apps often expose girls to content they find disturbing or harmful. For those that use Instagram, TikTok or Snapchat, 12% to 15% of girls see or hear content related to suicide on a daily basis. About the same percentage asaid they see or hear content about eating disorders on a daily basis as well.\u003c/p>\n\u003cp>An investigation by the Center for Countering Digital Hate also found evidence that content related to suicide and disordered eating is relatively common on TikTok. In the \u003ca href=\"https://counterhate.com/research/deadly-by-design/\">investigation\u003c/a>, the nonprofit set up eight accounts ostensibly by 13-year-old children. Each user paused on and liked videos about body image and mental health. Within 30 minutes, TikTok recommended content about suicide and eating disorders to all eight accounts.\u003c/p>\n\u003cp>In one instance, this content began appearing in less than three minutes. On average, TikTok suggested content about eating disorders every four minutes to the teen accounts.\u003c/p>\n\u003cp>TikTok declined NPR’s request for an interview, but in an email, a spokesperson for the company wrote: “We’re committed to building age-appropriate experiences, while equipping parents with tools, like\u003ca href=\"https://urldefense.com/v3/__https:/newsroom.tiktok.com/en-us/new-features-for-teens-and-families-on-tiktok-us__;!!Iwwt!TXlWyyVqWw7ko1SLp-5LloOiRlujH57BqCCTBxgALe7v3MBnbuRJg9C_l2e_RGxD4vLurQazVw_k3BzUCiaeF4o%24\"> Family Pairing\u003c/a>, to support their teen’s experience on TikTok.”\u003c/p>\n\u003cp>Emma Lembke, age 20, says these findings line up with what she experienced when she first went on Instagram eight years ago. “As a 12-year-old girl, I felt like I was being constantly bombarded by bodies that I could never replicate or ones that I could try to, but it would lead me in a darker direction.”\u003c/p>\n\u003cp>She remembers just trying to look up a healthy recipe. “And from that one search, I remember being fed constant stuff about my ‘200-calorie day’ or intermittent fasting.”\u003c/p>\n\u003cp>Eventually, she says, her feed was “covered with anorexic, thin, tiny women. Dieting pills, lollipops to suppress my appetite.”\u003c/p>\n\u003cp>Lembke developed an eating disorder. She has recovered and now is a digital advocate and founder of the \u003ca href=\"https://www.logoffmovement.org/\">Log OFF\u003c/a> project, which helps teens build healthier relationships with social media.\u003c/p>\n\u003cp>“When I was younger, I was being prodded and poked and fed material [on social media] that was really leading me in a direction toward an eating disorder,” she says. “I think for a lot of young women, even if it doesn’t materialize into a fully fledged eating disorder, it painfully warps their sense of self by harming their body image. ”\u003c/p>\n\u003cp>Instagram’s parent company, Meta, declined a request for an interview. But in an email, a spokesperson said the company has invested in technology that finds and removes content related to suicide, self-injury or eating disorders before anyone reports it. “We want to reassure every parent that we have their interests at heart in the work we’re doing to provide teens with safe, supportive experiences online,” they wrote.\u003c/p>\n\u003ch3>A whole world of sexually explicit content\u003c/h3>\n\u003cp>Many children also come across sexualized content, even porn, on social media apps, Cherkin says.\u003c/p>\n\u003cp>If you want to get a sense for what your kid might encounter once you let them have a phone and popular apps, Cherkin recommends trying this: Set up a test account in one of the apps, setting the age of the user to your child’s age, and then use the account yourself for a few weeks.\u003c/p>\n\u003cp>“I did that with Snapchat. I set up an account, pretending to be 15. Then I just went to the Discover feed, where it pushes content to you based on your age,” she explains. Within seconds, sexualized content and vulgar images appeared, she says. “And I thought, ‘No, this is not appropriate for a 15-year-old.”\u003c/p>\n\u003cp>Snapchat’s parent company, Snap, also declined a request for an interview with NPR. A spokesperson wrote in an email: “We have largely kept misinformation, hate speech and other potentially harmful content from spreading on Snapchat. That said, we completely understand concerns about the appropriateness of the content that may be featured, and are working to strengthen protections for teens with the aim of offering them a more age-appropriate experience.”\u003c/p>\n\u003cp>Personally, Cherkin uses Instagram for her business. And back in March, despite all her knowledge about the traps on social media, she says she “got catfished.” She engaged with a stranger who seemed to be a teen in her DMs and eventually received obscene and disturbing photos of a man’s genitalia.\u003c/p>\n\u003cp>She \u003ca href=\"https://www.thescreentimeconsultant.com/think-your-kid-wont-get-porn-in-their-dms-6fd96a4dc330sourcerss-43e8070c4854------2\">writes\u003c/a> on her blog: “It’s graphic. It’s gross. And this is one teeny (lol) example of what kids and teens see ALL THE TIME.”\u003c/p>\n\u003ch3>What’s a parent to do? Consider smartphone alternatives\u003c/h3>\n\u003cp>In the end, Cherkin says, there are several other in-between options for tweens besides giving them their own smartphone or denying them a phone altogether. You can:\u003c/p>\n\u003col>\n\u003cli>Share your phone with your tween so they can text with and call friends.\u003c/li>\n\u003c/ol>\n\u003col>\n\u003cli>Give your tween a “dumb phone” that only allows texting and calling. For example, buy an old-school flip phone. But if that’s out of the question because it’s not cool enough (and you have extra cash to spare), you can now buy dumb phones that look like smartphones but have extremely limited functions — no easy-access to the internet, no social media. And very little risk of inappropriate content.\u003c/li>\n\u003c/ol>\n\u003ch3>Try to limit the apps your child uses, but get ready to be busy monitoring them\u003c/h3>\n\u003cp>If you do end up getting your tween a smartphone, Cherkin says, you might be tempted to simply “block” children from downloading particular apps on their phones. And in theory, this works. Parental control apps, such as \u003ca href=\"https://www.bark.us/\">Bark,\u003c/a> can notify you when an app is installed.\u003c/p>\n\u003cp>But, she says, many kids find workarounds to this approach — and really any parental controls. For instance, she says, if you block Instagram on their phone, kids can log in via the web. If you block TikTok, they might watch TikTok videos in Pinterest. Kids can find \u003ca href=\"https://www.bark.us/blog/spotify-porn-problem/#:~:text=Spotify%2C%20Amazon%20Unlimited%2C%20YouTube%20Music,filter%20off%20after%20the%20fact.\">porn on Spotify\u003c/a>.\u003c/p>\n\u003cp>“Kids are way tech savvier than we are,” Cherkin wrote in an email. “Remember how we used to program the VCR for our parents?! Every single parent who comes to me for help has a variation of this same story: ‘We had X parental controls; we blocked X sites; our child figured out how to access them anyway.’ … It’s impossible to successfully block everything — and once you do, a replacement will pop up in its place.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In other words, once you give your child a smartphone, you will likely be setting up yourself for a whole new series of parenting tasks and worries. Even Meta reveals this in its April \u003ca href=\"https://www.youtube.com/watch?v=gxy14wjki6s\">ad for parental controls\u003c/a>: The mom in the ad is monitoring her son’s Instagram account while doing the dishes.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=So+your+tween+wants+a+smartphone%3F+Read+this+first&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"When's the right time to start your child with a phone? Is 12 too young? Here's what a professional screen time consultant tells parents about the risks kids face online.","status":"publish","parent":0,"modified":1689282003,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":2147},"headData":{"title":"So your tween wants a smartphone? Read this first | KQED","description":"When's the right time to start your child with a phone? Is 12 too young? 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Here's what a professional screen time consultant tells parents about the risks kids face online."},"nprImageCredit":"Elva Etienne","nprByline":"Michaeleen Doucleff","nprImageAgency":"Getty Images","nprStoryId":"1187130983","nprApiLink":"http://api.npr.org/query?id=1187130983&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/07/12/1187130983/smartphone-tween-safe-alternatives?ft=nprml&f=1187130983","nprRetrievedStory":"1","nprPubDate":"Wed, 12 Jul 2023 19:02:00 -0400","nprStoryDate":"Wed, 12 Jul 2023 11:57:26 -0400","nprLastModifiedDate":"Wed, 12 Jul 2023 19:02:14 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/07/20230712_atc_so_your_tween_wants_a_smartphone_read_this_first.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","nprAudioM3u":"http://api.npr.org/m3u/11187354682-3a9793.m3u?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/07/20230712_atc_so_your_tween_wants_a_smartphone_read_this_first.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Your tween wants a smartphone \u003cem>very \u003c/em>badly. So badly that it physically hurts. And they’re giving you \u003cem>soooo \u003c/em>many reasons why.\u003c/p>\n\u003cp>They’re going to middle school … they need it to collaborate with peers on school projects … they need it to tell you where they are … when they’ll be home … when the school bus is late. It’ll help \u003cem>you,\u003c/em> dear parent, they vow. Plus, all their friends have one, and they feel left out. Come on! Pleeeeeease.\u003c/p>\n\u003cp>Before you click “place order” on that smartphone, pause and consider a few insights from a person who makes a living helping parents and tweens navigate the murky waters of smartphones and social media.\u003c/p>\n\u003cp>\u003ca href=\"https://www.thescreentimeconsultant.com/about-emily\">Emily Cherkin\u003c/a> spent more than a decade as a middle school teacher during the early aughts. She watched firsthand as the presence of smartphones transformed life for middle schoolers. For the past four years, she’s been working as screen-time consultant, coaching parents about digital technology.\u003c/p>\n\u003cp>Her first piece of advice about when to give a child a smartphone and allow them to access social media was reiterated by other experts over and over again: Delay, delay, delay.\u003c/p>\n\u003ch3>“I wish I knew then what I know now”\u003c/h3>\n\u003cp>“I have talked to hundreds of parents,” Cherkin explains, “and no one has ever said to me, ‘I wish I gave my kid a phone earlier’ or ‘I wish I’d given them social media access sooner.’ Never.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In fact, parents tell her the opposite. “I always hear, ‘I wish I had waited. I wish I knew then what I know now,’ ” she says, “because boy, once you give a child one of these devices or technologies, it is so much harder to take it back.”\u003c/p>\n\u003cp>Smartphones, social media and video games create large spikes in dopamine deep inside a child’s brain. As \u003ca href=\"https://www.kqed.org/mindshift/61863/anti-dopamine-parenting-can-curb-a-kids-craving-for-screens-or-sweets\">NPR has reported\u003c/a>, those spikes pull the child’s attention to the device or app, almost like a magnet. They tell the child’s brain that this activity is super critical – way more critical than other activities that trigger smaller spikes in dopamine, such as finishing homework, helping to clean up after dinner, or even playing outside with friends.\u003c/p>\n\u003cp>Thus, parents set themselves up for a constant struggle when a child starts having their own smartphone, Cherkin says. “It’s the dopamine you’re fighting. And that’s not a fair fight. So I tell parents, ‘Delay all of it just as long as you can,'” she emphasizes.\u003c/p>\n\u003cp>That means delaying, not just a smartphone, but \u003cem>any \u003c/em>device, including tablets, she suggests. By introducing a tablet at an early age, even for educational purposes, parents can establish a habit that may be hard to break later, Cherkin has observed.\u003c/p>\n\u003cp>“A child using a tablet at age 6 to 8 comes to expect screen time after school,” she says. “Flash forward to age 12, and now they have a phone. And when they come home from school, they’re likely engaging with social media, instead of educational videos.”\u003c/p>\n\u003cp>Neurologically, children’s brains haven’t developed enough to handle the magnetic pull of these devices and the apps on them, says neuroscientist \u003ca href=\"https://en.samaha-lab.com/\">Anne-Noël Samaha\u003c/a> at the University of Montreal.\u003c/p>\n\u003cp>“It’s almost as if you have the perfect storm,” Samaha explains. “You have games, social media and even pornography and shopping online, and the brains of children are just not yet ready to have the level of self-control needed to regulate their behavior with these activities. Even adults sometimes don’t have enough self-control to do that or handle some of the emotional impact of them.”\u003c/p>\n\u003ch3>Right-size your parenting fears\u003c/h3>\n\u003cp>Parents often feel like once their tween starts moving around more autonomously through their neighborhood or town more, the child needs a smartphone to be safe, Cherkin says. “They may think, ‘Oh, my gosh! My kid is going to be kidnapped on the way to school. They need a phone to call me.’\u003c/p>\n\u003cp>But Cherkin notes that parents tend to overestimate the dangers of the “real world” and \u003cem>underestimate\u003c/em> the dangers of a smartphone.\u003c/p>\n\u003cp>“I think our fears are very misplaced,” she says. “We need to think about what is statistically really likely to happen versus what’s really, really unlikely.”\u003c/p>\n\u003cp>Each year in the U.S. about a hundred children are abducted by strangers or people or slight acquaintances, the U.S. Department of Justice \u003ca href=\"https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/249249.pdf\">reported\u003c/a>. Given that 50 million children, ages 6 to 17, reside in the U.S, the risk of a child being kidnapped by a stranger is about 0.0002% each year. (By comparison, the risk of being struck by lightning each year is about 0.0001%.)\u003c/p>\n\u003cp>On the other hand, giving a child a phone comes with a whole new set of risks and dangers, Cherkin says. They can be difficult for some parents to understand because they may not have much firsthand experience with specific apps, and the new threats that are emerging.\u003c/p>\n\u003cp>Back in March, the nonprofit Common Sense Media \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/how-girls-really-feel-about-social-media-researchreport_web_final_2.pdf\">surveyed\u003c/a> about 1,300 girls, ages 11 to 15, about their experiences on social media. Nearly 60% of the girls who use Instagram, and nearly 60% of those who use Snapchat, said they had been contacted by a stranger that makes them uncomfortable. The same was true for 46% of those who use TikTok.\u003c/p>\n\u003ch3>Disturbing online encounters and influences\u003c/h3>\n\u003cp>The same survey found that these apps often expose girls to content they find disturbing or harmful. For those that use Instagram, TikTok or Snapchat, 12% to 15% of girls see or hear content related to suicide on a daily basis. About the same percentage asaid they see or hear content about eating disorders on a daily basis as well.\u003c/p>\n\u003cp>An investigation by the Center for Countering Digital Hate also found evidence that content related to suicide and disordered eating is relatively common on TikTok. In the \u003ca href=\"https://counterhate.com/research/deadly-by-design/\">investigation\u003c/a>, the nonprofit set up eight accounts ostensibly by 13-year-old children. Each user paused on and liked videos about body image and mental health. Within 30 minutes, TikTok recommended content about suicide and eating disorders to all eight accounts.\u003c/p>\n\u003cp>In one instance, this content began appearing in less than three minutes. On average, TikTok suggested content about eating disorders every four minutes to the teen accounts.\u003c/p>\n\u003cp>TikTok declined NPR’s request for an interview, but in an email, a spokesperson for the company wrote: “We’re committed to building age-appropriate experiences, while equipping parents with tools, like\u003ca href=\"https://urldefense.com/v3/__https:/newsroom.tiktok.com/en-us/new-features-for-teens-and-families-on-tiktok-us__;!!Iwwt!TXlWyyVqWw7ko1SLp-5LloOiRlujH57BqCCTBxgALe7v3MBnbuRJg9C_l2e_RGxD4vLurQazVw_k3BzUCiaeF4o%24\"> Family Pairing\u003c/a>, to support their teen’s experience on TikTok.”\u003c/p>\n\u003cp>Emma Lembke, age 20, says these findings line up with what she experienced when she first went on Instagram eight years ago. “As a 12-year-old girl, I felt like I was being constantly bombarded by bodies that I could never replicate or ones that I could try to, but it would lead me in a darker direction.”\u003c/p>\n\u003cp>She remembers just trying to look up a healthy recipe. “And from that one search, I remember being fed constant stuff about my ‘200-calorie day’ or intermittent fasting.”\u003c/p>\n\u003cp>Eventually, she says, her feed was “covered with anorexic, thin, tiny women. Dieting pills, lollipops to suppress my appetite.”\u003c/p>\n\u003cp>Lembke developed an eating disorder. She has recovered and now is a digital advocate and founder of the \u003ca href=\"https://www.logoffmovement.org/\">Log OFF\u003c/a> project, which helps teens build healthier relationships with social media.\u003c/p>\n\u003cp>“When I was younger, I was being prodded and poked and fed material [on social media] that was really leading me in a direction toward an eating disorder,” she says. “I think for a lot of young women, even if it doesn’t materialize into a fully fledged eating disorder, it painfully warps their sense of self by harming their body image. ”\u003c/p>\n\u003cp>Instagram’s parent company, Meta, declined a request for an interview. But in an email, a spokesperson said the company has invested in technology that finds and removes content related to suicide, self-injury or eating disorders before anyone reports it. “We want to reassure every parent that we have their interests at heart in the work we’re doing to provide teens with safe, supportive experiences online,” they wrote.\u003c/p>\n\u003ch3>A whole world of sexually explicit content\u003c/h3>\n\u003cp>Many children also come across sexualized content, even porn, on social media apps, Cherkin says.\u003c/p>\n\u003cp>If you want to get a sense for what your kid might encounter once you let them have a phone and popular apps, Cherkin recommends trying this: Set up a test account in one of the apps, setting the age of the user to your child’s age, and then use the account yourself for a few weeks.\u003c/p>\n\u003cp>“I did that with Snapchat. I set up an account, pretending to be 15. Then I just went to the Discover feed, where it pushes content to you based on your age,” she explains. Within seconds, sexualized content and vulgar images appeared, she says. “And I thought, ‘No, this is not appropriate for a 15-year-old.”\u003c/p>\n\u003cp>Snapchat’s parent company, Snap, also declined a request for an interview with NPR. A spokesperson wrote in an email: “We have largely kept misinformation, hate speech and other potentially harmful content from spreading on Snapchat. That said, we completely understand concerns about the appropriateness of the content that may be featured, and are working to strengthen protections for teens with the aim of offering them a more age-appropriate experience.”\u003c/p>\n\u003cp>Personally, Cherkin uses Instagram for her business. And back in March, despite all her knowledge about the traps on social media, she says she “got catfished.” She engaged with a stranger who seemed to be a teen in her DMs and eventually received obscene and disturbing photos of a man’s genitalia.\u003c/p>\n\u003cp>She \u003ca href=\"https://www.thescreentimeconsultant.com/think-your-kid-wont-get-porn-in-their-dms-6fd96a4dc330sourcerss-43e8070c4854------2\">writes\u003c/a> on her blog: “It’s graphic. It’s gross. And this is one teeny (lol) example of what kids and teens see ALL THE TIME.”\u003c/p>\n\u003ch3>What’s a parent to do? Consider smartphone alternatives\u003c/h3>\n\u003cp>In the end, Cherkin says, there are several other in-between options for tweens besides giving them their own smartphone or denying them a phone altogether. You can:\u003c/p>\n\u003col>\n\u003cli>Share your phone with your tween so they can text with and call friends.\u003c/li>\n\u003c/ol>\n\u003col>\n\u003cli>Give your tween a “dumb phone” that only allows texting and calling. For example, buy an old-school flip phone. But if that’s out of the question because it’s not cool enough (and you have extra cash to spare), you can now buy dumb phones that look like smartphones but have extremely limited functions — no easy-access to the internet, no social media. And very little risk of inappropriate content.\u003c/li>\n\u003c/ol>\n\u003ch3>Try to limit the apps your child uses, but get ready to be busy monitoring them\u003c/h3>\n\u003cp>If you do end up getting your tween a smartphone, Cherkin says, you might be tempted to simply “block” children from downloading particular apps on their phones. And in theory, this works. Parental control apps, such as \u003ca href=\"https://www.bark.us/\">Bark,\u003c/a> can notify you when an app is installed.\u003c/p>\n\u003cp>But, she says, many kids find workarounds to this approach — and really any parental controls. For instance, she says, if you block Instagram on their phone, kids can log in via the web. If you block TikTok, they might watch TikTok videos in Pinterest. Kids can find \u003ca href=\"https://www.bark.us/blog/spotify-porn-problem/#:~:text=Spotify%2C%20Amazon%20Unlimited%2C%20YouTube%20Music,filter%20off%20after%20the%20fact.\">porn on Spotify\u003c/a>.\u003c/p>\n\u003cp>“Kids are way tech savvier than we are,” Cherkin wrote in an email. “Remember how we used to program the VCR for our parents?! Every single parent who comes to me for help has a variation of this same story: ‘We had X parental controls; we blocked X sites; our child figured out how to access them anyway.’ … It’s impossible to successfully block everything — and once you do, a replacement will pop up in its place.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In other words, once you give your child a smartphone, you will likely be setting up yourself for a whole new series of parenting tasks and worries. Even Meta reveals this in its April \u003ca href=\"https://www.youtube.com/watch?v=gxy14wjki6s\">ad for parental controls\u003c/a>: The mom in the ad is monitoring her son’s Instagram account while doing the dishes.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=So+your+tween+wants+a+smartphone%3F+Read+this+first&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first","authors":["byline_mindshift_62004"],"categories":["mindshift_21445","mindshift_21385","mindshift_20874"],"tags":["mindshift_866","mindshift_822","mindshift_691","mindshift_21473","mindshift_145","mindshift_20568","mindshift_290","mindshift_20816","mindshift_393","mindshift_30","mindshift_21680"],"featImg":"mindshift_62005","label":"mindshift"},"mindshift_61995":{"type":"posts","id":"mindshift_61995","meta":{"index":"posts_1591205157","site":"mindshift","id":"61995","score":null,"sort":[1689170897000]},"guestAuthors":[],"slug":"can-young-children-learn-from-educational-apps","title":"Can young children learn from educational apps?","publishDate":1689170897,"format":"standard","headTitle":"Can young children learn from educational apps? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/can-young-children-actually-learn\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents often hear about the dangers of screen time for children, but rarely does there seem to be a distinction among \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">different types\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of screen time. In particular, apps on smartphones or touchscreen devices for children seem to be growing in popularity, even among young children. In fact, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8200401/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that 90% of children aged 2 to 3 years use a touchscreen device and that infants and toddlers on average spend 10 to 45 min per day on touchscreen devices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many apps claim to be “educational” and some apps are used as part of the curriculum in elementary school classrooms and even in early childhood education centers. Yet, apps for young children are largely unregulated and the number of choices alone may be extremely overwhelming for parents. Can young children actually learn from this technology? Are apps more educational than TV shows and movies? And if parents allow their children to engage with apps, which apps are best?\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Can children actually learn from apps?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research broadly finds that young children can learn from interactive apps, but it remains unclear the extent to which this learning is transferable to the real world. A \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02580/full\">\u003cspan style=\"font-weight: 400\">recent meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on 36 studies involving 4,206 participants (translation: a meta-analysis combines data from previous studies on a topic which allows you to get a consistent picture across all studies) found that most studies involving children five years and younger show an overall positive impact of touchscreen apps on learning. However, the meta-analysis also found that the findings were mixed. To explain these different findings, the researchers identified several different features of the studies that may have impacted learning, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Age\u003c/b>\u003cspan style=\"font-weight: 400\">: Older children were more likely to learn from apps than younger children.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Content of the app\u003c/b>\u003cspan style=\"font-weight: 400\">: Children were more likely to learn STEM-related concepts, such as math, from apps than non-STEM-related concepts, such as reading. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Comparison group\u003c/b>\u003cspan style=\"font-weight: 400\">: Children seemed to learn more from apps when learning from apps was compared to a non-learning task rather than a learning task in another modality, such as on a computer or in person. In other words, while this research provides strong evidence that children can learn from apps, it doesn’t provide as strong of evidence that they learn better from apps than from other modalities, although overall the researchers did find that apps provide an advantage to learning over traditional classroom teaching, mouse-based computers, paper, physical objects, and passively watching something on a touchscreen device. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">A 2020 \u003c/span>\u003ca href=\"https://www.publications.aap.org/pediatrics/article-split/145/1/e20191579/36974/Apps-As-Learning-Tools-A-Systematic-Review\">\u003cspan style=\"font-weight: 400\">systematic review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: a review that uses a specific method for finding and summarizing all previous research on a topic) in the journal \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Pediatrics\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> also found that children under 6 years old can learn from interactive apps. Again, the researchers found that apps seem to be particularly effective in teaching math skills. They also found some evidence that apps may improve phonics skills, teach science facts and improve executive functioning, although in these areas the findings were more mixed or limited studies were available). The researchers even found that in some cases learning from interactive apps exceeded learning from traditional modes of instruction in the classroom. The review failed to find evidence that apps improved social communication skills, although more research is needed on this topic. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01108/full?\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that interactive apps may be linked with improved motor skills. Specifically, toddlers who are exposed to touchscreens at younger ages have more advanced fine motor skills. However, this effect was only found for children who were actively interacting with the touchscreen, not simply watching videos. No relationship, either positive or negative, was found between touchscreen use and gross motor or language development.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Do children transfer learning from apps to the real world?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although we have consistent evidence that young children can learn from apps, it remains unclear the extent to which they can transfer this knowledge to the real world. It is well documented that young children (particularly children under 3) do not learn as well from video as they do from real life interactions and do not transfer learning from video to real life, which is referred to as the \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096522001837#b0005\">\u003cspan style=\"font-weight: 400\">“video deficit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” However, there is some evidence that children \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> transfer learning \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12430\">\u003cspan style=\"font-weight: 400\">when screen time is more interactive such as in FaceTime or video chat.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> This raises the possibility that younger children may be more likely to transfer learning from apps to the real world (assuming the app has an interactive feature). \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2821208/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that 15-month-olds can learn how to do a simple task in an interactive app but they have difficulty transferring that learning to the real world. They also have difficulty applying what they learned in the real world to an app. \u003c/span>\u003ca href=\"https://elp.georgetown.edu/wp-content/uploads/2016/12/JECPMoser-et-al-2015.pdf\">\u003cspan style=\"font-weight: 400\">Further research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that even 2.5 to 3 year olds do not transfer learning from an app to the real world (or from the real world to an app). \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01586/full\">\u003cspan style=\"font-weight: 400\">Another study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that 4- to 6-year-olds, but not 3-year-olds, transferred learning on problem-solving tasks from an app to real life and learned just as well from an app as from a physical demonstration. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, research finds that younger children may be able to transfer learning from an app when an adult engages in the app with them and provides help and support as needed. For example, when the task with 15-month-olds was repeated with an adult helping, the \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01264/full\">\u003cspan style=\"font-weight: 400\">researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that the toddlers showed improved transfer of learning and were \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">19 times \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">more likely to transfer learning if a parent used “high interactional quality” (meaning the parent was structuring the task for the child, using a lot of different language, and providing warmth and encouragement). \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/am-pdf/10.1111/cdev.12683\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds that more subtle involvement from adults helps 2.5- to 3-year-olds to transfer learning. \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1eZ27n7hSHshiHO-3IIDnGZ7duCU3bd_r/view\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that even 5- and 6-year-olds show enhanced learning when an adult engages in an app with them. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Do children learn better from apps or from videos?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So the research suggests that children have trouble transferring learning from apps to the real world, just like they do with videos, but does the interactive nature of apps help to enhance the quality of learning, suggesting that parents may want to choose apps over passive TV watching?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02580/full\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is mixed with some studies finding enhanced learning from apps and some studies finding enhanced learning from videos. Although \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Heather-Kirkorian-2/publication/299986332_Touch_or_Watch_to_Learn_Toddlers'_Object_Retrieval_Using_Contingent_and_Noncontingent_Video/links/570b12c008aea66081376187/Touch-or-Watch-to-Learn-Toddlers-Object-Retrieval-Using-Contingent-and-Noncontingent-Video.pdf\">\u003cspan style=\"font-weight: 400\">some research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that the interactive nature of apps versus passive shows enhanced learning, \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01377/full\">\u003cspan style=\"font-weight: 400\">other research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that the interactive features of apps may interfere with learning because it may overtax children’s attention and executive functioning skills, making it difficult for them to learn and interact with the app at the same time. \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Heather-Kirkorian-2/publication/299986332_Touch_or_Watch_to_Learn_Toddlers'_Object_Retrieval_Using_Contingent_and_Noncontingent_Video/links/570b12c008aea66081376187/Touch-or-Watch-to-Learn-Toddlers-Object-Retrieval-Using-Contingent-and-Noncontingent-Video.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that the interactive nature of the app should be related to what the app is trying to teach rather than irrelevant to the teaching (for example, the toddler must touch where they believe an object is hidden rather than touch anywhere on the screen). There is also \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00578/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Psychology&id=220771\">\u003cspan style=\"font-weight: 400\">some evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that girls may learn more from certain ways of interacting with apps while boys learn more from watching. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>How can parents identify the most educational apps? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, research finds that it is possible for children to learn from apps and that engaging in apps with them may enhance the transfer of learning to the real world, but does this mean they can learn from just any app? How can you determine which apps are truly educational?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://kathyhirshpasek.com/wp-content/uploads/sites/9/2021/03/How-educational-are-educational-apps-for-young-children-App-store-content-analysis-using-the-Four-Pillars-of-Learning-framework.pdf\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> evaluated 124 popular “educational” apps and found that 58% of popular apps were “low quality” in terms of how they promote learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers evaluated apps based on the \u003c/span>\u003ca href=\"http://hubscher.org/roland/courses/hf765/readings/hirsh-pasek.pdf\">\u003cspan style=\"font-weight: 400\">“Four Pillars” of early learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which include:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Active learning\u003c/b>\u003cspan style=\"font-weight: 400\"> – whether the app requires critical thinking or intellectual effort versus a simple cause-and-effect\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Engagement in the learning process\u003c/b>\u003cspan style=\"font-weight: 400\"> – whether the interactive features enhance or distract from learning, including whether the app has unnecessary visual and sound effects and distracting ads\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Meaningful learning\u003c/b>\u003cspan style=\"font-weight: 400\"> – how relevant what the child is learning in the app is to the child’s life and existing knowledge\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social interaction\u003c/b>\u003cspan style=\"font-weight: 400\"> – the extent to which the app encourages children to interact with characters in the app or with their caregivers while engaging with the app\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found that the following apps received the highest scores in terms of promoting learning: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">My Food – Nutrition for Kids\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Daniel Tiger’s Stop & Go Potty\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Life (Neighborhood, School and Hospital)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">LEGO DUPLO Town\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Zoombinis\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following apps also received relatively high scores: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bible App for Kids: Read the Nativity Story\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Farming Simulator 18\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Lab: Elements\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Hair Salon 3\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Life: World\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Kitchen 2\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">My Very Hungry Caterpillar AR\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Melody Jams\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sago Mini Holiday Trucks and Diggers\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sago Mini Friends\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Stellarium Mobile Sky Map\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Star Walk – Night Sky Guide: Planets and Stars Map\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Brio World – Railway\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Noggin Preschool\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">SkyView Lite\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">A recent \u003c/span>\u003ca href=\"https://www.publications.aap.org/pediatrics/article-split/145/1/e20191579/36974/Apps-As-Learning-Tools-A-Systematic-Review\">\u003cspan style=\"font-weight: 400\">systematic review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of educational apps for young children also found that children can learn from the following apps: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Measure That Animal\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Math Shelf\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Know Number Free\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Endless Alphabet\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Letter School\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">First Word Sampler\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Word Wall HD\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Pocket Phonics\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Skills Builder Spelling\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Phonic Monster 1\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">ABC Touch and Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bee Sees\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Kindergarten Lite\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Starfall\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Super Why\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/17482798.2020.1844776\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has also found no difference in the educational quality of free versus paid apps, so don’t feel like you need to spend a fortune to get high-quality apps for your child. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that children can learn from apps yet it is less clear whether they can actually transfer this learning to the real world. However, not all apps are truly educational, and parents, caregivers and teachers should carefully evaluate apps based on the research-backed principles described above before allowing young children to engage with them. It is also important to note that this research does not address whether there are any negative impacts of learning from apps over learning in “real life” such as potential disruptions to sleep, myopia (nearsightedness which may be developed due to excessive screen time), a lack of physical activity, or the potential “addictive” nature of some of these apps. Excessive use of even the most “educational” apps will likely have negative impacts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This research also provides the following tips for parents related to apps: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>If possible, wait until your child is at least 3 years old before trying educational apps. \u003c/b>\u003cspan style=\"font-weight: 400\">Research finds that although children younger than 3 can learn within an app, they may be less likely to apply this knowledge to the real world. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Engage in apps with your child.\u003c/b>\u003cspan style=\"font-weight: 400\"> Provide some help and assistance without doing the task for them. Help the child to understand the instructions and pay attention to relevant features.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When engaging with apps together, \u003c/span>\u003cb>use a lot of language to help to explain the task to the child. \u003c/b>\u003cspan style=\"font-weight: 400\">Offer frequent praise and encouragement.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Choose apps that require the child to think critically\u003c/b>\u003cspan style=\"font-weight: 400\"> rather than simple cause-and-effect, such as an app in which they have to choose the correct answer rather than an app in which they simply press a button and an animation plays.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Avoid apps with irrelevant or excessive features or advertisements \u003c/b>\u003cspan style=\"font-weight: 400\">that are not related to the learning process.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Look for apps that teach children skills that they can easily transfer to real life \u003c/b>\u003cspan style=\"font-weight: 400\">and that are related to their existing knowledge, such as an app that teaches about letters of the alphabet.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Choose apps that encourage your child to interact with the characters in the app\u003c/b>\u003cspan style=\"font-weight: 400\"> and/or with you or other caregivers while engaging with the app.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Research suggests that children can learn from apps, but it is less clear whether they can actually transfer this learning to the real world.","status":"publish","parent":0,"modified":1689171060,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":2046},"headData":{"title":"Can young children learn from educational apps? | KQED","description":"Research suggests that children can learn from apps, but it is less clear whether they can actually transfer this learning to the real world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Research suggests that children can learn from apps, but it is less clear whether they can actually transfer this learning to the real world."},"nprByline":"Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61995/can-young-children-learn-from-educational-apps","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/can-young-children-actually-learn\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents often hear about the dangers of screen time for children, but rarely does there seem to be a distinction among \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">different types\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of screen time. In particular, apps on smartphones or touchscreen devices for children seem to be growing in popularity, even among young children. In fact, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8200401/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that 90% of children aged 2 to 3 years use a touchscreen device and that infants and toddlers on average spend 10 to 45 min per day on touchscreen devices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many apps claim to be “educational” and some apps are used as part of the curriculum in elementary school classrooms and even in early childhood education centers. Yet, apps for young children are largely unregulated and the number of choices alone may be extremely overwhelming for parents. Can young children actually learn from this technology? Are apps more educational than TV shows and movies? And if parents allow their children to engage with apps, which apps are best?\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Can children actually learn from apps?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research broadly finds that young children can learn from interactive apps, but it remains unclear the extent to which this learning is transferable to the real world. A \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02580/full\">\u003cspan style=\"font-weight: 400\">recent meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on 36 studies involving 4,206 participants (translation: a meta-analysis combines data from previous studies on a topic which allows you to get a consistent picture across all studies) found that most studies involving children five years and younger show an overall positive impact of touchscreen apps on learning. However, the meta-analysis also found that the findings were mixed. To explain these different findings, the researchers identified several different features of the studies that may have impacted learning, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Age\u003c/b>\u003cspan style=\"font-weight: 400\">: Older children were more likely to learn from apps than younger children.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Content of the app\u003c/b>\u003cspan style=\"font-weight: 400\">: Children were more likely to learn STEM-related concepts, such as math, from apps than non-STEM-related concepts, such as reading. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Comparison group\u003c/b>\u003cspan style=\"font-weight: 400\">: Children seemed to learn more from apps when learning from apps was compared to a non-learning task rather than a learning task in another modality, such as on a computer or in person. In other words, while this research provides strong evidence that children can learn from apps, it doesn’t provide as strong of evidence that they learn better from apps than from other modalities, although overall the researchers did find that apps provide an advantage to learning over traditional classroom teaching, mouse-based computers, paper, physical objects, and passively watching something on a touchscreen device. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">A 2020 \u003c/span>\u003ca href=\"https://www.publications.aap.org/pediatrics/article-split/145/1/e20191579/36974/Apps-As-Learning-Tools-A-Systematic-Review\">\u003cspan style=\"font-weight: 400\">systematic review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: a review that uses a specific method for finding and summarizing all previous research on a topic) in the journal \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Pediatrics\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> also found that children under 6 years old can learn from interactive apps. Again, the researchers found that apps seem to be particularly effective in teaching math skills. They also found some evidence that apps may improve phonics skills, teach science facts and improve executive functioning, although in these areas the findings were more mixed or limited studies were available). The researchers even found that in some cases learning from interactive apps exceeded learning from traditional modes of instruction in the classroom. The review failed to find evidence that apps improved social communication skills, although more research is needed on this topic. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01108/full?\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that interactive apps may be linked with improved motor skills. Specifically, toddlers who are exposed to touchscreens at younger ages have more advanced fine motor skills. However, this effect was only found for children who were actively interacting with the touchscreen, not simply watching videos. No relationship, either positive or negative, was found between touchscreen use and gross motor or language development.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Do children transfer learning from apps to the real world?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although we have consistent evidence that young children can learn from apps, it remains unclear the extent to which they can transfer this knowledge to the real world. It is well documented that young children (particularly children under 3) do not learn as well from video as they do from real life interactions and do not transfer learning from video to real life, which is referred to as the \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096522001837#b0005\">\u003cspan style=\"font-weight: 400\">“video deficit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” However, there is some evidence that children \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> transfer learning \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12430\">\u003cspan style=\"font-weight: 400\">when screen time is more interactive such as in FaceTime or video chat.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> This raises the possibility that younger children may be more likely to transfer learning from apps to the real world (assuming the app has an interactive feature). \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2821208/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that 15-month-olds can learn how to do a simple task in an interactive app but they have difficulty transferring that learning to the real world. They also have difficulty applying what they learned in the real world to an app. \u003c/span>\u003ca href=\"https://elp.georgetown.edu/wp-content/uploads/2016/12/JECPMoser-et-al-2015.pdf\">\u003cspan style=\"font-weight: 400\">Further research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that even 2.5 to 3 year olds do not transfer learning from an app to the real world (or from the real world to an app). \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01586/full\">\u003cspan style=\"font-weight: 400\">Another study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that 4- to 6-year-olds, but not 3-year-olds, transferred learning on problem-solving tasks from an app to real life and learned just as well from an app as from a physical demonstration. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, research finds that younger children may be able to transfer learning from an app when an adult engages in the app with them and provides help and support as needed. For example, when the task with 15-month-olds was repeated with an adult helping, the \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01264/full\">\u003cspan style=\"font-weight: 400\">researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that the toddlers showed improved transfer of learning and were \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">19 times \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">more likely to transfer learning if a parent used “high interactional quality” (meaning the parent was structuring the task for the child, using a lot of different language, and providing warmth and encouragement). \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/am-pdf/10.1111/cdev.12683\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds that more subtle involvement from adults helps 2.5- to 3-year-olds to transfer learning. \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1eZ27n7hSHshiHO-3IIDnGZ7duCU3bd_r/view\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that even 5- and 6-year-olds show enhanced learning when an adult engages in an app with them. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Do children learn better from apps or from videos?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So the research suggests that children have trouble transferring learning from apps to the real world, just like they do with videos, but does the interactive nature of apps help to enhance the quality of learning, suggesting that parents may want to choose apps over passive TV watching?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02580/full\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is mixed with some studies finding enhanced learning from apps and some studies finding enhanced learning from videos. Although \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Heather-Kirkorian-2/publication/299986332_Touch_or_Watch_to_Learn_Toddlers'_Object_Retrieval_Using_Contingent_and_Noncontingent_Video/links/570b12c008aea66081376187/Touch-or-Watch-to-Learn-Toddlers-Object-Retrieval-Using-Contingent-and-Noncontingent-Video.pdf\">\u003cspan style=\"font-weight: 400\">some research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that the interactive nature of apps versus passive shows enhanced learning, \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01377/full\">\u003cspan style=\"font-weight: 400\">other research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that the interactive features of apps may interfere with learning because it may overtax children’s attention and executive functioning skills, making it difficult for them to learn and interact with the app at the same time. \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Heather-Kirkorian-2/publication/299986332_Touch_or_Watch_to_Learn_Toddlers'_Object_Retrieval_Using_Contingent_and_Noncontingent_Video/links/570b12c008aea66081376187/Touch-or-Watch-to-Learn-Toddlers-Object-Retrieval-Using-Contingent-and-Noncontingent-Video.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that the interactive nature of the app should be related to what the app is trying to teach rather than irrelevant to the teaching (for example, the toddler must touch where they believe an object is hidden rather than touch anywhere on the screen). There is also \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00578/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Psychology&id=220771\">\u003cspan style=\"font-weight: 400\">some evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that girls may learn more from certain ways of interacting with apps while boys learn more from watching. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>How can parents identify the most educational apps? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, research finds that it is possible for children to learn from apps and that engaging in apps with them may enhance the transfer of learning to the real world, but does this mean they can learn from just any app? How can you determine which apps are truly educational?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://kathyhirshpasek.com/wp-content/uploads/sites/9/2021/03/How-educational-are-educational-apps-for-young-children-App-store-content-analysis-using-the-Four-Pillars-of-Learning-framework.pdf\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> evaluated 124 popular “educational” apps and found that 58% of popular apps were “low quality” in terms of how they promote learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers evaluated apps based on the \u003c/span>\u003ca href=\"http://hubscher.org/roland/courses/hf765/readings/hirsh-pasek.pdf\">\u003cspan style=\"font-weight: 400\">“Four Pillars” of early learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which include:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Active learning\u003c/b>\u003cspan style=\"font-weight: 400\"> – whether the app requires critical thinking or intellectual effort versus a simple cause-and-effect\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Engagement in the learning process\u003c/b>\u003cspan style=\"font-weight: 400\"> – whether the interactive features enhance or distract from learning, including whether the app has unnecessary visual and sound effects and distracting ads\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Meaningful learning\u003c/b>\u003cspan style=\"font-weight: 400\"> – how relevant what the child is learning in the app is to the child’s life and existing knowledge\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social interaction\u003c/b>\u003cspan style=\"font-weight: 400\"> – the extent to which the app encourages children to interact with characters in the app or with their caregivers while engaging with the app\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found that the following apps received the highest scores in terms of promoting learning: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">My Food – Nutrition for Kids\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Daniel Tiger’s Stop & Go Potty\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Life (Neighborhood, School and Hospital)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">LEGO DUPLO Town\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Zoombinis\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following apps also received relatively high scores: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bible App for Kids: Read the Nativity Story\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Farming Simulator 18\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Lab: Elements\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Hair Salon 3\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Life: World\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Kitchen 2\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">My Very Hungry Caterpillar AR\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Melody Jams\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sago Mini Holiday Trucks and Diggers\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sago Mini Friends\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Stellarium Mobile Sky Map\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Star Walk – Night Sky Guide: Planets and Stars Map\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Brio World – Railway\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Noggin Preschool\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">SkyView Lite\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">A recent \u003c/span>\u003ca href=\"https://www.publications.aap.org/pediatrics/article-split/145/1/e20191579/36974/Apps-As-Learning-Tools-A-Systematic-Review\">\u003cspan style=\"font-weight: 400\">systematic review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of educational apps for young children also found that children can learn from the following apps: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Measure That Animal\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Math Shelf\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Know Number Free\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Endless Alphabet\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Letter School\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">First Word Sampler\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Word Wall HD\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Pocket Phonics\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Skills Builder Spelling\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Phonic Monster 1\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">ABC Touch and Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bee Sees\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Kindergarten Lite\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Starfall\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Super Why\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/17482798.2020.1844776\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has also found no difference in the educational quality of free versus paid apps, so don’t feel like you need to spend a fortune to get high-quality apps for your child. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that children can learn from apps yet it is less clear whether they can actually transfer this learning to the real world. However, not all apps are truly educational, and parents, caregivers and teachers should carefully evaluate apps based on the research-backed principles described above before allowing young children to engage with them. It is also important to note that this research does not address whether there are any negative impacts of learning from apps over learning in “real life” such as potential disruptions to sleep, myopia (nearsightedness which may be developed due to excessive screen time), a lack of physical activity, or the potential “addictive” nature of some of these apps. Excessive use of even the most “educational” apps will likely have negative impacts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This research also provides the following tips for parents related to apps: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>If possible, wait until your child is at least 3 years old before trying educational apps. \u003c/b>\u003cspan style=\"font-weight: 400\">Research finds that although children younger than 3 can learn within an app, they may be less likely to apply this knowledge to the real world. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Engage in apps with your child.\u003c/b>\u003cspan style=\"font-weight: 400\"> Provide some help and assistance without doing the task for them. Help the child to understand the instructions and pay attention to relevant features.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When engaging with apps together, \u003c/span>\u003cb>use a lot of language to help to explain the task to the child. \u003c/b>\u003cspan style=\"font-weight: 400\">Offer frequent praise and encouragement.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Choose apps that require the child to think critically\u003c/b>\u003cspan style=\"font-weight: 400\"> rather than simple cause-and-effect, such as an app in which they have to choose the correct answer rather than an app in which they simply press a button and an animation plays.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Avoid apps with irrelevant or excessive features or advertisements \u003c/b>\u003cspan style=\"font-weight: 400\">that are not related to the learning process.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Look for apps that teach children skills that they can easily transfer to real life \u003c/b>\u003cspan style=\"font-weight: 400\">and that are related to their existing knowledge, such as an app that teaches about letters of the alphabet.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Choose apps that encourage your child to interact with the characters in the app\u003c/b>\u003cspan style=\"font-weight: 400\"> and/or with you or other caregivers while engaging with the app.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61995/can-young-children-learn-from-educational-apps","authors":["byline_mindshift_61995"],"categories":["mindshift_21504","mindshift_20788","mindshift_21385"],"tags":["mindshift_134","mindshift_20720","mindshift_20568","mindshift_21706","mindshift_290","mindshift_20816"],"featImg":"mindshift_61998","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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