WHILE waiting for an elevator at the Fair Oaks Mall near her home in Virginia recently, Janice Im, who works in early-childhood development, witnessed a troubling incident between a young boy and his mother.
The boy, who Ms. Im estimates was about 2 1/2 years old, made repeated attempts to talk to his mother, but she wouldn’t look up from her BlackBerry. “He’s like: ‘Mama? Mama? Mama?’ ” Ms. Im recalled. “And then he starts tapping her leg. And she goes: ‘Just wait a second. Just wait a second.’ ”
Finally, he was so frustrated, Ms. Im said, that “he goes, ‘Ahhh!’ and tries to bite her leg.”
Much of the concern about cellphones and instant messaging and Twitter has been focused on how children who incessantly use the technology are affected by it. But parents’ use of such technology — and its effect on their offspring — is now becoming an equal source of concern to some child-development researchers.
Sherry Turkle, director of the Massachusetts Institute of Technology Initiative on Technology and Self, has been studying how parental use of technology affects children and young adults. After five years and 300 interviews, she has found that feelings of hurt, jealousy and competition are widespread. Her findings will be published in “Alone Together” early next year by Basic Books.
In her studies, Dr. Turkle said, “Over and over, kids raised the same three examples of feeling hurt and not wanting to show it when their mom or dad would be on their devices instead of paying attention to them: at meals, during pickup after either school or an extracurricular activity, and during sports events.”
... “There’s something that’s so engrossing about the kind of interactions people do with screens that they wall out the world,” she said. “I’ve talked to children who try to get their parents to stop texting while driving and they get resistance, ‘Oh, just one, just one more quick one, honey.’ It’s like ‘one more drink.’ ”
Laura Scott Wade, the director of ethics for a national medical organization in Chicago, said that six months ago her son, Lincoln, then 3 1/2, got so tired of her promises to get off the computer in “just one more minute” that he resorted to the kind of tactic parents typically use.
“He makes me set the timer on the microwave,” Ms. Wade said. “And when it dings he’ll say, ‘Come on,’ and he’ll say, ‘Don’t bring your phone.’ ”
... “It sort of comes back to quality time, and distracted time is not high-quality time, whether parents are checking the newspaper or their BlackBerry,” said Frederick J. Zimmerman, a professor at the University of California, Los Angeles, School of Public Health who has studied how television can distract parents. He also noted that smartphones and laptops may enable some parents to spend more time at home, which may, in turn, result in more, rather than less, quality time overall.
There is little research on how parents’ constant use of such technology affects children, but experts say there is no question that engaged parenting — talking and explaining things to children, and responding to their questions — remains the bedrock of early childhood learning.
Betty Hart and Todd R. Risley’s landmark 1995 book, “Meaningful Differences in the Everyday Experience of Young American Children,” shows that parents who supply a language-rich environment for their children help them develop a wide vocabulary, and that helps them learn to read.
The book connects language use at home with socioeconomic status. According to its findings, children in higher socioeconomic homes hear an average of 2,153 words an hour, whereas those in working-class households hear only about 1,251; children in the study whose parents were on welfare heard an average of 616 words an hour....
Part of the reason the children in affluent homes she studied developed larger vocabularies by the time they were 3 is that “parents are holding kids, the kids are on their lap while the parent is reading a book,” Dr. Hart said. “It is important for parents to know when they’re talking to kids, they’re transferring affection as well as words. When you talk to people, there’s always an implicit message, ‘I like you,’ or ‘I don’t like you.’ ”
Meredith Sinclair, a mother and blogger in Wilmette, Ill., said she had no idea how what she calls her “addiction to e-mail and social media Web sites” was bothering her children until she established an e-mail and Internet ban between 4 and 8 p.m., and her children responded with glee. “When I told them, my 12-year-old, Maxwell, was like, ‘Yes!’ ” Ms. Sinclair said.
Monday, February 6, 2012
The perils of parenting while plugged-in, from the NY Times
Thursday, February 2, 2012
Recommended childrens' readers in Spanish
This recommended list of books for kids from WETA's Reading Rockets project includes favorites for Hispanic students and for those interested in learning a bit of Spanish. The books are written by today's most notable Hispanic and Latin American children's authors. The diverse sampling includes traditional songs, bilingual poetry, and much more. Some of the books are bilingual while others come in Spanish or in English editions peppered with Spanish words. Look for these books by using the World Catalog / Amazon.com search boxes on BookBag.
Esta lista de libros recomendados para niños de los cohetes de WETA Reading Rockets proyecto incluye los favoritos para los estudiantes hispanos y para aquellos interesados en aprender un poco de español. Los libros son escritos por los más notables hispanos y latinoamericanos de hoy los autores de los niños. La toma de muestras diversas, incluye canciones tradicionales, poesía bilingüe, y mucho más. Algunos de los libros son bilingües, mientras que otros vienen en español o en ediciones Inglés salpicado de palabras en español. Puedes buscar estos libros utilizando el Catálogo Mundial y los cuadros de búsqueda en Amazon.com.
Abuela, by Arthur Dorros (age level: 3-5; reading level: beginning reader). Rosalba imagines flying over New York City with her much loved abuela. The young girl uses a lovely mix of English and Spanish to describe their journey, moving from the busy streets of Manhattan to the Statue of Liberty. Brightly colored illustrations detail what Rosalba and her grandmother glimpse as they fly, and the rich tales of Abuela's memories. (Available in both English and Spanish).
Arroz con Leche, by Lulu Delacre (age level: 3-6; reading level: beginning reader). These traditional rhymes and songs from Latin America are presented in both English and Spanish. Gentle illustrations accompany the short verses, and show both cities and the countryside. Children and adults from Spanish-speaking backgrounds will recognize many of these fun songs and rhymes.
Barrio: José's Neighborhood (Barrio: El barrio de José) by George Ancona (age level: 6-9; reading level: independent reader). José lives in a diverse neighborhood where he's just as likely to hear Spanish, English, or Chinese. The appealing photographs in this book do
cument José's life at home, at school, and on the streets of his barrio in San Francisco, a city that is a vibrant mosaic of different cultures. (Available in a Spanish edition and in an English edition with a Spanish glossary).De Colores and Other Latin-American Folk Songs for Children, by Jose-Luis Orozco, illustrated by Elisa Kleven (age level: 3-6; reading level: beginning reader). Bursting with color and spirit, this book is a bilingual collection of Latin-American folk songs. The songs were selected and translated by popular Mexican performer and songwriter Jose-Luis Orozco. The book includes traditional tunes, rhymes, and hand games. An accompanying music CD is also recommended.
In My Family (En mi familia), by Carmen Garza (Age level: 6-9, reading level: independent reader). Kingsville, on the border of Mexico and Texas, comes to life in words and pictures in this book. Readers will share the simple joys of eating, dancing, and celebrating as the artist remembers her own childhood. Her stories, presented in both English and Spanish, are accompanied by her bright paintings.
The Most Beautiful Place in the World (El lugar más hermoso del mundo), by Ann Cameron, illustrated by Thomas Allen. (age level: 6-9, reading level: independent reader). Now that Juan's mother has left him with his grandmother, he shines shoes to earn a living. More than anything else, though, 7-year old Juan wants to learn to read and go to school. Guatemala comes alive through the daily lives of Juan and his grandmother and the detailed black/white illustrations.
The Rainbow Tulip, by Pat Mora, illustrated by Elizabeth Sayles (Age level: 6-9, reading level: independent reader). Stella and her brothers speak Spanish at home but English at school. Being different is both scary and exciting. Stella learns this when she prepares for the school's celebration of May Day. She finds a way to honor her Mexican background by wearing a special skirt that is both alike yet
different from the other girls'. Stella, like many children, can take pride in being part of two cultures. (In English sprinkled with Spanish).Under the Royal Palms: A Childhood in Cuba (Bajo las palmas reales), by Alma Flor Ada (age level: 9-12, reading level: independent reader). In writing about her childhood growing up in Camaguey, Cuba, the author evokes all the senses. Readers will smell jasmine, coffee, and grandmother's perfume. They will see the bats flying overhead and hear adults talk. When parents and other adults read this memoir with children, they may start to share their own family stories.
Monday, November 22, 2010
Recommended childrens' readers in Spanish
This recommended list of books for kids from WETA's Reading Rockets project includes favorites for Hispanic students and for those interested in learning a bit of Spanish. The books are written by today's most notable Hispanic and Latin American children's authors. The diverse sampling includes traditional songs, bilingual poetry, and much more. Some of the books are bilingual while others come in Spanish or in English editions peppered with Spanish words. Look for these books by using the World Catalog / Amazon.com search boxes on BookBag.
Esta lista de libros recomendados para niños de los cohetes de WETA Reading Rockets proyecto incluye los favoritos para los estudiantes hispanos y para aquellos interesados en aprender un poco de español. Los libros son escritos por los más notables hispanos y latinoamericanos de hoy los autores de los niños. La toma de muestras diversas, incluye canciones tradicionales, poesía bilingüe, y mucho más. Algunos de los libros son bilingües, mientras que otros vienen en español o en ediciones Inglés salpicado de palabras en español. Puedes buscar estos libros utilizando el Catálogo Mundial y los cuadros de búsqueda en Amazon.com.
Abuela, by Arthur Dorros (age level: 3-5; reading level: beginning reader). Rosalba imagines flying over New York City with her much loved abuela. The young girl uses a lovely mix of English and Spanish to describe their journey, moving from the busy streets of Manhattan to the Statue of Liberty. Brightly colored illustrations detail what Rosalba and her grandmother glimpse as they fly, and the rich tales of Abuela's memories. (Available in both English and Spanish).
Arroz con Leche, by Lulu Delacre (age level: 3-6; reading level: beginning reader). These traditional rhymes and songs from Latin America are presented in both English and Spanish. Gentle illustrations accompany the short verses, and show both cities and the countryside. Children and adults from Spanish-speaking backgrounds will recognize many of these fun songs and rhymes.
Barrio: José's Neighborhood (Barrio: El barrio de José) by George Ancona (age level: 6-9; reading level: independent reader). José lives in a diverse neighborhood where he's just as likely to hear Spanish, English, or Chinese. The appealing photographs in this book do
cument José's life at home, at school, and on the streets of his barrio in San Francisco, a city that is a vibrant mosaic of different cultures. (Available in a Spanish edition and in an English edition with a Spanish glossary).De Colores and Other Latin-American Folk Songs for Children, by Jose-Luis Orozco, illustrated by Elisa Kleven (age level: 3-6; reading level: beginning reader). Bursting with color and spirit, this book is a bilingual collection of Latin-American folk songs. The songs were selected and translated by popular Mexican performer and songwriter Jose-Luis Orozco. The book includes traditional tunes, rhymes, and hand games. An accompanying music CD is also recommended.
In My Family (En mi familia), by Carmen Garza (Age level: 6-9, reading level: independent reader). Kingsville, on the border of Mexico and Texas, comes to life in words and pictures in this book. Readers will share the simple joys of eating, dancing, and celebrating as the artist remembers her own childhood. Her stories, presented in both English and Spanish, are accompanied by her bright paintings.
The Most Beautiful Place in the World (El lugar más hermoso del mundo), by Ann Cameron, illustrated by Thomas Allen. (age level: 6-9, reading level: independent reader). Now that Juan's mother has left him with his grandmother, he shines shoes to earn a living. More than anything else, though, 7-year old Juan wants to learn to read and go to school. Guatemala comes alive through the daily lives of Juan and his grandmother and the detailed black/white illustrations.
The Rainbow Tulip, by Pat Mora, illustrated by Elizabeth Sayles (Age level: 6-9, reading level: independent reader). Stella and her brothers speak Spanish at home but English at school. Being different is both scary and exciting. Stella learns this when she prepares for the school's celebration of May Day. She finds a way to honor her Mexican background by wearing a special skirt that is both alike yet
different from the other girls'. Stella, like many children, can take pride in being part of two cultures. (In English sprinkled with Spanish).Under the Royal Palms: A Childhood in Cuba (Bajo las palmas reales), by Alma Flor Ada (age level: 9-12, reading level: independent reader). In writing about her childhood growing up in Camaguey, Cuba, the author evokes all the senses. Readers will smell jasmine, coffee, and grandmother's perfume. They will see the bats flying overhead and hear adults talk. When parents and other adults read this memoir with children, they may start to share their own family stories.
Wednesday, October 6, 2010
How to keep young kids reading during the school year
It's worth noting as the school year gets into the fall holidays that kids can lose a lot of schoolroom smarts during the next few months. Here in a recent post on Reading Rockets, children's literature expert Maria Salvadore brings you into her world as she explores the best ways to use kids' books both inside — and outside — of the classroom.
There are many activities that enhance reading and will slow or stop that slide — talking, singing, reading aloud, keeping a journal or photo album, and lots more.
One thing that our family still does is cook together. And lots of cooking can start with a story book that involves food and more.
Cook-a-doodle-doo (Sandpiper) by Janet Stevens and her sister is a very funny take-off on the traditional story of the industrious Little Red Hen. Just like his grandmother, the rooster asks for but actually gets help. Together the friends find a recipe for and make delicious strawberry shortcake. (I've tried the recipe and it is quite good!) Along the way, they also learn a few things about following the special language of cooking and recipes.
Another enjoyable story book that includes a tasty cooking activity is Honey Cookies (Francis Lincoln) by Meredith Hooper. A grandmother almost poetically describes the ingredients she and her grandchild need to make this sweet treat. (She's actually telling Ben where each originates.) A recipe for the cookies is included in this book, too (though if you try this one, add a little more butter than called for; makes them moister.)
A classic activity is planting a garden — even better when you're Growing Vegetable Soup (Voyager). Vegetables, seeds, and garden tools are all presented in Lois Ehlert's colorful illustrations that present a handsome garden. A recipe for vegetable soup is also included. (I've never tried this one, but it looks pretty standard.)
Do you and the children in your life have a book and favorite activity that can stop the reading slide? If so, take a minute to share it with us at Reading Rockets!
Saturday, September 18, 2010
The perils of parenting whole plugged in
WHILE waiting for an elevator at the Fair Oaks Mall near her home in Virginia recently, Janice Im, who works in early-childhood development, witnessed a troubling incident between a young boy and his mother.
The boy, who Ms. Im estimates was about 2 1/2 years old, made repeated attempts to talk to his mother, but she wouldn’t look up from her BlackBerry. “He’s like: ‘Mama? Mama? Mama?’ ” Ms. Im recalled. “And then he starts tapping her leg. And she goes: ‘Just wait a second. Just wait a second.’ ”
Finally, he was so frustrated, Ms. Im said, that “he goes, ‘Ahhh!’ and tries to bite her leg.”
Much of the concern about cellphones and instant messaging and Twitter has been focused on how children who incessantly use the technology are affected by it. But parents’ use of such technology — and its effect on their offspring — is now becoming an equal source of concern to some child-development researchers.
Sherry Turkle, director of the Massachusetts Institute of Technology Initiative on Technology and Self, has been studying how parental use of technology affects children and young adults. After five years and 300 interviews, she has found that feelings of hurt, jealousy and competition are widespread. Her findings will be published in “Alone Together” early next year by Basic Books.
In her studies, Dr. Turkle said, “Over and over, kids raised the same three examples of feeling hurt and not wanting to show it when their mom or dad would be on their devices instead of paying attention to them: at meals, during pickup after either school or an extracurricular activity, and during sports events.”
... “There’s something that’s so engrossing about the kind of interactions people do with screens that they wall out the world,” she said. “I’ve talked to children who try to get their parents to stop texting while driving and they get resistance, ‘Oh, just one, just one more quick one, honey.’ It’s like ‘one more drink.’ ”
Laura Scott Wade, the director of ethics for a national medical organization in Chicago, said that six months ago her son, Lincoln, then 3 1/2, got so tired of her promises to get off the computer in “just one more minute” that he resorted to the kind of tactic parents typically use.
“He makes me set the timer on the microwave,” Ms. Wade said. “And when it dings he’ll say, ‘Come on,’ and he’ll say, ‘Don’t bring your phone.’ ”
... “It sort of comes back to quality time, and distracted time is not high-quality time, whether parents are checking the newspaper or their BlackBerry,” said Frederick J. Zimmerman, a professor at the University of California, Los Angeles, School of Public Health who has studied how television can distract parents. He also noted that smartphones and laptops may enable some parents to spend more time at home, which may, in turn, result in more, rather than less, quality time overall.
There is little research on how parents’ constant use of such technology affects children, but experts say there is no question that engaged parenting — talking and explaining things to children, and responding to their questions — remains the bedrock of early childhood learning.
Betty Hart and Todd R. Risley’s landmark 1995 book, “Meaningful Differences in the Everyday Experience of Young American Children,” shows that parents who supply a language-rich environment for their children help them develop a wide vocabulary, and that helps them learn to read.
The book connects language use at home with socioeconomic status. According to its findings, children in higher socioeconomic homes hear an average of 2,153 words an hour, whereas those in working-class households hear only about 1,251; children in the study whose parents were on welfare heard an average of 616 words an hour....
Part of the reason the children in affluent homes she studied developed larger vocabularies by the time they were 3 is that “parents are holding kids, the kids are on their lap while the parent is reading a book,” Dr. Hart said. “It is important for parents to know when they’re talking to kids, they’re transferring affection as well as words. When you talk to people, there’s always an implicit message, ‘I like you,’ or ‘I don’t like you.’ ”
Meredith Sinclair, a mother and blogger in Wilmette, Ill., said she had no idea how what she calls her “addiction to e-mail and social media Web sites” was bothering her children until she established an e-mail and Internet ban between 4 and 8 p.m., and her children responded with glee. “When I told them, my 12-year-old, Maxwell, was like, ‘Yes!’ ” Ms. Sinclair said.
Sunday, September 5, 2010
Hispanic readers, immigration issues, and libraries
Libraries continue to provide a great service and are wonderful resources to immigrants. Librarians agree that they should continue to provide – or start providing – the tools to address the issues immigrants care about (citizenship, health, education, parenting, business development, and many others). From the site El Libro y Su Mundo, here's part of a post that emphasizes the importance of libraries for all immigrants who need to use these resources in many ways.
Loida Garcia-Ceba asks on her blog how librarians are serving the Latino population. She points out that libraries should continue “trying to figure out how to address topics such as immigration, health, and education, to mention a few,” through their services. This should be done in an inclusive way to “involve publishers, distributors, scholars and professional associations.” (A recent) poll by Library Journal that showcases how immigration is driving changes in the collections and services of the library. Furthermore, according to earlier polls, immigration continues to be a divisive issue in the community. These are some of the findings from past polls (from newest to oldest):
• 56% of librarians polled believed that immigration is driving changes in the collections and services of the library.
• 78% believe that immigration is a divisive issue in their community.
• 71% believe that their library board is getting more political.
• 60% believe that the library understands the community agenda although only 26% of libraries have an active role on it.
• 78% believe that their library does not work to solve community issues.
• 52% measure their library's impact in the community.
• 91% believe that their library is more concerned with outreach to the community as opposed to stewardship of the collection.
• 57% consistently reach out to new groups of patrons.
• 55% do not believe that their library’s leaders are visible in the community.
• 55% believe that their library’s mission is tightly woven to the needs of the community.
There are many things that can be discerned from these unscientific, yet just as valid, opinion polls. One thing seems certain: librarians care about their communities and immigration is slowly making its way into the conversation.
Monday, August 30, 2010
Learning numbers big and small
count can be a fun experience. All you need are items to count, a fun counting book or two, and a lot of enthusiasm! Your child will quickly catch on and will be counting everything in sight in no time at all. Here are some suggested counting books old and new by Elizabeth Yetter at Suite101.com. 
, Ages 2–6. (Roaring Brook Press) This clever peek-a-boo book counts from one to ten and also reveals words within words. Young children will enjoy discovering the hidden words—when the boy is alone, the word "one" is revealed within "alone." 
Potato Joe by Keith Baker, Ages 4-8. (Harcourt) If it can rhyme with potato, Potato Joe and his nine potato friends have thought of it. The simple illustrations complement the rhymes in this counting book, and kids will be eager to turn the page to see what the silly spuds are up to next. 
Can You Count Ten Toes?: Count to 10 in 10 Different Languages by Lezlie Evans (Houghton Mifflin) is an exciting book because it teaches kids (and adults) how to count to ten in ten different languages.
Here's Jim Holt, in The New York Times, with a further description of One Boy by Laura Vaccaro Seeger and some other math-related books for kids:
For the slightly older child, The Real Princess: A Mathemagical Tale ought to prove a beguiling mix of number lore and fairy tale. The plot elements will be familiar: three princes looking for brides, a king with three bags of gold and a queen with nine magic peas. But running through Brenda Williams’s story is a riot of numerical coincidences, some turning on the curious fact that if you take various multiples of nine (18, 27, 36, 45 etc.) and add up the digits (1+8, 2+7, 3+6, 4+5), you always get nine back again. This is the kind of hidden pattern that children delight in discovering. And if some of the artsier parents fail to get it, they’ll at least smile at Sophie Fatus’s illustrations, which have a little of Marc Chagall in them, and a little of Joan Miró. Saturday, August 28, 2010
Tips for reading with a toddler or infant
Here are some timely tips from Reading Rockets on how to read to your toddler or infant and make the experience fun and rewarding for both of you. Simple counting and picture books are available at your local library, free of charge -- just use the World Catalog search box here on BookBag to locate books at your nearest library.
Reading daily to your child is one easy resolution you can afford to keep in 2010 -- enjoy reading with your kids, and have a happy and healthy new year!
How to Read With a Squiggly Baby (or Toddler)
Parents know they should read with their child every day. But reading together requires that your baby or toddler will actually sit still long enough for a book! If you’ve got a squiggler in your house, see if these tips help your reading time go a little more smoothly:
1. Read before bed, but don’t wait too long!
Really tired little ones have a harder time focusing their attention. It may help to pull out your books before the bath, or right after dinnertime. If your child is too tired to read, don’t force it. Keep book times happy times.
2. Choose fun, brightly colored books
The most engaging books for little ones have lots of bright, big pictures. Board books, the ones with stiff cardboard pages, are great for little hands to hold.
3. Sing along, or have some rhyme time
Books meant to be sung, or books written in rhyme, mean that you and your child get to clap along, sing along, and bounce up and down to the rhythm of the language. The fun physical involvement will keep your child interested in reading.
4. Be expressive!
Don’t worry, no one but your child is listening! As you read the book, change your voice for each character. Say loud words
LOUDLY and soft words softly. Add hand gestures and foot stomping to go along with the story.5. Keep your favorites by your side
Your child will begin to develop favorite storytime books. You know how the story turns out -- but plan to read those books until the pages fall apart! The repeated, enjoyable experience of reading favorite books goes a long way toward developing good reading habits. And the last tip ...
6. Help your child develop a reading habit
Every child develops reading habits differently! It’s important to recognize that reading with a really young child looks and sounds different than reading with an older child. It’s louder, with more action and movement. That’s okay! The simple interaction with you, your child, and a book sends a powerful message about reading.
Be sure to visit the Reading Rockets Read Aloud section for more articles, printables, and video.
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