Tag: kids

  • Why stories still matter in a fast-moving world

    Why stories still matter in a fast-moving world

    Key points:

    Seventeen years after Suzanne Collins first introduced us to The Hunger Games, the world is still captivated by Panem. The latest installment, Sunrise on the Reaping, dives into Haymitch’s backstory and has been called a “propulsive and heart-wrenching addition” to the series by The New York Times. For many of us, books like these aren’t just stories–they’re cultural moments.

    I remember reading the original trilogy on my iPad while training for a half-marathon. Katniss’ fight against the Capitol powered me through some of my longest runs. That’s the magic of books: They meet us where we are and carry us somewhere else entirely. They become part of our personal history, woven into our memories and milestones.

    But the power of books goes far beyond personal nostalgia. When a major title drops, it’s not just a release date–it’s a shared experience. Readers rush to get their hands on it. Social media lights up with reactions. Libraries field waitlists. These moments remind us why books matter. They connect us, challenge us, and inspire us.

    This fall, we’re about to experience two more of these moments. On October 21, Diary of a Wimpy Kid: Partypooper hits shelves. Jeff Kinney’s beloved series has become a rite of passage for young readers, and this latest installment–centered around Greg Heffley’s attempt to throw himself the ultimate birthday bash–is already generating buzz. It’s funny, relatable, and perfectly timed for a generation that’s grown up with Greg’s awkward, hilarious adventures.

    Just a few weeks later, on November 11, Dog Man: Big Jim Believes arrives. Dav Pilkey’s Dog Man series has redefined what it means to be a children’s book phenomenon. With its blend of humor, heart, and comic-style storytelling, Dog Man has helped countless kids fall in love with reading. This new title promises to be no different, offering a story about belief, friendship, and finding strength within.

    These books aren’t just for kids–they’re cultural touchstones. They bring generations together. Parents read them with their children. Teachers use them to spark classroom discussions. Librarians build displays around them. And kids? They devour them and talk about them with the kind of passion usually reserved for blockbuster movies or viral games.

    And yes, there’s a business side to books. Pricing, distribution, marketing strategies–they all matter. Behind every book on a shelf is a network of people working to make that moment possible. Publishers, authors, illustrators, binders, warehouse teams, sales reps, marketers, and more. It’s easy to forget that when you’re holding a finished book, but every title is the result of countless decisions, collaborations, and passions.

    In a world dominated by screens, short-form content, and constant notifications, books offer something different. They ask us to slow down. To focus. To imagine. To empathize. And that’s more important than ever.

    Literacy isn’t just about reading words on a page–it’s about understanding the world. It’s about critical thinking, emotional intelligence, and the ability to engage with complex ideas. Books help build those skills. They give kids the tools to navigate life, not just school.

    Because in a world that’s constantly changing, books remain one of our most powerful tools for understanding it–and each other. The world needs stories. And stories need us.

    Britten Follett
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  • Many Kids Aren’t Ready for School Before Age 5. So Why Do They Have to Go Anyway? – The 74

    Many Kids Aren’t Ready for School Before Age 5. So Why Do They Have to Go Anyway? – The 74


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    This summer, Washington, D.C., parents were notified that they’d no longer be able to hold their child back from starting kindergarten if the student turned 5 years old before Sept. 30. Previously, the decision on so-called redshirting had been left up to families, with advice from pediatricians and child psychologists.

    In New York City, America’s largest school district, the birthday cut-off is even later: Dec. 31. One-third of children are required to begin kindergarten prior to turning 5. This is a cause of concern for many families.

    The city Department of Education doesn’t see it as a problem. In an email, a spokesperson told me its official stance is, “We work to provide all families access to a world-class education, and we work closely with families to ensure students’ placements are academically and developmentally appropriate, in alignment with state guidelines. Our policies allow for flexibility, our kindergarten curriculum is responsive to the needs of our younger learners, and our dedicated educators are prepared to support every student.”

    Not all are appeased.

    “I have a 4-year-old who will start kindergarten this fall but doesn’t turn 5 until after Thanksgiving,” worried mom CK told me. “I think it’s a big disservice to these kids. The amount of sitting isn’t developmentally appropriate, and the lack of free play is concerning.”

    Parents are justified in their concerns. As the Child Mind Institute summarized in June:

    Several studies have concluded that kids who are youngest in their class are disproportionately diagnosed with ADHD. A Michigan study found that kindergartners who are the youngest in their grade are 60% more likely to be diagnosed with ADHD than the oldest in their grade. And it doesn’t affect just kindergarteners: A North Carolina study found that in fifth and eighth grade, the youngest children were almost twice as likely as the oldest to be prescribed medication for ADHD.

    The research didn’t sit well with some teachers. One blasted my social media inquiry seeking views on redshirting by writing, “ADHD is a very serious IEP (Individualized Education Plan) and we don’t hand them out like candy.”

    Others, however, agreed.

    “My daughter was one of the youngest in her class,” wrote an anonymous mother. “The teacher and school counselor mislabeled her with psychological disorders that both NY special education testing and private neurological tests did not support.”

    “More of my students with an IEP have a birthday in the second half of the calendar year,” confirmed Mary C., who has been a special ed teacher for 12 years. “I understand where an incoming K parent would be concerned that their December baby is much younger than a June baby.”

    That was the case with Upper West Side parent KE’s son. “He is the youngest and smallest boy in the grade,” she wrote. “He started kindergarten at 4 years old, still sucking his thumb. The physical, emotional, social, psychological and other developmental differences between a 5-year-old born in January and a 4-year-old born in December impacts everything from holding a pencil to kicking a ball, to the length of time one can sit and concentrate. It was too early, too soon and too young, but we literally had no choice in the matter in order to enroll him.”

    The problems that pop up with younger students can reverberate beyond elementary school.

    Pree Kaur lamented that her daughter “is always the younger one and is not as mentally developed as her peers, so she always feels as if something is wrong with her.”

    The Riverdale dad of a son born in November wrote, “He had some difficulty following his teacher’s instructions in first grade, and his teacher repeatedly pointed out that he has difficulty sitting still, staying focused, etc. We had him evaluated by a pediatric developmental specialist and he was diagnosed with ADHD. I really struggle with the whole situation, as I believe if we were able to get him to go to school a year later, matters may have been different.”

    “My daughter attended a citywide gifted program. She was doing great, but it came with a price,” confessed Annie Tate. “She was high-functioning until high school, where she was overwhelmed and was diagnosed with ADHD, a diagnosis I believe she wouldn’t have received if I didn’t send her to school at 4 years, 8 months. She would have matured emotionally and physically to be a healthier, happier child.”

    Pediatric occupational therapist KJL sees this situation frequently: “Children with ADHD have a 30% delay in executive function compared to their peers. Combine that with young ages, and these children are set up to fail.”

    When I posed the question of allowing parents to hold back their children on my mailing list, the most frequent response I received was, “SOMEONE has to be the youngest.”

    That’s true. But the situation can still be ameliorated.

    Grades with multiple classes can be broken up into three- or four-month bands, so students are learning with a narrower-aged peer group.

    Repeating a year should be a more acceptable option, unlike the situation faced by mom Heather Hooks: “My son was very behind academically in first grade. The school refused to hold him back and cited studies on ‘retention’ being not good for kids in the long run. I found these didn’t take into consideration that this was not straight retention, but redshirting an ADHD kid. Other studies were significantly different, and suggested these kids have better outcomes and are less likely to be medicated.”

    Another mom was told her daughter “wasn’t behind enough,” despite the child’s pleas that “it’s too much for my head.”

    Any steps taken to help New York City’s youngest learners would provide the largest experimental sample size in the country, making those results potentially beneficial for students across America.

    Based on what happens in NYC, the educational system can stop treating children as developmentally identical and schools as one-size-fits-all, giving families more options.

    As Maureen Yusuf-Morales, who has worked at public, charter and independent schools, suggests, “Parents with children born after September should be allowed choice with guidance based on developmental milestones, as opposed to birthdays being the only hard-and-fast rule.”


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  • Savvy Cyber Kids Appoints New Members to Board of Directors

    Savvy Cyber Kids Appoints New Members to Board of Directors

    Atlanta, Georgia,(GLOBE NEWSWIRE) — Savvy Cyber Kids, a 501(c)(3) non-profit organization, appointed new members to the Board of Directors starting July, 1, 2025. 

    Joining the Board of Directors for Savvy Cyber Kids are James Azar, Anne-Marie Brockwell, Jason Cenamor, Nelson Soares, and Dr. Jasyn Voshell. 

    Savvy Cyber Kids enables youth, families and school communities empowerment through technology by providing age-appropriate cyber safety, cyber ethics and digital parenting resources and education starting at three years old.

    ———-

    “As a father, cybersecurity practitioner, and advocate for creating a safer digital environment for all children, I was compelled to join the board of Savvy Cyber Kids,” states James Azar, CISO and Host, CyberHub Podcast. “The organization’s mission, under the leadership of Ben Halpert, deeply resonates with me. Promoting responsible internet use begins at home, and Savvy Cyber Kids equips parents with the guidance and talking points they need to raise digitally aware and cyber-safe children.”

    James Azar is a dedicated cybersecurity practitioner and CISO in industries like FinTech, Banking, Energy and Oil and Gas with over 20 years of experience. He has a passion for aligning security and business goals, believing that innovation and creative thinking are key to solving today’s security challenges. As the host of the CyberHub Podcast, James enjoys sharing insights and fostering conversations around cybersecurity, technology, and business. He’s had the privilege of speaking at industry-leading events like RSA and CyberTech Israel and contributing to well-known publications. When not immersed in security, James enjoys espresso, good food, and a fine whiskey.

    ———-

    “I’m thrilled to join the board of Savvy Cyber Kids, where I can further my commitment to empowering families, educators, and students with the knowledge to navigate the digital world safely and responsibly,” states Anne-Marie Brockwell, Account Executive, Microsoft. “Through my advocacy for proactive digital learning and community engagement, I aim to expand awareness and foster a more inclusive, ethical online future. I look forward to using my network to amplify this vital mission.”

    Anne-Marie Brockwell is a seasoned Account Executive and strategic education leader with a deep commitment to empowering learners and advancing digital citizenship. At Microsoft, she leads partnerships with premier higher education institutions across New England, helping them accelerate AI innovation, modernize infrastructure, transform data strategies, and strengthen cybersecurity postures—all in service of their ultimate stakeholders: the students. With over a decade of experience spanning education technology and enterprise sectors, Anne-Marie brings a global, cross-industry perspective shaped by leadership roles at Rosetta Stone, Sanofi/Genzyme, Imagine Learning, and Deloitte. Her career has consistently focused on consulting selling, strategic partnerships, and operational excellence, underpinned by a passion for equity, access, and innovation in education.

    ———-

    “As technology becomes increasingly more prominent in our everyday lives, so does the need for increased education around cybersecurity,” states Jason Cenamor, Founder, Confide Group and The CISO Society. “Like all important things, cybersecurity education starts at the grassroots, and organizations like Savvy Cyber Kids will ensure cyber safety becomes as natural as looking both ways before you cross the road. Witnessing so many people fall victim to bad actors every day, I could not be more passionate about ensuring the next generation is prepared to navigate the new world equipped with the knowledge and tools to avoid the same fate.”

    Jason is the Founder and CEO of Confide Group – a cybersecurity advisory firm, and the Founder and Chief Community Officer of The CISO Society – a private community where members collaborate and share expertise on security strategy, project roadmaps, technology partners, CISO jobs, talent acquisition, industry news, and more. As a community figurehead and advocate, Jason possesses a passion for relationship building, networking, events, and providing an environment for security leaders to connect and learn from one another.

    ———-

    “As a father, cybersecurity advocate, and entrepreneur passionate about digital education, I’m honored to join the Board of Directors at Savvy Cyber Kids,” states Nelson Soares, Founder & CEO, C-Vision International and CEO, NS Advisory Group Inc. “Today’s children are growing up in a world shaped by rapid technological change—one that demands both awareness and resilience. I’ve spent my career helping organizations navigate innovation responsibly, and I believe there’s no greater mission than empowering our youth to do the same. I look forward to contributing to this critical cause and supporting Savvy Cyber Kids in building a safer digital future for families everywhere.”

    Nelson Soares is a dynamic entrepreneur and executive with deep expertise in leadership, consulting, and go-to-market strategy. As the Founder & CEO of C-Vision International, he has played a pivotal role in producing global thought leadership experiences for C-suite executives. He is also the CEO of NS Advisory Group Inc., where he advises startups and enterprise technology providers on scale, sales, and strategic growth. Nelson’s work bridges innovation and executive influence, particularly in cybersecurity and enterprise software, and his network spans the U.S., EMEA, LATAM, and APAC. He also serves on the board of Pocket Security, a nonprofit. A proud husband and father of two daughters, Nelson brings a personal and professional commitment to helping the next generation thrive in the digital age.

    ———-

    “I’ve had the privilege of knowing and working with Ben Halpert for over 20 years, including some of his earliest projects in cybersecurity education,” states Dr. Jasyn Voshell, Senior Director, Products and Solutions Security, Zebra Technologies. “Joining the Savvy Cyber Kids Board is especially meaningful to me as an uncle to nieces and nephews who are growing up in a world where digital technology is ever-present. Being part of an organization that empowers families to navigate the online world safely and confidently is both a personal passion and professional commitment I hold close to my heart.”

    Dr. Jasyn Voshell is the Senior Director of Products and Solutions Security at Zebra Technologies, where he leads the global Product & Solutions Security Program. He is responsible for the strategy, planning, and execution of Zebra’s enterprise-wide security initiatives across all products and solutions. Jasyn works closely with engineering and business teams to ensure security is embedded throughout the product lifecycle—secure by design, secure in use, and secure through trust. Jasyn was instrumental in establishing the Product Security Organization at Zebra, significantly reducing risk exposure while reinforcing customer trust in Zebra’s solutions. Under his leadership, the organization has delivered measurable improvements in secure software development practices, vulnerability management, and risk governance across the product portfolio. He holds bachelor’s degrees in Mathematics and Physics, a master’s degree in Applied Mathematics and Computer Information Systems, and a doctorate in Civil Law and Cybersecurity. Jasyn also maintains numerous industry-recognized certifications in cybersecurity and audit.

    ———-

    “Our children are frontline warriors pitted against threats delivered by today’s latest technology they can’t even comprehend,” states Ben Halpert, Founder, Savvy Cyber Kids. “Parents and schools unwittingly place the children they are responsible for up against harms they are not equipped to triumph over in their daily battles, both physically and mentally.” 

    Making meaningful, long term, generational change for the world’s most vulnerable population which is young children, takes dedication. “In today’s reality of youth sextortion related suicide, AI suicide encouragement, 24/7 cyberbullying, and the realization of harms against our children delivered through technology, educating young children starting at age three is paramount,” said Ben Halpert.

    “Most people want to believe quick fixes will work; when it comes to shaping human behaviors to build individual resilience, that is not the case. Our dedicated team looks forward to expanding our reach for the benefit of the world’s children,” said Ben Halpert.

    Learn more about the Board of Directors and their passion for Savvy Cyber Kids at https://savvycyberkids.org/about/board-of-directors/

    Savvy Cyber Kids is grateful for the ongoing support of its sponsors: CISO Horizon, C-Vision International, VIPRE Security Group, PWC US, Yass Partners, Jodi Fink Halpert Berkshire Hathaway HomeServices Georgia Properties, Vercel,and SecurityScorecard.

    About Savvy Cyber Kids

    Savvy Cyber Kids (SCK), a 501(c)(3) nonprofit organization whose mission is to enable youth, families, and school communities to be empowered by technology, recognizes that children may be Digital Natives but are also “Digital Naives”, who, without intervention, completely lack understanding of the implications of their digital actions. Founded in 2007 by noted speaker and author Ben Halpert, Savvy Cyber Kids resources are used in 50 states and 54 countries around the world to help parents and teachers educate today’s youth on cyber safety and cyber ethics topics of cyberbullying, digital reputation, technology and screen-time balance, mental health, body and self-image, physical safety, sexting, privacy, gaming, child sexual predators, and more starting at 3 years old.

    eSchool News Staff
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  • ‘Make Sure They Speak English’ is Fed’s Only Responsibility to U.S. Kids – The 74

    ‘Make Sure They Speak English’ is Fed’s Only Responsibility to U.S. Kids – The 74

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    Speaking to reporters on Tuesday, President Donald Trump said ‘little tiny bit of supervision’ is all that’s needed for education.



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  • Costello ‘baby bonus’ kids boost enrolments – Campus Review

    Costello ‘baby bonus’ kids boost enrolments – Campus Review

    University commencement numbers have hit a record high, excluding the Covid-19 pandemic years, Department of Education data released on Wednesday shows.

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  • Survey of 1500 Kids Suggests School Phone Bans Have Important but Limited Effects – The 74

    Survey of 1500 Kids Suggests School Phone Bans Have Important but Limited Effects – The 74


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    In Florida, a bill that bans cellphone use in elementary and middle schools, from bell to bell, recently sailed through the state Legislature.

    Gov. Ron DeSantis signed it into law on May 30, 2025. The same bill calls for high schools in six Florida districts to adopt the ban during the upcoming school year and produce a report on its effectiveness by Dec. 1, 2026.

    But in the debate over whether phones should be banned in K-12 schools – and if so, how – students themselves are rarely given a voice.

    We are experts in media use and public health who surveyed 1,510 kids ages 11 to 13 in Florida in November and December 2024 to learn how they’re using digital media and the role tech plays in their lives at home and at school. Their responses were insightful – and occasionally surprising.

    Adults generally cite four reasons to ban phone use during school: to improve kids’ mental health, to strengthen academic outcomes, to reduce cyberbullying and to help limit kids’ overall screen time.

    But as our survey shows, it may be a bit much to expect a cellphone ban to accomplish all of that.

    What do kids want?

    Some of the questions in our survey shine light on kids’ feelings toward banning cellphones – even though we didn’t ask that question directly.

    We asked them if they feel relief when they’re in a situation where they can’t use their smartphone, and 31% said yes.

    Additionally, 34% of kids agreed with the statement that social media causes more harm than good.

    And kids were 1.5 to 2 times more likely to agree with those statements if they attended schools where phones are banned or confiscated for most of the school day, with use only permitted at certain times. That group covered 70% of the students we surveyed because many individual schools or school districts in Florida have already limited students’ cellphone use.

    How students use cellphones matters

    Some “power users” of cellphone apps could likely use a break from them.

    Twenty percent of children we surveyed said push notifications on their phones — that is, notifications from apps that pop up on the phone’s screen — are never turned off. These notifications are likely coming from the most popular apps kids reported using, like YouTube, TikTok and Instagram.

    This 20% of children was roughly three times more likely to report experiencing anxiety than kids who rarely or never have their notifications on.

    They were also nearly five times more likely to report earning mostly D’s and F’s in school than kids whose notifications are always or sometimes off.

    Our survey results also suggest phone bans would likely have positive effects on grades and mental health among some of the heaviest screen users. For example, 22% of kids reported using their favorite app for six or more hours per day. These students were three times more likely to report earning mostly D’s and F’s in school than kids who spend an hour or less on their favorite app each day.

    They also were six times more likely than hour-or-less users to report severe depression symptoms. These insights remained even after ruling out numerous other possible explanations for the difference — like age, household income, gender, parent’s education, race and ethnicity.

    Banning students’ access to phones at school means these kids would not receive notifications for at least that seven-hour period and have fewer hours in the day to use apps.

    Phones and mental health

    However, other data we collected suggests that bans aren’t a universal benefit for all children.

    Seventeen percent of kids who attend schools that ban or confiscate phones report severe depression symptoms, compared with just 4% among kids who keep their phones with them during the school day.

    This finding held even after we ruled out other potential explanations for what we were seeing, such as the type of school students attend and other demographic factors.

    We are not suggesting that our survey shows phone bans cause mental health problems.

    It is possible, for instance, that the schools where kids already were struggling with their mental health simply happened to be the ones that have banned phones. Also, our survey didn’t ask kids how long phones have been banned at their schools. If the bans just launched, there may be positive effects on mental health or grades yet to come.

    In order to get a better sense of the bans’ effects on mental health, we would need to examine mental health indicators before and after phone bans.

    To get a long-term view on this question, we are planning to do a nationwide survey of digital media use and mental health, starting with 11- to 13-year-olds and tracking them into adulthood.

    Even with the limitations of our data from this survey, however, we can conclude that banning phones in schools is unlikely to be an immediate solution to mental health problems of kids ages 11-13.

    Grades up, cyberbullying down

    Students at schools where phones are barred or confiscated didn’t report earning higher grades than children at schools where kids keep their phones.

    This finding held for students at both private and public schools, and even after ruling out other possible explanations like differences in gender and household income, since these factors are also known to affect grades.

    There are limits to our findings here: Grades are not a perfect measure of learning, and they’re not standardized across schools. It’s possible that kids at phone-free schools are in fact learning more than those at schools where kids carry their phones around during school hours – even if they earn the same grades.

    We asked kids how often in the past three months they’d experienced mistreatment online – like being called hurtful names or having lies or rumors spread about them. Kids at schools where phone use is limited during school hours actually reported enduring more cyberbullying than children at schools with less restrictive policies. This result persisted even after we considered smartphone ownership and numerous demographics as possible explanations.

    We are not necessarily saying that cellphone bans cause an increase in cyberbullying. What could be at play here is that at schools where cyberbullying has been particularly bad, phones have been banned or are confiscated, and online bullying still occurs.

    But based on our survey results, it does not appear that school phone bans prevent cyberbullying.

    Overall, our findings suggest that banning phones in schools may not be an easy fix for students’ mental health problems, poor academic performance or cyberbullying.

    That said, kids might benefit from phone-free schools in ways that we have not explored, like increased attention spans or reduced eyestrain.

    This article is republished from The Conversation under a Creative Commons license. Read the original article.


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  • 4 Creative Ways to Engage Kids in STEM Over the Summer – The 74

    4 Creative Ways to Engage Kids in STEM Over the Summer – The 74


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    The Trump administration is reshaping the pursuit of science through federal cuts to research grants and the Department of Education. This will have real consequences for students interested in science, technology, engineering and mathematics, or STEM learning.

    One of those consequences is the elimination of learning opportunities such as robotics camps and access to advanced math courses for K-12 students.

    As a result, families and caregivers are more essential than ever in supporting children’s learning.

    Based on my research, I offer four ways to support children’s summer learning in ways that feel playful and engaging but still foster their interest, confidence and skills in STEM.

    1. Find a problem

    Look for “problems” in or around your home to engineer a solution for. Engineering a solution could include brainstorming ideas, drawing a sketch, creating a prototype or a first draft, testing and improving the prototype and communicating about the invention.

    For example, one family in our research created an upside-down soap dispenser for the following problem: “the way it’s designed” − specifically, the straw − “it doesn’t even reach the bottom of the container. So there’s a lot of soap sitting at the bottom.”

    To identify a problem and engage in the engineering design process, families are encouraged to use common materials. The materials may include cardboard boxes, cotton balls, construction paper, pine cones and rocks.

    Our research found that when children engage in engineering in the home environment with caregivers, parents and siblings, they communicate about and apply science and math concepts that are often “hidden” in their actions.

    For instance, when building a paper roller coaster for a marble, children think about how the height will affect the speed of the marble. In math, this relates to the relationship between two variables, or the idea that one thing, such as height, impacts another, the speed. In science, they are applying concepts of kinetic energy and potential energy. The higher the starting point, the more potential energy is converted into kinetic energy, which makes the marble move faster.

    In addition, children are learning what it means to be an engineer through their actions and experience. Families and caregivers play a role in supporting their creative thinking and willingness to work through challenging problems.

    2. Spark curiosity

    Open up a space for exploration around STEM concepts driven by their interests.

    Currently, my research with STEM professionals who were homeschooled talk about the power of learning sparked by curiosity.

    One participant stated, “At one time, I got really into ladybugs, well Asian Beatles I guess. It was when we had like hundreds in our house. I was like, what is happening? So, I wanted to figure out like why they were there, and then the difference between ladybugs and Asian beetles because people kept saying, these aren’t actually ladybugs.”

    Researchers label this serendipitous science engagement, or even spontaneous math moments. The moments lead to deep engagement and learning of STEM concepts. This may also be a chance to learn things with your child.

    3. Facilitate thinking

    In my research, being uncertain about STEM concepts may lead to children exploring and considering different ideas. One concept in particular − playful uncertainties − is when parents and caregivers know the answer to a child’s uncertainties but act as if they do not know.

    For example, suppose your child asks, “How can we measure the distance between St. Louis, Missouri, and Nashville, Tennessee, on this map?” You might respond, “I don’t know. What do you think?” This gives children the chance to share their ideas before a parent or caregiver guides them toward a response.

    4. Bring STEM to life

    Turn ordinary moments into curious conversations.

    “This recipe is for four people, but we have 11 people coming to dinner. What should we do?”

    In a recent interview, one participant described how much they learned from listening in on financial conversations, seeing how decisions got made about money, and watching how bills were handled. They were developing financial literacy and math skills.

    As they noted, “By the time I got to high school, I had a very good basis on what I’m doing and how to do it and function as a person in society.”

    Globally, individuals lack financial literacy, which can lead to negative outcomes in the future when it comes to topics such as retirement planning and debt.

    Why is this important?

    Research shows that talking with friends and family about STEM concepts supports how children see themselves as learners and their later success in STEM fields, even if they do not pursue a career in STEM.

    My research also shows how family STEM participation gives children opportunities to explore STEM ideas in ways that go beyond what they typically experience in school.

    In my view, these kinds of STEM experiences don’t compete with what children learn in school − they strengthen and support it.

    This article is republished from The Conversation under a Creative Commons license. Read the original article.


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  • How do Kids Learn to Read? There Are as Many Ways as There Are Students – The 74

    How do Kids Learn to Read? There Are as Many Ways as There Are Students – The 74


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    Five years after the pandemic forced children into remote instruction, two-thirds of U.S. fourth graders still cannot read at grade level. Reading scores lag 2 percentage points below 2022 levels and 4 percentage points below 2019 levels.

    This data from the 2024 report of National Assessment of Educational Progress, a state-based ranking sometimes called “America’s report card,” has concerned educators scrambling to boost reading skills.

    Many school districts have adopted an evidence-based literacy curriculum called the “science of reading” that features phonics as a critical component.

    Phonics strategies begin by teaching children to recognize letters and make their corresponding sounds. Then they advance to manipulating and blending first-letter sounds to read and write simple, consonant-vowel-consonant words – such as combining “b” or “c” with “-at” to make “bat” and “cat.” Eventually, students learn to merge more complex word families and to read them in short stories to improve fluency and comprehension.

    Proponents of the curriculum celebrate its grounding in brain science, and the science of reading has been credited with helping Louisiana students outperform their pre-pandemic reading scores last year.

    In practice, Louisiana used a variety of science of reading approaches beyond phonics. That’s because different students have different learning needs, for a variety of reasons.

    Yet as a scholar of reading and language who has studied literacy in diverse student populations, I see many schools across the U.S. placing a heavy emphasis on the phonics components of the science of reading.

    If schools want across-the-board gains in reading achievement, using one reading curriculum to teach every child isn’t the best way. Teachers need the flexibility and autonomy to use various, developmentally appropriate literacy strategies as needed.

    Phonics fails some students

    Phonics programs often require memorizing word families in word lists. This works well for some children: Research shows that “decoding” strategies such as phonics can support low-achieving readers and learners with dyslexia.

    However, some students may struggle with explicit phonics instruction, particularly the growing population of neurodivergent learners with autism spectrum disorder or attention deficit hyperactivity disorder. These students learn and interact differently than their mainstream peers in school and in society. And they tend to have different strengths and challenges when it comes to word recognition, reading fluency and comprehension.

    This was the case with my own child. He had been a proficient reader from an early age, but struggles emerged when his school adopted a phonics program to balance out its regular curriculum, a flexible literature-based curriculum called Daily 5 that prioritizes reading fluency and comprehension.

    I worked with his first grade teacher to mitigate these challenges. But I realized that his real reading proficiency would likely not have been detected if the school had taught almost exclusively phonics-based reading lessons.

    Another weakness of phonics, in my experience, is that it teaches reading in a way that is disconnected from authentic reading experiences. Phonics often directs children to identify short vowel sounds in word lists, rather than encounter them in colorful stories. Evidence shows that exposing children to fun, interesting literature promotes deep comprehension.

    Balanced literacy

    To support different learning styles, educators can teach reading in multiple ways. This is called balanced literacy, and for decades it was a mainstay in teacher preparation and in classrooms.

    Balanced literacy prompts children to learn words encountered in authentic literature during guided, teacher-led read-alouds – versus learning how to decode words in word lists. Teachers use multiple strategies to promote reading acquisition, such as blending the letter sounds in words to support “decoding” while reading.

    Another balanced literacy strategy that teachers can apply in phonics-based strategies while reading aloud is called “rhyming word recognition.” The rhyming word strategy is especially effective with stories whose rhymes contribute to the deeper meaning of the story, such as Marc Brown’s “Arthur in a Pickle.”

    The rhyming structure of ‘Arthur in a Pickle’ helps children learn to read entire words, versus word parts.

    After reading, teachers may have learners arrange letter cards to form words, then tap the letter cards while saying and blending each sound to form the word. Similar phonics strategies include tracing and writing letters to form words that were encountered during reading.

    There is no one right way to teach literacy in a developmentally appropriate, balanced literacy framework. There are as many ways as there are students.

    What a truly balanced curriculum looks like

    The push for the phonics-based component of the science of reading is a response to the discrediting of the Lucy Calkins Reading Project, a balanced literacy approach that uses what’s called “cueing” to teach young readers. Teachers “cue” students to recognize words with corresponding pictures and promote guessing unfamiliar words while reading based on context clues.

    A 2024 class action lawsuit filed by Massachusetts families claimed that this faulty curriculum and another cueing-based approach called Fountas & Pinnell had failed readers for four decades, in part because they neglect scientifically backed phonics instruction.

    But this allegation overlooks evidence that the Calkins curriculum worked for children who were taught basic reading skills at home. And a 2021 study in Georgia found modest student achievement gains of 2% in English Language Arts test scores among fourth graders taught with the Lucy Calkins method.

    Nor is the method unscientific. Using picture cues with corresponding words is supported by the predictable language theory of literacy.

    This approach is evident in Eric Carle’s popular children’s books. Stories such as the “Very Hungry Caterpillar” and “Brown Bear, Brown Bear What do you See?” have vibrant illustrations of animals and colors that correspond with the text. The pictures support children in learning whole words and repetitive phrases, suchg as, “But he was still hungry.”

    The intention here is for learners to acquire words in the context of engaging literature. But critics of Calkins contend that “cueing” during reading is a guessing game. They say readers are not learning the fundamentals necessary to identify sounds and word families on their way to decoding entire words and sentences.

    As a result, schools across the country are replacing traditional learn-to-read activities tied to balanced literacy approaches with the science of reading. Since its inception in 2013, the phonics-based curriculum has been adopted by 40 states and the Disctrict of Columbia.

    Recommendations for parents, educators and policymakers

    The most scientific way to teach reading, in my opinion, is by not applying the same rigid rules to every child. The best instruction meets students where they are, not where they should be.

    Here are five evidence-based tips to promote reading for all readers that combine phonics, balanced literacy and other methods.

    1. Maintain the home-school connection. When schools send kids home with developmentally appropriate books and strategies, it encourages parents to practice reading at home with their kids and develop their oral reading fluency. Ideally, reading materials include features that support a diversity of learning strategies, including text, pictures with corresponding words and predictable language.

    2. Embrace all reading. Academic texts aren’t the only kind of reading parents and teachers should encourage. Children who see menus, magazines and other print materials at home also acquire new literacy skills.

    3. Make phonics fun. Phonics instruction can teach kids to decode words, but the content is not particularly memorable. I encourage teachers to teach phonics on words that are embedded in stories and texts that children absolutely love.

    4. Pick a series. High-quality children’s literature promotes early literacy achievement. Texts that become increasingly more complex as readers advance, such as the “Arthur” step-into-reading series, are especially helpful in developing reading comprehension. As readers progress through more complex picture books, caregivers and teachers should read aloud the “Arthur” novels until children can read them independently. Additional popular series that grow with readers include “Otis,” “Olivia,” “Fancy Nancy” and “Berenstain Bears.”

    5. Tutoring works. Some readers will struggle despite teachers’ and parents’ best efforts. In these cases, intensive, high-impact tutoring can help. Sending students to one session a week of at least 30 minutes is well documented to help readers who’ve fallen behind catch up to their peers. Many nonprofit organizations, community centers and colleges offer high-impact tutoring.

    This article is republished from The Conversation under a Creative Commons license. Read the original article.


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