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Group members:

Kim, Meagan, Anila, Zaydett

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Hey guys how is everyone doing this week? Me personally I'm really busy not only because of school but I am also fasting for Ramadhan. Its been difficult to get do school, work, and fast at the same time. However I have been getting more use to it as the days go by. Hope everyone is doing well!!

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The facilitator of the group will be responsible for noting:
1) Date & Name of Facilitator
2) P.A.T.H. examples from each group member (Present,
Authentic, speak your Truth, and Human)- this is in connection to your role as a future educator
3) Outstanding Questions group may have (readings, course
expectations)
4) Early Childhood Sector News/Social Media- if you aren't aware of anywhere would you find it
5) Attendance of group members Small Group Facilitation

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This week our group delved into cognitive development of children aged 3-6 years and I looked at learning about the element ‘truth’ our PATH framework.

What stood out to me was new to me, a space for courage and vulnerability. It spoke about how shame can kill vulnerability, the slides. This really resonates with me. In my work as a young children’s teacher, I’ve seen first hand the importance of building an environment where mistakes are part of the language to be expressed, even if it means that it feels unsafe for them. The shame a child feels about getting an answer wrong or new activity wrong keeps them away from making mistakes and taking chances.

Some important points were discussed over IQ tests as well. These tests have been used for years but alone do not tell the full story of a child’s intellect. They may be culturally biased and do not effectively portray the range of abilities and experiences of a number of children. Since I am directly working with children, I understand the significance of observing and developing all sorts of intelligence, as the theory of Gardner postulates. Children come with a bag of strengths and talents that are individual to them. This also means that a child could have difficulty with verbal skills but outperform in the areas of spatial reasoning or interpersonal communication.

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Time in nature can help kids reach developmental milestones: UBC study

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Time in nature can help kids reach developmental milestones: UBC study

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Hello everyone,

In recent news, I read a Global News article about a UBC recent study about the effects of green spaces on children. More than 27,000 children in Metro Vancouver were surveyed by the study, which discovered that access to nature seriously improves language skills, cognitive capacity and socialization.

In this research I believe that my idea is right about the importance of nature in a child’s life. Green spaces beyond breath of fresh air and exercise help prepare children to learn essential social and cognitive skills. Children play outdoors where there is a lot of unstructured play that we did in structured indoor settings that cannot really replicate and learn cooperation, negotiation and teamwork skills.

Nature sparks curiosity and hands-on exploration, cognitively. Insects, forts, textures and more — these offer problem solving, creativity and critical thinking in its observational, building, exploring them. It also shows how green spaces assist in minimizing the adverse impact of pollution as well as noise and contribute to a better well being.

An educator or a caregiver should advocate more outdoor play and nature based learning. Outdoor classroom, daily outdoor activity and encouraging family visits to parks can be included in this.

How should nature play a part in the development of a child? How can you put outside learning into your work?

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Living in areas with access to green space can help set up children for success, according to new research from the University of British Columbia.

Researchers in UBC's faculty of forestry and faculty of medicine looked at the developmental scores of more than 27,000 Metro Vancouver children who attended kindergarten between 2005 and 2011 and estimated the amount of green space around each child's home from birth to age five.

Outdoor learning program triples in popularity during pandemic

"Most of the children were doing well in their development, in terms of language skills, cognitive capacity, socialization and other outcomes," study author Ingrid Jarvis said.

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"But what's interesting is that those children living in a residential location with more vegetation and richer natural environments showed better overall development than their peers with less green space."

Jarvis said the research highlights how green space can reduce the effects of air pollution and noise, which can negatively impact children's health and development.

The study notes that further research is needed. If their findings are confirmed, it "could have important implications for urban planning and green infrastructure interventions."

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Time in nature can help kids reach developmental milestones: UBC study - BC | Globalnews.ca

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Living in areas with access to green space can help set up children for success, according to new research from the University of British Columbia. Researchers in UBC's faculty of forestry and faculty of medicine looked at the developmental scores of more than 27,000 Metro Vancouver children who attended kindergarten between 2005 and 2011 and estimated the amount of green space around each child's home from birth to age five.

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Studying cognitive development in children this week was really informative. In previous classes we have explored EQ versus IQ, so I found it really interesting to delve deeper into IQ. While I recognize the importance of having a structured system that measures intelligence, I am a little bit surprised that we use it when studying young children.  As discussed in this week's lecture this week, it clearly serves a purpose, especially when diagnosing intellectual disabilities. However, it fails to provide us with a clear picture of a child's future potential, concentrating on the skills that they've learned up to this point. This makes me question if there might be more effective ways to measure IQ. I hate the idea of labeling a child or confining them to a specific mindset, suggesting that there is no room or they are incapable of growth. While this may have less impact on young children, for older ones it could lead to frustration and limit their potential simply due to the label it assigns them. I just wonder if there is a better way that encourages growth and the possibility for potential? Outside of IQ, I also really enjoyed exploring the multiple intelligences. It was interesting to consider how those learning styles could be applied to our classrooms as future Early Childhood Educators.

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As educators, we dedicate ourselves to fostering various aspects of children's development, including their cognitive, social, emotional, and environmental growth. We recognize that these elements are all essential for creating a nurturing foundation that supports lifelong learning and success. Our goal is to help children thrive and reach their full potential.

However, when children are evaluated solely through an IQ test, it fails to provide a comprehensive picture of their abilities and potential. In my view, relying on such a narrow measure can be disheartening and limiting. It is concerning that children are labeled based on a single test, one that can define their academic trajectory for an extended period without accounting for the full range of their talents and learning styles.

Tests and assignments, while useful in assessing cognitive development, allow children the opportunity to grow and improve over time, particularly when they receive feedback and have the chance to try again. In contrast, an annual IQ test offers no opportunity for children to show growth or demonstrate their true potential, ultimately fostering a negative self-perception. This lack of opportunity to improve can have a lasting impact on a child’s confidence and motivation.

I believe that children should not be limited by such one-time evaluations, as they deserve the chance to continuously develop and showcase their abilities. It is crucial that we, as educators and caregivers, recognize the full scope of their learning and development beyond a singular test score.

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Being present is crucial to supporting children's cognitive development. When we as educators are actively engaged with students, by actively listening to them, providing them with respectful and responsive interactions, etc. We create safe and supportive environments where they feel valued. We guide and support students by being physically and emotionally available throughout their day to day interactions, helping them process their thoughts and emotions, develop those necessary problem solving skills, and encourage them to explore their own ideas. Being present fosters a sense of security, that encourages curiosity, resilience, and promotes meaningful learning to occur. Supporting children by being emotionally present is important because when children feel supported and understood, they are more likely to take intellectual risks, make mistakes, and learn from them. In the classroom, every moment of connection is an opportunity to nurture a child's development.