Resources

Tony and Caiden pose in Big Buddy Little Buddy tshirtsSearch Institute’s newest research-to-practice initiative will focus on studying and strengthening the developmental relationships that help young people succeed. A developmental relationship helps young people attain the psychological and social skills that are essential for success in education and in life. Young people can form these relationships with their parents and family members, with their friends and peers, with staff members in their schools and programs, and with caring adults in their neighborhoods and communities.”

  1. Young people who experience strong development relationships are more likely to report a wide range of social-emotional strengths and other indicators of well-being and thriving.
  2. Young people with strong relationships are more resilient in the face of stress and trauma.
  3. Young people do better then they experience a strong web of relationships with many people

This study also highlights 55 ideas for deepening one-to-one relationships. Download the study here!

Wall Street Journal article by Sue Shellenbarger lays out helpful age-by-age guide to understanding teen behavior patterns and ways that adults can best support them.

“…Tweens can actually slip backward in some basic skills…”

“…Teens at age 16, who had affectionate moms when they were 12, ​showed brain changes linked to lower rates of sadness and anxiety and greater self-control…”

“…At about this time, teens’ response to stress goes haywire, sparking more door-slamming and tears. The impact of social stress is peaking around this time.”

 

Yes, we find it surprising, too. But, parents & mentors, take heed. Help kids to stay safe by following these guidelines:

In Vermont, to get out of a booster, a child must pass two milestones

  1. The child must be 8 years old to even consider leaving the booster.
  2. The child must pass the 5 step test to get out of the booster. The belt must fit them correctly. This test checks for belt fit.

The 5 Step Booster Test:

  1. Does the child sit all the way back against the vehicle’s seat?
  2. Is the lap belt below the stomach, touching the thighs?
  3. Is the shoulder belt centered on the shoulder and chest?
  4. Do the child’s knees bend comfortably at the edge of the vehicle’s seat?
  5. Can the child stay seated like this for the whole ride?

http://www.beseatsmart.org/is-my-child-ready-to-move-on.php

Here are some resources we like to consult when thinking BIG – helpful in program design.
The Search Institute
  • Developmental Assets®, Search Institute’s framework of strengths and supports, which has become the most widely recognized and most frequently cited approach to positive youth development in the world.
  • Developmental Relationships, those relationships that help young people attain the psychological and social skills needed for success in education and in life.
  • Developmental Communities, a focus on creating contexts and settings that attend to young people’s developmental needs and are aligned for collective impact.
Along these same lines is the David Weikart Center for Youth Program Quality… “empowers education and human service leaders to adapt, implement, and scale best-in-class, research validated quality improvement systems to advance child and youth development.”

Teaching Tolerance– a great resource for diversity, equity and justice issues!

Vermont Afterschool is where we read information on policy and what else is happening in our state!
To learn more about national trends, policies, and tips for program enhancements, we go to the Afterschool Alliance.

Head Start’s web page for families has a wealth of information and articles!

Parent Resources from Head Start

“The Math Revolution”, The Atlantic, March 2016

http://www.theatlantic.com/magazine/archive/2016/03/the-math-revolution/426855/

“Students who show an inclination toward math need additional math opportunities—and a chance to be around other math enthusiasts—in the same way that a kid adept with a soccer ball might eventually need to join a traveling team. And earlier is better than later: The subject is relentlessly sequential and hierarchical. “If you wait until high school to attempt to produce accelerated math learners,” Loh told me, “the latecomers will find themselves missing too much foundational thinking and will struggle, with only four short years before college, to catch up.” These days, it is a rare student who can move from being “good at math” in a regular public high school to finding a place in the advanced-math community…”

 

 

“…The ratio of rich math whizzes to poor ones […] In the U.S., it is 8 to 1. And while the proportion of American students scoring at advanced levels in math is rising, those gains are almost entirely limited to the children of the highly educated, and largely exclude the children of the poor. By the end of high school, the percentage of low-income advanced-math learners rounds to zero.”

“Research has shown time and again that children need opportunities to move in class. Memory and movement are linked, and the body is a tool of learning, not a roadblock to or a detour away from it.”

Read the article here

“The outdoors has something more to offer than just physical benefits. Cognitive and social/emotional development are impacted, too. Outside, children are more likely to invent games. As they do, they’re able to express themselves and learn about the world in their own way. They feel safe and in control, which promotes autonomy, decision-making, and organizational skills. Inventing rules for games (as preschoolers like to do) promotes an understanding of why rules are necessary. Although the children are only playing to have fun, they’re learning”

Read more here

Written by dear friends and educators at Shelburne Farms, with support from fellow funder, AD Henderson Foundation, Shelburne Farms produced this curriculum used with our Preschool students over decades of Friday adventures.

“But if you want someone to really stick with a project over a long period of time, you need to make them feel they have a sense of purpose and that they’re getting somewhere and that they’re getting better at things. And those are not things that you can do with simple material rewards and simple punishments.”

Paul Tough’s take on teaching ‘grit’ – shared interview-style on National Public Radio. “Teaching The Intangibles: How To Ingrain ‘Grit’ In Students”

http://www.npr.org/2016/05/22/479085727/teaching-the-intangibles-how-to-ingrain-grit-in-students