Childhood Education Innovations

Volume 96, Number 2

March/April 2020

CONTENTS

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“Healing the Phoenix: Trauma-informed practice at the ground level”
How likely is it that teachers will have a child who is a victim of trauma in their classroom? Several studies have explored the prevalence of adverse childhood experiences, such as experiencing or witnessing violence, victimization, and misuse of substances, as a source of trauma among children.


 

“Tiny Teachers: Empathy experiences to break the cycle of violence”
Roots of Empathy was created in an effort to break the pattern of intergenerational violence. Empathy develops through the attachment relationships in the first year of life; therefore, families, two-month-old infants, and their parent(s) are at the heart of the program. Roots of Empathy is an award-winning international children’s charity focused on building caring, peaceful, and civil societies through the development of empathy in children and adults.

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“Podcasts: Using authentic and engaging voices to connect with students”
Good teachers present material so that students can understand its application in their lives. Great teachers go a step further and find ways to create empathy and promote individual action. It was with this lofty latter goal that we created 22.33, a podcast of “life-changing stories” from international exchanges.


 

“Spotlight on Project-Based Learning: Seeing the forest and the trees”
Is project-based learning design consistent across grade levels, school demographics, and geographic regions? How common is PBL relative to other approaches to instructional innovation? Are all students getting access to PBL? These types of questions are what led the Christensen Institute to work with a range of partners to launch the Canopy project.

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“Journey Around the World Curriculum: Bridging global and prosocial education”
In order to engage with a world defined by interconnectedness and pluralism and respond to its demands, young people need to become global citizens. Competencies for global citizenship include knowledge about the world and its people; a positive attitude toward racial, linguistic, and cultural differences; the ability to take cultural perspectives and work collaboratively with people from different backgrounds and cultures; and the ability to think globally and strive for the collective good.


 

“Local Service as a Gateway to Global Citizenship: One student’s story from H2O for Life”
H2O for Life’s service-learning opportunities engage, educate, and inspire youth to become global citizens. Their innovative school-to-school approach helps young people develop a concern for others by scaling down the global water crisis to a manageable size — one water project in the developing world.


 

“Nurturing Young Children’s Creative Potential Through Simple Classroom Practices”
As educators and business people consider what children need to be successful in this rapidly changing society, creative and critical thinking, problem solving, communication, collaboration, and persistence are recognized as the most important skills for success in education and the workforce. Among these, creative thinking is referred to most frequently by business leaders.


 

“Tapori: Overcoming poverty by building friendship among all children”
Around the world, children who grow up in poverty and children who grow up in middle-class homes rarely have opportunities to get to know one another. Tapori is a friendship network that seeks to make connections between disparate groups of children possible. Its newsletter shares true stories from the point of view of children living in challenging circumstances, such as on the street or in an emergency housing shelter.


 

“Beautiful Stuff Treasure Boxes: Leveling the playing field”
We visit early childhood classrooms in local public schools and Head Start, bringing a classroom set of beautiful stuff treasure boxes, individual work mats, a related children’s book, and a journal for each child with a black pen. Working in classrooms on a four-week cycle, we start by explicitly modeling how to play with the treasure boxes.


 

“A Digital Journey to Social Change”
At Lebanese Alternative Learning (LAL), we believe that technology is an equalizing force for education. LAL is an EdTech NGO, based in Lebanon, that aims to give every child access to free quality education through digital content. Our goal is achieved through an online platform known as Tabshoura.