Childhood Education Innovations

Volume 96, Number 3

May/June 2020


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“Accelerating Innovation in Education: The Gratitude Network”

The Gratitude Network, a nonprofit based in Pleasanton, California, has a unique and interesting approach to strengthening education for children globally. The organization accelerates the growth of high-impact social enterprises, both for-profit and nonprofit, working to improve the lives of children and youth around the world, primarily through novel, educational approaches.

“Transforming Media in the Classroom”
PicDiversity’s goal is about more than simply bringing diversity to class visuals—it is about transforming the internal belief system of children and teens. By ensuring the images we use in the classroom reflect the diversity around us, students learn that classroom lessons are for them. With role models as diverse as they are, they recognize that successful careers are available to all students, regardless of gender, race, or ethnicity.


“Cultivating Cultural Humility in Education”
In pursuit of equality, it is critically important for educators to be culturally aware and to implement culturally inclusive strategies that can help close the achievement gaps that are affecting the diverse demographics within the school system. Thus, teachers and administrators are tasked with creating innovative ways to be inclusive of the diverse languages, values, and backgrounds that come with teaching children from a variety of cultures.


“Mobile Child Care Training: Meeting child care needs of immigrant families”
Exploring innovative user-centered design to solve the problem of child care in the immigrant settlement sector, the PIRS project outcomes are a workforce of immigrant women who have the knowledge, skills, and connections to work in child care; services that respond to the needs of newcomer women and children; and development of a program that delivers consistent and responsive quality care for newcomer children.

“One Teacher’s Experience During the COVID-19 School Closures”
The COVID-19 pandemic is affecting lives around the world in many ways. Governments have temporarily closed schools in an attempt to contain the spread of the virus. Here, an elementary school teacher shares her experiences making the shift to remote teaching.

“Paying It Forward: How The Kalsom Movement bridges education inequality”
The Kalsom Movement is a project made by students, for students. The movement is immersed in the concept of paying it forward. Kalsom advocates against education inequality by instilling civic awareness among youth in the local community. We place emphasis on the importance of education and introducing much-needed life skills and career guidance. Essentially, the movement spreads hope in the form of digestible, innovatively tailored modules created within the realities in which their beneficiaries live.

“Creating Positive Change, One Student and One Teacher at a Time”
BARR is centered on enhancing staff-to-staff, staff-to-student, and student-to-student relationships. Strong student-teacher relationships in school depend upon a shared understanding and appreciation of students’ strengths, challenges, interests, and circumstances, which is difficult to maintain in the departmentalized structure of a typical large high school.

“Culturally Relevant Special Education Curriculum for Children With Autism in China”
Dami began as an online platform for sharing information about autism and other developmental disabilities (including narratives of children with disabilities and their families) and related intervention strategies. Since its establishment as a center-based service provider in 2016, Dami has enrolled about 600 children under the age of 6 who have autism and other developmental disabilities. Shared here are the challenges the center has faced in adapting Western-developed curricula and its recent development and implementation of a culturally relevant curriculum for teaching social skills to young Chinese children with autism.

“Engaging Technology in Elementary School: Flipgrid’s potential”
A basic goal of teaching with technology is to help students develop 21st-century skills for a global economy. Among the latest technology sensations to emerge are video response tools, which are online social interfaces for the classroom that allow students to engage and collaborate with their teachers and peers. Video response tools provide the capacity for engaging students in higher order thinking.

“India’s Education System as a Catalyst for the Swaach Bharat (Clean India) Mission”
Instrumental to the success of the Clean India Mission is its implementation within primary and secondary education, known as Swaach Bharat Swaach Vidyalaya (Clean India Clean Schools). The Indian government posits that behavior change within schooling is crucial to the long-term success of the Clean India Mission.

“Building Stories of Change With a Community of Volunteers”
U&I Teach recruits volunteers to teach once a week for 2.5 hours at Learning Centers. Classes have a teacher-student ratio of 1:3 and volunteers are able to give each child individual attention to provide the help they need and keep them motivated. Volunteers are assigned one to three students each for a minimum commitment of one academic year; thus, students have a consistent learning experience from their personal tutors throughout the year. The volunteer-based model with a 2.5-hour commitment makes it possible to spread the program beyond large metropolitan cities to reach smaller towns and cities where resources are not as easily accessible.