Authors:Tiffany Wilson Pages: 6 - 8 Abstract: This Fall issue provides readers with an array of information that includes challenges of Covid-19 and instructional practices that support diverse student populations. The IJWC continues to be committed to promoting holistic learning and the development of children. Read the PDF for full details. PubDate: 2021-12-20 Issue No:Vol. 2021, No. 6 (2021)
Authors:Usep Kustiawan, Rosyi Damayani T. Maningtyas, Arda Purnama Putra, Ayu Asmah Pages: 9 - 18 Abstract: Early childhood provides an opportunity for teachers to stimulate, guide, nurture, and plan learning experiences that are helpful in supporting children's abilities and skills. Presently, there is a need for more and varied experiences that are attractive and engaging for children. In this project, teachers provide learning experiences to nurture children’s emerging abilities in fine motor skills. The purpose of this exploratory research and development project is to effectively design clothing patterns in order for children to engage in simple sewing experiences as an effective instructional medium for developing children’s fine motor skills. In addition, it is important to consider the product development as well as the method when designing experiences for young children. PubDate: 2021-12-20 Issue No:Vol. 2021, No. 6 (2021)
Authors:Mona Moshen Alzahrani Pages: 19 - 26 Abstract: This conceptual paper begins by clarifying what resilience is, and the importance of resilience for young children. Next, the resilience concept is explored from different views of scholars in the current literature along with ways to use intervention strategies, how to construct resilience in children's lives, defined both of risk factors and protective factors, and a definition of resilience research is discussed. Lastly, implications for practitioners and future challenges in the area of resilience are explored. PubDate: 2021-12-20 Issue No:Vol. 2021, No. 6 (2021)
Authors:Lori Vinson, Nancy Caukin Pages: 27 - 35 Abstract: Lack of teaching knowledge, inequity of technology and materials, and misbehavior during eLearning are three challenges that are faced during remote online learning. These three challenges and suggested solutions are explored, as well as how to take a whole-child approach integrating social and emotional learning and mindfulness. Due to the coronavirus pandemic, the 2020-2021 school year experienced hardships like none other. In a matter of days, school administrators were faced with making some of the most challenging decisions ever regarding closing schools and pivoting to teaching and learning remotely. Distance learning became the norm and eLearning quickly became the most efficient way to deliver content with a myriad of edtech options and the challenges that followed (Boyland, 2020; Richards, 2020; Sean, 2020). The rapid transition from face-to-face instructionto remote online learning left teachers and parents alike scrambling. While teachers were charged with the task of teaching online, parents were challenged with the task of helping to educate their children at home. Many parents adapted to these changes and new expectations with trepidation. Three challenges of eLearning became immediately obvious. Among the challenges that affected eLearning were lack of teaching knowledge, equity of technology and materials, and student misbehavior during remote learning sessions. PubDate: 2021-12-20 Issue No:Vol. 2021, No. 6 (2021)
Authors:Quiteya Walker, Nykeisha Grant, Chantel Johnson, Carolyn Rollins Pages: 36 - 52 Abstract: As the adults battle the COVID-19 pandemic's effects, children are also dealing with its fallout. In addition to the health effects, since March 2020, the pandemic has caused long-term school closure, which forced school-aged youth to deal with the stress of social isolation; moreover, since youth have returned to school, there has been an uptick in school violence (Maxwell et al.,2021). These experiences have produced trauma that has affected youth mental health and academic performance. Consequently, educational systems need a better understanding of the intersecting effects of these traumatic events on the youth's mental health and academic performance to implement evidence-based interventions to mitigate the negative impacts of youth trauma. PubDate: 2021-12-20 Issue No:Vol. 2021, No. 6 (2021)
Authors:Donald Snead Pages: 53 - 54 Abstract: It is not difficult to hear or engage in a debate on the influence that a celebrity, politician, or an athlete have in society. However, outside of the immediate home environment, a teacher is the most influential person in the life of a person. They act as role models and offer guidance to our children. Teachers are the backbone of society. Teachers are the people responsible for social and economic development of a society. What do we know about teachers in our public schools' According to the most reliable data, there are approximately 3.7 million (3.2 million public and 0.5 million private) full-time and part-time elementary and secondary school teachers in the United States. Teacher characteristics are often associated with other variables related to students’ success. PubDate: 2021-12-20 Issue No:Vol. 2021, No. 6 (2021)
Authors:William Stone Pages: 55 - 63 Abstract: The purpose of this reflective article is to examine how structured STEM programs often fail to promote key traits that are crucial to the scientific process including creativity, wonder, curiosity, and imagination. Typical STEM programs are content-driven, outcome-oriented, and scripted in a curriculum-centered, teacher-directed manner. Because of their rigidity, these programs often preclude more open-ended explorations that foster creative explorations in STEM. The article gives examples of scientists and inventors who dared to imagine and explored the world with a sense of wonder in non-scripted, active ways. The article discusses programs like Genius Hour and provides suggestions for promoting creativity in STEM programs. PubDate: 2021-12-20 Issue No:Vol. 2021, No. 6 (2021)
Authors:Michelle J. Sobolak, Patricia Crawford, Maria Genest Pages: 64 - 66 Abstract: Nine recommended books for children are described. PubDate: 2021-12-20 Issue No:Vol. 2021, No. 6 (2021)
Authors:Laurie Offutt, Donald Snead Pages: 67 - 84 Abstract: Instructional coaches may assist teachers in their continued learning by providing embedded professional development in areas of need. In this study, most sub-groups in the school district realized increases in proficiency levels in math and reading after the implementation of instructional coaches. Some sub-groups evidenced significant rates of improvement; however, English Language Learners demonstrated lower levels of achievement in both math and reading throughout the year. Both math and reading proficiency levels remain still low and even with instructional coaches in all schools, student achievement did not reach 50%. These findings suggest that the implementation of instructional coaches did not significantly impact student achievement scores, nor did the implementation of instructional coaches improve teachers’ instructional practices. Problems with the successful implementation of instructional coaches are described in an effort to increase the positive impact of instructional coaches in the future. PubDate: 2021-12-20 Issue No:Vol. 2021, No. 6 (2021)
Authors:Sara Daily Pages: 85 - 95 Abstract: Productive Struggle refers to a strategy that gives students an opportunity to increase their background mathematical knowledge. Productive Struggle helps students connect key concepts, determine how and where an error occurs, and supports students in figuring out how to use their own thinking and reasoning skills to correct an error. Teaching without utilizing Productive Struggle instruction can lead to students being reluctant to work towards developing a deeper understanding of math concepts. Without a deeper understanding of mathematical concepts, students, who often do not perceive themselves as competent in math, may continue to find math difficult for them in the future. PubDate: 2021-12-20 Issue No:Vol. 2021, No. 6 (2021)
Authors:Kaitlyn M. Arns Pages: 96 - 112 Abstract: The Theory of Multiple Intelligences (MI), originally defined by Howard Gardner (1993, 1999), continues to contribute to epistemological and pedagogical understandings and practices in the elementary classroom. The multiple intelligences manifest naturally through students’ work; center-based learning is an effective approach to authentically activating children’s innate intelligences. Centers provide an opportunity for students to explore a subject through varied experiences. The MI Theory reveals each child possesses particular intelligences and ways of understanding which supports their learning in unique ways. Consequently, traditional lessons taught in whole group settings do not satisfy individual needs. Furthermore, affording children with opportunities to determine choices in their own education, they become more motivated to engage with the material. Self-Determination Theory explains why an individual’s interest in their schoolwork increases once they are empowered to make decisions about what they learn based on their interests. Building on Gardner’s work, this current discussion suggests the most effective way to foster all intelligences is through choice-based centers. This overview of existing research supports implementing the theories of Multiple Intelligences and Self-Determination in the classroom. Recommendations for centers and authentic assessments are also included as a guide for reforming instruction to best benefit students. PubDate: 2021-12-20 Issue No:Vol. 2021, No. 6 (2021)
Authors:Tiffany Wilson Pages: 113 - 113 Abstract: Thank you for your continued support of the International Journal of the Whole Child and our commitment to holistic learning and to the development of the whole child. To improve the efficiency of the journal, we have updated our submission and publication dates. Beginning Fall 2021, submission deadlines for the Fall will be September 30th. The submission deadline for the Spring will be February 28th. The Fall issues will be published in December and the Spring issue will be published in May. Lastly, our journal has officially moved to the APA 7th edition. We ask that all authors adhere to this edition when submitting your manuscript for review. Thank you again for your continued support. We look forward to seeing you in Spring 2022. PubDate: 2021-12-20 Issue No:Vol. 2021, No. 6 (2021)