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Research shows Eyes and Ears understand differently – implications for learning and working
Education By Fusive on Sunday, February 19, 2006
A new study by Carnegie Mellon University scientists in Pittsburgh have shown that because of the way the brain works, we understand spoken and written language differently, something that has potential implications in the workplace and in education, among many other things. In the first imaging study that directly compares reading and listening activity in the human brain, Carnegie Mellon scientists discovered that the same information produces systematically different brain activation. And knowing what parts of the brain fire during reading or listening comprehension affects the answer to one of the classic questions about language comprehension: whether the means of delivery through eyes or ears makes a difference. "The brain constructs the message, and it does so differently for reading and listening. The pragmatic implication is that the medium is part of the message. Listening to an audio book leaves a different set of memories than reading does. A newscast heard on the radio is processed different
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Research shows online access increases student learning
Education By Fusive on Saturday, February 18, 2006
A detailed and interesting research study in America quoted here demonstrated clearly that using the children who had access to the Internet to gain information performed a great deal better on key comprehension, communication and presentation skills than those that had no access. As parents we need to understand that our child’s access to the Internet is now essential for them to learn to succeed in this modern world – however, Internet access is a two-edged sword – it makes it even more important that kids are kept away from harmful sites – and also are not just left to randomly surf the net – but helped to learn the research, independent information-finding skills, and ability to analyse and weigh the quality of information. They will need help to do this – parents themselves may well have to brush up on their own skills. The report of this research will help you (like it helped me) to know what the skills to be developed actually are !
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Preparing Emily for School – Language and General Knowledge (2)
Education By Fusive on Friday, February 17, 2006
Children in Infant classes are involved in many activities that require them to use language and to solve problems. Children who can't or don't communicate easily may have problems in school. There are many things we can try to do to help children learn to communicate, solve problems, and develop an understanding of the world.
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Getting Emily Ready for School (1)
Education By Fusive on Wednesday, February 15, 2006
There is no one quality or skill that children need to do well in school, but a combination of things contributes to success. These include good health and physical wellbeing, social and emotional maturity, language skills, an ability to solve problems and think creatively, and general knowledge about the world. We try to help our children develop in these ways though its true that children develop at different rates, and most children are stronger in some areas than in others. Also we are aware that that being ready for school depends partly on what the school expects. Children who match the school's expectations may be considered better prepared. Its important to visit the child's school to learn what the Head and teachers expect and discuss any areas of disagreement.
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Helping to develop good television habits
Education By Fusive on Tuesday, February 14, 2006
Children have watched an average of 4,000 hours of television by the time they begin school. Most experts agree that this is too much. But banning television isn't the answer, because good television can spark curiosity and open up new worlds to children – develop vocabulary , encourage listening and develop attention-spans (at its best). But its obviously a good idea to monitor how much and what television children watch helps them, starting at an early age, to develop good viewing habits.
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Are parents doing the homework ?
Education By Fusive on Saturday, February 11, 2006
The issue of parent’s involvement in homework has been in the national press as well as being a focus for educational research – it is being said that parents can create more problems for children than they solve. This is affecting the confidence in the reliability of GCSE coursework as an indicator of student’s ability. The government QCA guidelines suggest that parents help at many stages of child’s homework – so what on earth is it that parents should do ? Where do they draw the line ? It its not clear is it ? Children should do their own work – is this heresy ?
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So how do you find out if your child has ADHD or not ?
Education By Fusive on Wednesday, February 08, 2006
There appears to be no single diagnostic test for ADHD or similar conditions so different sorts of information needs to be gathered. ADHD requires a medical diagnosis by a doctor, usually a child or adolescent psychiatrist, a paediatrician or paediatric neurologist or a GP. Treatment can be behavioural management or drug therapy and/or other therapies that depends on the particular diagnosis. Around half the children diagnosed with ADHD appear to grow out of it, but for others some symptoms follow them through to adult life.
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So when are behavioural difficulties in children ADHD or ADH or something else ? (2)
Education By Fusive on Tuesday, February 07, 2006
Looking through the research data and information available on ADHD and ADH and other behavioural problems it seems that parents and teachers could end up labelling a perfectly normal child – as well as having serious worries unnecessarily. Many children have tantrums and difficult periods – which is just a by product of growing up naturally – and sometimes one wonders if the problem is in the skills of being a parent and setting a framework of house rules and discipline and not with the child who is being allowed to behave badly. It is true, however, that there are illnesses and learning problems that can affect children’s behaviour that are NOT ADH or ADHD and that need considering separately. But also parents need to develop a flexible toolkit for dealing with behavioural problems in their children whether they are diagnosed ADH or ADHD or any other acronym, I feel.
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Paying attention – young children often have difficulty –when is it a problem ? (1)
Education By Fusive on Sunday, February 05, 2006
There is so much in the press about attention disorders and “hyperkinetic” disorders where children have behavioural problems associated with a poor attention span. ADD refers to Attention Deficit Disorder and ADHD Attention Deficit Hyperactivity Disorder. BUT many young children (especially boys) are full of energy, restless and have short attention spans. It is really difficult to understand when impulsiveness and inattentions are the actions of a perfectly normal boisterous child who will later settle down, or when the behaviour is symptomatic of something that will prevent a child learning effectively and socialising with other children. Some pointers on attention and hyperactivity are given here.
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Looking into the national standards for under 8s day care – for healthy living
Education By Fusive on Saturday, February 04, 2006
“In 2001 the Government introduced national standards for under-8s day care to ensure a consistent approach to the regulation of day care in England. The standards state that 'day care providers must ensure that children are provided with regular drinks and food in adequate quantities for their needs and that this is properly prepared, nutritious and complies with dietary and religious requirements.” I wonder how many providers are sticking to the requirements – and I wonder how many parents who provide lunches for their children have been offered the huge amounts of published information on healthy packed lunches ?
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Pre-Reading stuff for the Learner Parent – help pre-schooler’s chances
Education By Fusive on Thursday, February 02, 2006
Parents who want to spend time with their child and help their children with pre-reading don’t always know what to do –especially if its your first child. As an experienced teacher now onto helping grandchildren I’m still learning new ways to make this kind of learning fun. Some tips for reading aloud and for helping with pre-reading skills. The more you can do to encourage your toddler's love for learning and discovery, the better. Though this is going to take your attention and time –it will be worth it in the long run.
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Read with your Pre-Schooler Age 18 months-3 – Emily’s choices
Education By Fusive on Wednesday, February 01, 2006
Once a baby of 1-18 months begins to enjoy looking at books and engages with the pictures and textures (and sounds) associated with simple board books, then it is possible to begin introducing books with simple stories, a few more pages and involving listening for increasing periods. Repetition of favourite stories will help consolidate language skills and give you and the child much pleasure. Those introducing humour are particularly good to get the child’s interest to repeat stories. It was easy to introduce simple additional activities with Emily at this stage to extend the vocabulary, listening periods, and beginning involvement with the text in simple books. A list of Emily’s favourite books at this age is given.
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Cuddling up for good read with your Pre-Schooler – Emily’s choices
Education By Fusive on Tuesday, January 31, 2006
The most important thing we can give our toddlers in the years before they go to school is an interest in learning, including an ability to listen with pleasure, and a wide vocabulary. Reading to our children is the single most valuable thing we can do, though it must be fun. It teaches such a wide range of skills and experiences in a most intensely pleasurable and exciting way – if you do it well. Even if you’re not experienced at reading to your child, you’ll develop the skill yourself as you go along. Start with books with babies. Here are the kinds of books that Molly loved in her first year or so.
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What about Gifted and Talented children ?
Education By Fusive on Friday, January 27, 2006
OneGovernment definition is as follows “Gifted and talented children often show signs of advanced development from an early age. Parents will probably notice that their child is more able than his or her peers, and this will usually be confirmed by friends, health visitors, doctors and playgroup teachers. Gifted and talented characteristics can include a wide vocabulary, a powerful memory, intense curiosity and concentration, a wide general knowledge, a vivid imagination and strong feelings and emotions.”
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Praise needs to be specific to really help learning says research
Education By Fusive on Thursday, January 26, 2006
Researchers from the University of Southampton , reported in the Journal Educational Psychology in Practice in 2004, suggested that it is not particularly the volume of praise but the TYPE of praise, that is the most important in helping children learn effectively. It is important, it seems, that praise provides specific information about what it is the child is doing OK, so it might be focused on the effort they are making or the strategies they are using.
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School Admissions – controversy carries on, but who has the answers ?
Education By Fusive on Wednesday, January 25, 2006
It can be very depressing hearing all the hot air about parental choice in choosing schools, but the problems, to me, seem to be as follows:

1. For many voters this is not an issue that affects them now.
· The issue of school admissions is mainly about the choice of secondary schools
· The only people who REALLY care about admission to secondary schools are those parents with children under 11.
· Those parents who can afford to send their children to private schools will be less worried.
· Those parents who can afford to pay the transport costs to get their child/children to their choice of super school even if it is across the county – will be less worried – but concerned that the competition doesn’t get to fierce for the smaller numbers of favoured schools.
· Some parents do not care which school their child goes to and will settle for the nearest available

2. The people who will hav ...
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Helping children deal with anger – the most useful training for a young child
Education By Fusive on Tuesday, January 24, 2006
Teachers and Parents can help children deal with anger by guiding their understanding and management of this powerful emotion. Researchers have shown that the practices described here can help children understand and manage angry feelings in a direct and nonaggressive way. I believe that helping young children to manage their anger is possibly the most important skill for interpersonal relationships in work and personal life.
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Understanding and Managing Anger with Young children (2-Managing Anger)
Education By Fusive on Monday, January 23, 2006
Developments of basic thought processes underpin children’s gradual development of the understanding of anger. There are 3 processes: improvement of memory, understanding of language and ability to express themselves, and self regulatory behaviours such as controlling impulses and tolerating annoyance and frustration.
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Helping Young Children Deal with Anger (1 –Explaining Anger)
Education By Fusive on Sunday, January 22, 2006
Children's anger presents challenges to parents and teachers committed to constructive, ethical, and effective child education and nurturing. This blog looks at what researchers have analysed about the components of children's anger, part 2 looks at factors contributing to understanding and managing anger in young children, and the third part looks at ways parents and teachers can guide children's expressions of anger.
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Language educators can apply for a European Award for Languages
Education By Fusive on Friday, January 20, 2006
Submissions are being sought for nomination to win the European Award for Languages in 2006 as the National Centre for Languages (CILT) seeks motivational and inspiring stories from language education organisations. CILT are looking for the best of the best in language teaching, from all across education. Schools, colleges, business and other training institutions across the UK will have just four months to demonstrate the existence and merits of their programmes. CILT are looking for exceptional easily-replicated language projects to be considered for an Award, with resources and cash prizes totalling more than £3,000.
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A Work-Based Assessor specialised job website has just been launched
Education By Fusive on Thursday, January 19, 2006
Assessor jobs.co.uk is supposed to be offering better recruitment and retention for work-based assessors and verifiers, because retention of the most able staff is a major problem in this time of reducing funds to the further education sector. The site is a focussed portal for the cinderellas of the FE Sector the Work-Based NVQ assessors, verifiers and trainers – employed or wanting to be employed in both private and public sectors.
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World Book Day - TUC Poll to find Reading Habits of Working Population
Education By Fusive on Wednesday, January 18, 2006
The (TUC)is asking for the British working population to share their reading habits for this year’s World Book Day. This poll (closing by the end February) will form part of the Quick Reads initiative which is supported by the TUC. Why not join in and then look for the results – probably in March or so. I think this sounds an excellent study and should be interesting. Is the Quick Reads initiative just about dumbing down books rather than giving access to a wider population ?
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What benefits are there for young children in using computers ?
Education By Fusive on Tuesday, January 17, 2006
Research has shown that 3- and 4-year-old children who use computers with supporting activities that reinforce the major objectives of the programs have significantly greater developmental gains when compared to children without computer experiences in similar situations-gains in intelligence, nonverbal skills, structural knowledge, long-term memory, manual dexterity, verbal skills, problem solving, abstraction, and conceptual skills. This does depend on the quality of their contact with computers, the kinds of developmentally-appropriate activities, and the amount of practice they get.
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Computer Activities for Early Years children
Education By Fusive on Sunday, January 15, 2006
For those parents who have a computer, they can introduce their children to the skills of using a mouse and of clicking on choices and responding to a program by using a story site that links with their early years TV programmes such as the BBC Cbeebies site. Also as children enter playschool and then infant classes, it is important that they have access to a computer with a library of developmentally appropriate software. Children need opportunities to make choices about some of their computer experiences.
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When is the right time to introduce young children to computers ?
Education By Fusive on Friday, January 13, 2006
Many researchers do not recommend introducing children under three to computers, and some studies find that computers are used all too often, inappropriately with young children – teachers and schools often use the technology to do traditional things – not using them to help children learn things in different ways.
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Looks like employers will be expected to pay for their apprentices’ training
Education By Fusive on Thursday, January 12, 2006
Over the last few years the squeeze in the Further Education budget has meant decreasing income for FE Colleges forcing them to try to get more students and educate them for less money. It is now clear tat they are now expected to raise the money they need by beginning to charge employers for training their apprentices. Will this lead to fewer apprentices ?
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More on School Discipline –the Government seems to be taking this really seriously but …
Education By Fusive on Friday, January 06, 2006
The Government has sponsored a great deal of investigation and research in school discipline with some very detailed information and reports. I fear, however, that there are not enough hours in the day for teachers – never mind Headteachers – to read all the various reports and recommendations, impressive though some of them are. An overview of some further initiatives follows …
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So what on earth is personalised learning ? Sounds good, but will it work ?
Education By Fusive on Thursday, January 05, 2006
A current issue for the government is that, though reports on Key Stage tests and GCSE results show that there are increases in children achieving at each grade. However, it is known that some children do less well than others, especially those from poorer homes. At the other end of the scale there are complaints that the brightest children are not well served by the education system. “Support needs to be given to children who are being left behind, and also to stretch those who are out in front. This is called personalised learning “
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What do you feel about school discipline ?
Education By Fusive on Wednesday, January 04, 2006
It is clear that the government realises the importance of discipline in the classroom and how poor discipline can disrupt learning. But who is to blame ? Is it parents or the school ? There is a strong argument that says that many parents allow their children to have out-of control behaviour, but this does not help the children at school whose lives may be ruined by other’s poor behaviour. The government has targeted discipline as an issue and says that there are improvements, but many parents may doubt this in their own experience.
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Oh! No! more changes to 14-19 education planned.
Education By Fusive on Monday, January 02, 2006
“Over the next ten years, 14 to 19 year olds will be offered greater choice in the courses, subjects and qualifications they take, making it easier to gain the basic skills needed for life and work. New specialised Diplomas will be introduced alongside GCSEs and A levels.” This is how the DFES introduces the major changes planned in the 14-19 curriculum
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Jim Rose published his interim report on Early Reading in December
Education By Fusive on Sunday, January 01, 2006
Substantially the report says that phonic work is essential for the teaching of reading and writing to young children, though not the whole picture. . Core phonic work, that is to say, teaching children the alphabetic principles to read and spell words in and out of text, should be taught regularly, discretely, at a brisk pace, and set within a broad and rich language curriculum that takes full account of developing all four inter-dependent strands of language: speaking, listening, reading and writing.
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Key stage 1 results in 2005
Education By Fusive on Friday, December 30, 2005
At age 7, Key stage 1 85% of pupils achieved the expected level in reading, 82% in writing and 91% in Maths. This is the first year that all schools have reported the new teacher assessments. Strict comparisons with data published in 2004 are not possible as only schools in 34 Local Authorities were involved in the Key Stage 1 Teacher Assessment trial.
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Improvements at Key stage 2 in 2005
Education By Fusive on Thursday, December 29, 2005
Key Stage 2 results show that primary schools are making year on year improvements. Children’s Key Stage 2 scores continue to rise. The DFES reported record numbers of 11 year olds achieve the expected level in English and Maths, following publication of this year’s Key Stage 2 test results. Boy’s reading scores have particularly improved, beginning to close the gap between boys and girls literacy performance. Boys’ overall reading score has improved by three percentage points to 82% at age 11 as they continue to narrow the achievement gap with girls. The DFES put this down to the targeted work from the Primary National Strategy to spread best practice in schools on boys’ reading, the successful Further Literacy Support programme and other projects like Reading Champions and Playing for Success which are about helping boys to take a more active interest in reading through sport and positive role models.
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New Website Launch by Mathematics Teaching Centre – can be used by parents
Education By Fusive on Friday, December 23, 2005
The National Centre for Excellence in the Teaching of Mathematics (NCETM) have launched a website to aid the Department for Education and Skills (DfES) initiative. It is hoped that the site will stimulate debate and involvement by helping to motivate learners. The centre will help them to achieve greater progress in mathematics by improving skills and knowledge. The scheme is in response to recommendations made in Professor Adrian Smith’s report ‘ Making Mathematics Count’.
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Who chooses books for children ? Adults vote their own Top 10
Education By Fusive on Wednesday, December 21, 2005
The books children like most may not be the ones favoured by educationalists – but surely the best way to encourage a child to read is to make books that give them interest and pleasure. A recent YouGov poll of adults voted two Enid Blyton Books in their top 10 books for children..
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Problems with the History curriculum at secondary school
Education By Fusive on Sunday, December 18, 2005
The Observer today reported that a Labour MP Gordon Marsden, criticises the focus on the second world war – the “Hitlerisation” of the history curriculum 11-16, and says that the over-emphasis on the Third Reich means that some pupils will have covered this period three times if they go on the study History at A level.
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Employers should pay for training missed by schools ?
Education By Fusive on Thursday, December 15, 2005
The findings of a National Audit Office Report on skills in employment published on the 14th December, has been picked up by the TUC who says this means that employers have to pay for training in Basic Skills (Literacy and Numeracy) to fill the gaps left by the school system. Shouldn’t the government be paying for this anyway ? And what if workers feel their Literacy and Numeracy is OK – would they be forced to be trained ?
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Parents given powers to get rid of weak teachers ?
Education By Fusive on Tuesday, December 13, 2005
The government has proposed that increasing powers are given to parents to complain if teachers can be proved to be underperforming. Schools will be required to give detailed information for each pupil’s performance by subject so that if weaknesses are spotted then action will have to be taken.
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How are primary schools supposed to manage homework ?
Education By Fusive on Monday, December 12, 2005
Schools are allowed to choose their policies for using homework within the curriculum, though the government does not have guidelines for good policy as such, information is given on case studies of good practice in a number of schools. It is possible to see what underlies good practice, though it is not clear to what extent schools are required to organise homework for their pupils.
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Key Stage 2 Tests: Which has most impact, school or parents ?
Education By Fusive on Sunday, December 11, 2005
Key Stage 2 is the area of the National Curriculum for children from 7-11. At the age of 11 children take a series of tests and most children would be expected to reach level 4 in the assessments. The Key Stage 2 Performance Tables that give the performance of children in their final primary year of school are the league tables that some parents use as an indicator of school success. This stage is vital for young children, and the learning at this stage underpins their development at secondary level. However, indicators show that school’s performance tends to mirror the socioeconomic status of the parents and community. Do parents, then have most impact ? I think so.
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When is the right time for Sex Education ? And who should be responsible?
Education By Fusive on Tuesday, December 06, 2005
The debate about Sex Education in Schools is in the news again, as if by a miracle we can believe that more than half a dozen people can agree about the content and form of Sex Education in Schools at any one time. Some parents think it is their responsibility and not the schools and some don’t. Many believe it’s the job of schools and teachers, but no one is clear when is the right time. Is there any way to resolve this ?
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Whose fault is it that School Meals are rubbish ?
Education By Fusive on Sunday, December 04, 2005
With all the publicity generated by the work of TV Chef Jamie Oliver, most of us have finally got around to being concerned about School Meals and the rubbish being served to young children at school – not in the name of proper nutrition – but in the name of cheap and cheerful and what children will actually eat. Parents must take their share of blame in setting up their children’s palates to be only satisfied by chips, pies and burgers – shouldn’t they ?
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Don’t say “Good” if it isn’t.
Education By Fusive on Saturday, December 03, 2005
If teachers or parents say “Good” to a child for doing something that clearly wasn’t good, or was sloppy, or even pretty awful because they want to encourage them, it not only blocks their child’s ability to learn to do better, but creates in them an attitude that says that a minimum performance is OK. Where would sports stars have got with that attitude ?
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The return of Phonics for Teaching Reading
Education By Fusive on Friday, December 02, 2005
It has been announced that schools are recommended to teach reading to young children using “Synthetic Phonics”. So what’s special about this then – and what does it mean for parents ?
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Can teachers be part-time?
Education By Fusive on Thursday, October 20, 2005
This issue has never really affected me until recently. My little boy is in an infant class and has two part-time teachers. I’d never come across part-time teaching before and at first I thought this was a very PC policy as I know one of the teachers has a young child of her own.
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