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What If We Taught the Way Children Learn?
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What If We Taught the Way Children Learn?
More Straight Talk About Bettering Education and Children's Lives



July 2020 | 216 pages | Corwin

Strengthen the connection between child development and learning

We often teach our children in ways contrary to what we know about their development. What if our learning environments honored children’s natural inclinations and used them to enrich their lives? To help students experience joy and discovery, while also preparing them for future schooling, we need to understand the connection between how they develop and how they learn. Pica brings decades of experience in education to advocate for this change.  

Written as a follow-up to the bestselling What If Everybody Understood Child Development?, this book includes:

  • 31 easy-to-read chapters on topics including disruptive behavior, creativity, self-regulation, screen time, and mental health
  • Suggested next steps and resources in every chapter
  • Real-life examples from the author's and others’ experiences 
  • Evidence from brain science research
  • Easy-to-read format perfect for PLCs, book studies, and parents

The straight talk in this book inspires readers to generate change so that children can have the lives and education they deserve. 

 
Introduction
 
PART I. TEACHING WITH CHILDREN’S NATURE IN MIND
Chapter 1: Giving Children the Positive Reinforcement They Want and Need

 
Chapter 2: Seven Reasons We’re Seeing More Challenging Behavior in Early Childhood Settings

 
Chapter 3: Commonsense Solutions to Behavior Challenges

 
Chapter 4: Disruptive Children: Are Drugging and Dismissing Them Our Only Options?

 
Chapter 5: Trouble-Free Transitions: They’re Possible If We Understand Child Development

 
Chapter 6: Fostering Self-Regulation in Early Childhood: Are We Doing It Wrong?

 
Chapter 7: Logical Consequences Shouldn’t Be the Norm

 
Chapter 8: Screen Use in the Classroom: Why It’s Cause for Concern

 
Chapter 9: Downtime: Necessary for Children’s Mental Health and 21st-Century Skills

 
 
PART II. TEACHING WITH THE BODY IN MIND
Chapter 10: Making a Mess of Human Development: The Terrible Impact of Our Choices for Children

 
Chapter 11: This Just In: Young Children Don’t Get Enough Exercise

 
Chapter 12: The Link Between Movement and Challenging Behavior

 
Chapter 13: Teaching the Whole Child Means Addressing Physical Development, Too

 
Chapter 14: The Magic of Cross-Lateral Movement

 
Chapter 15: No Fine Motor Skills? What’s the Big Deal?

 
Chapter 16: Fidgety, Wiggly Kids: Here’s What’s You Need to Know

 
Chapter 17: Let’s Do Away with Crisscross-Applesauce

 
Chapter 18: Five Ways to Sneak Movement into the Curriculum

 
 
PART III. TEACHING WITH CHILDREN’S FUTURES IN MIND
Chapter 19: “What Is That?”: How We Unwittingly Dampen Children’s Creative Development

 
Chapter 20: Beyond “One Right Answer”: How to Promote Children’s Thinking Skills

 
Chapter 21: Should We Be Talking About Sexism in Early Childhood Education?

 
Chapter 22: Teaching Children to Fear

 
Chapter 23: School Shootings: What Does Early Childhood Have to Do with Them?

 
Chapter 24: Life Lessons Learned from Lunchtime

 
Chapter 25: Children Are Losing Their Connection to Nature and the Consequences Are Real

 
 
PART IV. ADVOCACY
Chapter 26: Who Are We Protecting When We Ban Children’s Activities?

 
Chapter 27: The Real Dangers of Childhood: How Do We Help People See Them?

 
Chapter 28: Shouldn’t School Safety Drills Be Implemented with the Children in Mind?

 
Chapter 29: Advocating for Children Can Be an Uphill Battle

 
Chapter 30: What If Early Childhood Professionals Pushed Back?

 
Chapter 31: ECE Advocacy: We Have the Numbers and the Tools

 
 
References and Resources

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ISBN: 9781071803042

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