A Quote by Darell Hammond
Increased physical activity during the school day can help children's attention, classroom behavior, and achievement test scores. Meanwhile, the decline of play is closely linked to ADHD; behavioral problems; and stunted social, cognitive, and creative development.
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Social ills: teenage pregnancy, gangs, children with behavioral problems. All these things can be alleviated if kids got more physical activity for starters.
All we know is that the school achievement, IQ test score, and emotional and social development of working mothers' children are every bit as good as that of children whose mothers do not work.
A balanced diet and physical activity are vital to academic performance. A healthy diet has a direct link to increased cognitive function and memory skills, decreased absenteeism from school, and improved mood. These advantages can help students stay focused and complete their coursework.
After all, by providing early access to medicine, nutrition and stimulation, early childhood development creates lifelong improvements in health, cognitive development, school achievement, and social equality.
As the nature deficit grows, another emerging body of scientific evidence indicates that direct exposure to nature is essential for physical and emotional health. For example, new studies suggest that exposure to nature may reduce the symptoms of Attention Deficit Hyperactivity Disorder (ADHD), and that it can improve all children's cognitive abilities and resistance to negative stresses and depression.
The focus on just thinking about standardized test scores as being synonymous with achievement for teenagers is ridiculous, right? There are so many things that kids care about, where they excel, where they try hard, where they learn important life lessons, that are not picked up by test scores.
I think for what success looks like for me, it is a world in which you can look at the achievement scores, the academic scores, of any school anywhere in this country [the USA], and you wouldn't be able to look at the score and determine what the racial makeup or the socioeconomic makeup of that school is simply because of the academic achievement levels.
All new schools...should be models for sustainable development: showing every child in the classroom and the playground how smart building and energy use can help tackle global warming...Sustainable development will not just be a subject in the classroom: it will be in its bricks and mortar and the way the school uses and even generates its own power.
Massachusetts children cannot only lead the nation in test scores, they can be competitive with the best in the world. And the gap in achievement among races can virtually disappear.
Children born to teens have less supportive and stimulating environments, poorer health, lower cognitive development, and worse educational outcomes. Children of teen mothers are at increased risk of being in foster care and becoming teen parents themselves, thereby repeating the cycle.
With my academic achievement in high school, I was accepted rather readily at Princeton and equally as fast at Yale, but my test scores were not comparable to that of my classmates. And that's been shown by statistics, there are reasons for that.
One of the places where research is needed is all the sensory problems. And you get sensory problems not just with autism, but with dyslexia, learning problems, ADHD, attention deficit, you know, things like sound sensitivity, problems with fluorescent lighting.
In California we froze property taxes, school size increased, test scores declined, and there was a massive middle-class white flight to private schools. We're turning into Victorian England at a very rapid rate.
There is behavioral ecology, which looks closely at the difference different ecologies make to behavior and other features of animals and humans. There's evolutionary individual psychology, there's evolutionary social psychology. In Darwin's terms, evolution couldn't exist without variation, and variation is important in behavioral genetics. And so on, and so on. There are so many instances in which evolution actually sharpens the precision, I think, with which one can find out the importance of differences. We're interested in differences as well as commonalities.
Decades of research has shown that play is crucial to physical, intellectual, and social-emotiona l development at all ages. This is especially true of the purest form of play: the unstructured, self-motivated, imaginative, independent kind, where children initiate their own games and even invent their own rules.
Play for young children is not recreation activity, It is not leisure-time activity nor escape activity. Play is thinking time for young children. It is language time. Problem-solving time. It is memory time, planning time, investigating time. It is organization-of-ideas time, when the young child uses his mind and body and his social skills and all his powers in response to the stimuli he has met.
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