An engaging 8 book set in both English & Chinese with animated videos & a teacher resource. It is based on the emotional themes from established Australian Government Frameworks and aligns with the Victorian Curriculum’s Ethical, Personal & Social Capabilities. Open ended questions in each book encourage lively discussion & deep thinking about social and emotional themes between adult and child ...
Journal of Philosophy in Schools
Ginnie & Pinney ‘Think Smart’ materials (G&P) have been written for children aged three to eight, ‘to encourage deep thinking and lively discussion between each other, their parents and teachers’ and hence we understand why they have already captured the attention of Philosophy for Schools (P4C) practitioners. Matthew Lipman enshrined our aim as helping ‘children become more thoughtful, more reflective, more considerate and more reasonable individuals’ (Lipman 1980, p. 15) Let us see why you too will find them a valuable addition to your Early Years resources ...
School Library Association of Victoria
Professor Emerita Doreen Rosenthal, The University of Melbourne
While the focus of education has long been the three R’s, educators now recognise the importance of encouraging social and emotional intelligence in young children. Emotional intelligence is regarded as a critical learning component in enabling them to think about and understand ethical issues as they grow into adults. The Ginnie & Pinney ‘Think Smart’ materials are a set of delightful and whimsical children’s books specifically developed to promote emotional intelligence, empathy and ethical decision-making in young children. The books have been written for children aged three to eight to encourage deep thinking and lively discussion between each other, their parents and teachers and are based on the Early Years Learning Framework for Values Education ...
How to Foster Toddlers’ Mental-State Talk, Emotion Understanding, and Prosocial Behavior: A Conversation- Based Intervention at Nursery School
THE OFFICIAL JOURNAL OF THE INTERNATIONAL CONGRESS OF INFANT STUDIES
Ilaria Grazzani and Veronica Ornaghi Department of Human Sciences ‘R.Massa’ Universita degli Studi di Milano-Bicocca
Alessia Agliati and Elisa Brazzelli Department of Psychology Universita degli Studi di Milano-Bicocca
Recent years have seen the development and implementation of a range of training programs aimed at improving children’s socio-emotional skills. Nev- ertheless, few studies have been conducted with toddlers attending nursery school. In this study, we adopted observational and experimental paradigms to examine the efficacy of an intervention based on conversing about emo- tions with small groups of 2- to 3-year-old children. The intervention was designed to promote toddlers’ mental-state talk, emotion understanding (EU), and prosocial behavior ...
Children’s emotion understanding: A meta-analysis of training studies
Manuel Sprung a, Hannah M. Münch b, Paul L. Harris c, Chad Ebesutani d, Stefan G. Hofmann e,*
a International Psychology & Psychotherapy Center, Vienna, Austria
b Department of General Internal Medicine and Psychosomatics, University Hospital Heidelberg, Germany c Graduate School of Education, Harvard University, USA
d Department of Psychology, Duksung Women’s University, South Korea
e Department of Psychological and Brain Sciences, Boston University, USA
Background: In the course of development, children show in- creased insight and understanding of emotions – both of their own emotions and those of others. However, little is known about the efficacy of training programs aimed at improving children’s under- standing of emotion...
Introducing Critical and Creative Thinking
Victorian Curriculum and Assessment Authority
Victorian Curriculum F–10:
• Released in September 2015 as a central component of the Education State
• Provides a stable foundation for the development and implementation of whole-school teaching and learning programs
• The Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standards
Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education
Mary Helen Immordino-Yang, Linda Darling-Hammond & Christina R. Krone (2019) Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education, Educational Psychologist, 54:3, 185-204, DOI: 10.1080/00461520.2019.1633924
New advances in neurobiology are revealing that brain development and the learning it enables are directly dependent on social-emotional experience. Growing bodies of research reveal the importance of socially triggered epigenetic contributions to brain development and brain network configuration, with implications for social-emotional functioning, cogni- tion, motivation, and learning...
Emotion comprehension and attachment: A conversational intervention with school-aged children
Compréhension de l’émotion et attachement : une intervention dialoguée avec des enfants en été scolaire
Ilaria Grazzania,∗, Veronica Ornaghia, Cristina Riva Crugnolab
a Department of human sciences “R. Massa”, università degli Studi di Milano-Bicocca, 1, Piazza Ateneo Nuovo, 20126 Milan, Italy
b Department of psychology, università degli Studi di Milano-Bicocca, Milan, Italy
Introduction. – As part of the flourishing line of enquiry into children’s emotion understanding, we report the results of a conversation-based intervention study aimed at improving participants’ emotion comprehension, and exploring the intervention effect as a function of attachment security...
Dialogic Reading in Early Childhood Settings: A Summary of the Evidence Base
Jacqueline A. Towson, PhD1, Angel Fettig, PhD2, Veronica P. Fleury, PhD3, and Diana L. Abarca1
Dialogic reading (DR) is an evidence-based practice for young children who are typically developing and at risk for developmental delays, with encouraging evidence for children with disabilities. The purpose of this review was to comprehensively evaluate the evidence base of DR across early childhood settings, with specific attention to fidelity features. We coded identified studies (n = 30) published in peer-reviewed journals on a number of variables, including participant characteristics, setting, adherence to intervention components, fidelity of training procedures, implementation fidelity, dependent variables, overall outcomes, and study rigor. Our findings indicate wide variance is present in adherence to the DR protocol despite all studies reporting use of DR. In addition, although most researchers describe training procedures, none reported fidelity of those practices. Variability was also noted in how the implementation of DR with children is monitored in research...