2. In exploring questions about what our Scottish Educational Curriculum should be, I brought in your Golden Circle, @simonsinek. Keeping our focus on Why we are educating children & yng people brings a frame to the What.
3. I credited my learning of the Golden Circle to @TIGERS_UK, under t leadership of @paulinescott222, who use it to frame the whole ethos of how they deliver apprenticeships to yng people, many of whom hv not (to be honest) had good experiences of school. tigersltd.co.uk
4. When we talked abt tensions faced in reforming or deliverng the curriculum, I cited @realdcameron's idea of 'breakable plates'. From responses in the Chat, many folk were familiar w/ his quip. "To figure out which plates to break, we also need to know what IS working."
5. We returned several times to the frame of the Why & what to 'break'. "The 4 capacities are the Why. Assessment gets in the way of improvement." and "Whose Why are we talking about in terms of reform?" and "Relevance to a really diverse range of pupils."
6. Given that I've been tweeting all afternoon about autism (due to a new study being in the media today), I was particularly struck by this comment: "I am often surprised at schools which limit opportunities for children with ASN, often through lack of acceptance of difference."
6. I was pleased we could reflect on the impacts of the pandemic, which will affect multiple cohorts of children throughout their school career (& life) if the stress has embedded deeply in children's bodies. The book "The Body Keeps the Score" even got a mention!
7. That book was mentioned just this week in the press, in a long @guardian article. "At least one-third of couples, globally, engage in physical violence. The number of kids who get abused and abandoned is just staggering." theguardian.com/society/2021/s…
8. So I hope we will take seriously, across Scottish Education, the many insights that the ACEs-Trauma Movement has yielded for us. One attendee: "I am seeing extreme behaviour from 4-year-olds." Has our whole system linked such 'behaviour' to the stress childrn have been under?
9. If we don't keep childrn's stress systms at forefront of our thinking -their sense of Felt Safety, their biological &neurological capacity to take info in- then it won't matter much what content we put in t curriculum. @gerrydiamond71 at @clydebankhigh talks of ths all t time.
10. I'll end w/ Pauline Stephen's comment, because for me it was an important reminder: "Our language says what we value: 'vocational', 'academic', 'feeder'." I'm with you Pauline. I'm going to keep listening for the language we use.
11/end. I was really honoured to be part of this panel at #SLFOnline and I thank @sarahphilpcoach for leading such an animated session. Thanks also to my colleagues. I agree we could have gone on much longer! Excellent self-regulation, team! 😀
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"What is it that we still don't get?"
This is t title of an insightful article writtn by Cliffe & Solvason in 2022 an academc journal called 'Power & Education' @PowerandEd . That quote is frm me.
This is a THREAD highlightng the important qstns they ask. journals.sagepub.com/doi/epub/10.11…
2. "In t opening speech for @TIGERSEYAcad 2017, Zeedyk asks 'what is that we still don't get?' Her point is that EY educators are often still not gettng the importnce of relatnshps, at policy or practice level."
Yep. I still think this. Well done @TIGERS_UK for opening up debate.
@TIGERSEYAcad @TIGERS_UK 3. "The dilemma Zeedyk alluded to emerges clearly when human development is closely scrutinised....Relatnshps are key to a child's learning, developmnt & resilience - inside & outside EY provision."
Delighted to see the theorists cited: @grahammusic1, @MoralLandscapes, Trevarthen
A #BabyThread about the sophistication of baby teasing.
This latest post from @DanWuori has been getting lots of shares & many of you have tagged me. I thought I would highlight some of the nuances so noone misses its fabulous complexity. THREAD.
2. So what can we see? Well, first, there aren't just 2 of them in on this joke, but 3! I am guessing that Daddy is filming the interaction, because there are two points when the baby looks directly at the camera as he says 'Dada'. With that look, he pulls Daddy into the joke.
3. Second, this is an example of what developmental psychologst Vasu Reddy calls 'infant clowning'. These are "acts which infants repeat deliberately in order to re-elicit laughter from others". He's learned something of emotionally managing his mama.😀
https://t.co/6gB4L1QBWKcairn.info/revue-enfance1…
How the new challenges faced by women footballers help us in thinking about responses to increased “school violence”. An analogy I didn’t have time to draw on today in my intvw w/ @Fionasstalker on @BBCRadioScot . THREAD.
2. A piece in this weekend's @guardian describes the increased hamstring injuries faced by top female footballers. Playing more often in elite matches places new demands on them. "Coaching methods are failing to keep up." The article explains how coaching has to adapt & change.
3. The @guardian article explains clearly how hamstrings work. We get a helpful schematic drawing & a Quick Guide. "Injuries tend to occur during sudden movements. Footballers are at high risk." So we've linked t biology (physiology) of hamstrings to real life (football). Grand!
The “Behaviour Crisis” in schools is not going away. The pandemic has affected developmnt even of babies. We must stop searching for who to blame: kids, govt, parents, teachers, etc. We must understand human development (ie trauma). Let me explain. THREAD bbc.com/news/uk-scotla…
2. This 2022 study found a "striking decline" in t verbal, non-verbal & cognitive performance of babies born during the pandemic. These core capacities will affect all areas of developmnt as babies age. (I have talked about this study to many audiences.) medrxiv.org/content/10.110…
3. This 2021 report showed that yng childrn's language develpmnt had been affected. I hear abt delayed language everywhere. Strugglng to express yrself results in frustration, which leads to behaviour that adults often punish & then relational conflict. bbc.co.uk/news/education…
How @ScotGovEdu announcement of a Behaviour Summit is turning into a #DramaTriangle that scapegoats children - and what we can each do to stay out of that mindset, thereby helping both teachers AND children (and their parents). A THREAD. bbc.com/news/uk-scotla…
2. Yestrday I was quite vocal on Twitter, talking abt what I am watchng unfold as talk of ‘Youth Violence’ in Scotland unfurls across t media, Parliament, school staff rooms & third sector support organisations. By day’s end I was offerng analyses of absent words like “distress”.
3. Earlier in t day, I spent time at @BannermanHigh , deliverng an inservice ssn where I tried to help staff think abt trauma & stress. Many staff said they found it helpful. Some said I hadn’t offered enough practical ideas abt what teachers can DO to manage yng ppl’s behaviour.
Many of you told me you found my recent posts on psycho-history & Nazi Germany to be insightful. So I thought I would offer you another THREAD.
2. Here’s the book I am featuring - by the determined Robin Grille.
Here’s his point: “The ultimate source of advances in human civilisation can be found in the day-to-day innovations in child rearing invented in the relationships of each caretaker & child.”
3. He offers insights into the impacts of religious extremism. He emphasises this: “Scriptures cannot be blamed for their believers’ attitudes. Those who favour violence can find justifications in any text.”