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The impact brands have on children

Susan Cumberland June 10, 2016

If you think that brands are only something teenagers and adults are concerned about, you might be surprised to know children as young as 3 can recognize brands. But what is wrong with a preschooler wanting to buy only Lego as opposed to other types of blocks? Or by choosing to have a Mcdonald’s birthday party over having one at home? As you will read in our article below, brands may have a deeper impact on young children than you may think.

Kids are understanding brands at a much younger age nowadays

In their article ‘Preschoolers know all about brands’, Slate.com points out how powerful brands can be on young children. Based on a study done by the Madison-Wisconsin and the University of Michigan, 3 year olds are already familiar with brands such as Disney, Mcdonald’s and My Little Pony. Livescience.com has also referenced the same study. In their article they have included several quotes from preschoolers, aged 3 to 6 year old.

They say that, nowadays, kids are starting to judge others based on the brands they like from a much younger age than before. What these kids have to say shows that they do make certain judgements based on the brands they recognize.

For instance, a child associated having a birthday party at Mcdonald’s with having lots of friends. Anna McAlister, a researcher in the study “Children’s Understanding of Brand Symbolism” says that this type of cognitive discernment would be expected on an 8 year old.

So why is it bad for a 3 year old to have such developed thinking? In the Livescience article linked to above, McAlister calls this type of child socially mature. She says: “Children who are able to think about the thoughts of other people are better able to dig out a toy and say ‘I’m going to take this Lego to preschool because other kids at school will like it … and think I’m cool.’”

As a solution, McAlister advises parents to have more control over their kids’ tv time. This is so they don’t get overly influenced by brands and don’t start judging other kids based on what brand advertisements are teaching them.

Brands influence what kids want to eat

Food is a huge part of a child’s development. And advertising companies know this very well. Fast food companies target children in a very particular way, offering indoor playgrounds, toys with their meals, and most important of all, yummy treats.

Slate.com points out that, “if you stick a McDonald’s label on carrots, kids will tell you that they taste better.” Slate also quotes Alison Gopnik, author of The Philosophical Baby. Gopnik links the influence brands have on kids with obesity. And it makes sense.

Take a child who watches an advertisement in which children are thoroughly enjoying some sort of junk food. The child will then go to the supermarket with mom and see this brand item displayed. Chances are this kid may beg and even throw a tantrum over wanting the treat. To keep the child happy (and calm), parents may give in and feed their kid the treat he so enjoys. The brand has won.

Children are incredibly smart. They absorb absolutely everything they see and hear. Brand companies know this and advertise their products accordingly. In the McAlister study linked to above, she says that the more a child is exposed to brands, the more socially mature and sophisticated they’ll become. And this may create:

Children who make distinctions based on brands.
Children who choose friends and peer groups based on their favourite brand of toys.
And children who prefer to eat unhealthy food.

So in a way, the simplicity of a child’s thinking and understanding may be taken away if they are overly influenced by brands.

Benefits of teaching students using iTunes U

Susan Cumberland June 3, 2016

Whether or not you are into Apple, you might be interested in this iTunes app that offers free educational resources, from books and videos to complete academic lectures and courses. According to Speirs.org, universities and K-12 schools can sign up to create complete academic courses. But anyone is able to access the free educational content.

Teachers can create iTunes U courses and apps for their students

In her Teaching with Technology blog, Tina Coffey talks about how the Boyne City schools have been using iTunes U and iPads to create courses and apps for their students. Upnorthlive has a news clip about the school. The students say these apps have made homework much easier for them. They have access to a video of their teacher explaining the homework and they can view it as many times as they need to. The online courses have books, powerpoints, and videos so the students have access to different resources that enhance their learning.

And, important to note for school and classroom budgets, the Boyne City school says (in the video linked above) they’ve saved $12,000. This is by not having to use as much print material anymore.

iTunes U can teach students about self-awareness and focus, when the teacher isn’t there

Learningworksforkids.com explains that, using iTunes U requires students to rely a bit less on the teacher or classroom structure. Instead they need to depend more on their ability to access knowledge through the online education tools they are given. This would be an important asset for homeschoolers or anyone who wants to learn a subject without the formality of ‘going to school.’

As one private school in Lebanon pointed out, they first developed iTunes U courses to help students who were too ill to come to school. This way, they could keep up with classwork online. Eventually, the program was so successful to student learning, the school got rid of textbooks altogether. Now, all hired teachers MUST work with the iTunes U platform. And all kids have iPads.

When left alone with iTunes U, students need to learn to focus on the task at hand. From the experience of the students at the Boyne City schools, the courses and apps created by their teachers are motivating enough for them to get invested in the online content. This may be because the delivery of the content is more modern. Some may even argue that using technology in the classroom makes subjects more engaging and relevant.

The LearningWorks for Kids page linked to above also says that students may develop more self-awareness by using iTunes U. Because of the variety of content students have access to, their sense of self is enhanced as they explore various subjects in different formats. Through iTunes U, students are enabled to learn more about their interests as they have access to a broad range of learning tools (books, videos, games, lectures). This is, of course, in the context of learning for interest’s sake. Or, it can be thought of as a way to let kids direct their own schooling based on what inspires their imagination. With teacher supervision, of course.

iTunes U can be used as a tool alongside traditional teaching tools

Psychologytoday.com gives 5 reasons why iPads in particular should not be used in classrooms. Some have to do with screen time and reading. And some teachers may agree that reading on an iPad can never replace a book. Or that handwriting cannot be replaced by typing. Nowadays technology is so prevalent and advanced though, that many would argue technology does improve education.

We’ve written on these types of topics on our blog before, and encourage you to delve into them for more on the subject. Clearly, the idea of technology in the classroom is a new one (relatively speaking). We can find arguments on both sides of the ‘camp.’ Here are some of our blog posts to check out:

Moving on, however…

The great thing about iTunes U is that the teacher is still in control. In this article, BBC Active talks about the Enfield County School and how they have incorporated the use of iPads in their lessons. Thus, you can decide whether to use iTunes U as your main teaching tool. Or you can stick to your traditional teaching ways and use iTunes U as a secondary aid.

Use iTunes U as a tool for your flipped classroom model

If you do think iTunes U would be a good teaching tool for your students, you’ll want to also check out our blog post on the flipped classroom model. iTunes U certainly falls straight into the model and benefits of the flipped classroom approach. In short, this technology-based teaching method gives students their ‘learning time’ outside class, and their ‘activity time’ in the classroom. According to the private school in Lebanon mentioned above,

This is the real learning experience. When students share and collaborate with one another they enhance their ways of thinking and improve their logical progression. This opens their minds to alternate aspects of a situation or an idea, and that is how higher orders of thinking become possible.

Plus, the school mentions another benefit of using iTunes U and a flipped classroom approach – it allows teachers to collaborate on lesson plans, for more input on the material itself. This is because an iTunes U course can have up to 5 collaborators. In a school setting with professional development workshops, this can be a great asset and organization tool. It can ensure that communication between faculties is received and incorporated into the instruction across classrooms.

There may be some downsides to using iTunes U in the classroom (such as those outlined by the article from Psychology Today). However, there are a number of benefits that seem to have worked positively for those who have used it. So it may be worth giving iTunes U a try!

Check out these related titles on our education blog!

Focused science lesson – Teach kids about ‘talking plants’

Susan Cumberland May 27, 2016

Did you know that plants can communicate? If you didn’t, imagine what a long lasting impression this science lesson might leave on kids! Here we’ll tell you a few incredible facts and some sample lesson plans you can use to teach your class about the ways plants ‘talk.’

Teach kids how plants communicate through a “biological internet”

A crucial part of a plant’s form of communication lays in the network of fungi beneath their root system. BBC Earth has a fascinating article on the topic. Biologists have begun using the term “wood wide web.” It is through mycelial connections that plants can ‘talk’ with each other if they are in danger and then release the appropriate chemical response.

Here is a science lesson with great activities on exploring fungi above and below the surface. You could get your class to plant a fungus garden after teaching them this science lesson about plants!

Show your class how plants call for help when they are under attack

“What Plants Talk About” is a great PBS documentary (which you can find on Netflix or YouTube) to show to your class.

The scent released by some plants is actually used as a call for help. For example, wild tobacco releases the toxin nicotine which can poison a lot of the herbivores wanting to eat this plant. However, this toxin does not work with the hornworm caterpillar. So the wild tobacco releases a chemical message (or a call for help) to attract predators that love eating caterpillars.

Try a role play in the classroom where some kids act as the tobacco plant, and some as the caterpillars. You get the idea!

Kids can learn how plants ‘talk’ with different pollinators to defend themselves

Following the case study of the wild tobacco, the PBS documentary linked to above shows how this particular plant can switch conversations between pollinators.

The hawk moth is the main pollinator of the wild tobacco. But it lays large numbers of caterpillar eggs. So the wild tobacco changed its bloom time and the shape of its flowers. By doing this, the plant stopped ‘talking’ with the hawk moth. The plant then began communicating with the hummingbird, a pollinator that does not pose any danger to the plant.

You could use this lesson plan focused on how plants defend themselves to explore this topic with your class. In addition, this lesson can reinforce the concept of pollination.

Teach your class how plants can ‘eavesdrop’ on other plants for defence

Plants not only pay attention to each other, but they are also keen in receiving signals from herbivores themselves. When a plant has already been attacked by a predator, the chemical it releases (or the plant’s call for help) can be received by a neighbouring plant. Then the plant gets its own defence mechanism ready in case it is also attacked. But even prior to being attacked, a plant can ‘eavesdrop’ on its predator and prepare its defence.

Here is a comprehensive lesson plan about plant invasion and defence that you could modify to teach your class.

TEDEd also has a great online lesson on plant communication that may be shown in the classroom.

There is more to plants than looking and smelling nice! They are not just passively existing on their own. But rather, plants are ‘listening and talking’ to their surroundings. Next time children look at plants, try to get them to see this part of nature in a whole different way!

See other focused science lessons on our blog!

The Effects of Child Beauty Pageants on Kids

Susan Cumberland May 20, 2016

If you thought child beauty pageants happened mostly in United States, you may be surprised to know that they are actually quite popular in Canada too. Miss All Canadian Pageant is one of the biggest in the country. As indicated on their website, anyone from 0 to 20+ years old can be registered in their beauty pageant. Self-esteem, confidence and social growth are some of the core values they say children will walk away with after participating in their beauty pageant. So do kids actually benefit from participating in beauty pageants or are there more negative effects associated with this practice?

Child beauty pageants give kids a superficial view on beauty

Based on a short documentary by CBC, ‘natural beauty’ may not be enough for a child to win a beauty pageant. Yes, there are dresses, costumes, and makeup, as we’d expect. But children may also get wigs, spray-tans, and even get their pictures re-touched. The message children may get is that, in order to be liked, they need to be beautiful. But in order to be beautiful enough, they need to accentuate how they naturally look. They are not being taught that all children can be beautiful based on many other reasons other than physical appearance.

Psychology Today points out that any activity focusing on what a child looks like, can have a long-lasting effect on body image once they get to their teens. Issues may be carried even into adulthood. Some may suffer from eating disorders, perfectionism, and depression.

Child beauty pageants teach kids that success is based on looks and how others perceive them

One view on beauty pageants is that they teach children that success (winning a trophy or a crown in this case), is very much related to how they look. Yes, there is a talent portion to the pageant. But they still need to look beautiful while performing. And even showcasing a talent may not truly be what the child is good at. It may be what the parent thinks will win the judges over.

So in the end, the child’s view on success may not even be related to who they are, what they like, or what they are good at. Instead success becomes attainable only when parents and in some cases coaches shape them to their liking.

Children may also internalize the concept of perfectionism. They are trained to perform in a certain way and to not only do their best, but do it perfectly. Not only does this put huge pressure on kids, but it may teach them that whatever they do is not good enough, unless they win.

Child beauty pageants sexualize girls in particular

From the CBC documentary on child beauty pageants linked to above, we can see some parents who choose their girls’ costumes appropriate to their age. However, as some note, the overall trend of these beauty pageants is on portraying sexy rather than cute. So, we end up seeing little girls dressed in skimpy clothing that hardly covers their underdeveloped body. They will then parade like ‘sexy’ super-models. They may even showcase provocative routines during the talent show. According to the American Psychological Association, sexualizing girls can lead to depression, low-self esteem, shame and anxiety, and eating disorders, among others.

As stirred up by the comedian John Oliver, the idea of beauty pageants still being in existence is dated and one of the “weirdest” things on television (as he says it). In his video, he rants with the undertone that we should acknowledge strides feminism has taken in the last couple of decades. Are we still living in a world where we give women points, and have men judge them, based on their physical image?

Admittedly, John Oliver’s other major point in his rant was about the financial management of the Miss America Pageant rewards. But the point in this article is that his talk was about adult pageants. Taking his points and applying them to child pageants could multiply the seriousness of the situation to some skeptics.

When contemplating the decision of enrolling children in beauty pageants, it is important to take into account the potential long-term consequences discussed in this article. Specifically, it is crucial to consider how beauty pageants can impact the mental well-being of our children, as we are deeply concerned about their overall healthy development.

How to help kids who won’t come to school

Susan Cumberland May 13, 2016

Monday comes around and your child is refusing to go to school. Your kid used to love going to school but this has now become a daily battle. So you engage your child because you know school is a must and there shouldn’t be any reason, other than illness, to skip school. The result is a power struggle that may only intensify the negativity with which your child is viewing going to school. If this is a daily occurrence in your household, here are some ways to help your kids love going to school:

Find out what is bothering them about school

According to Sara Bean, M.Ed., children who refuse to go to school may be experiencing a number of issues. It’s possible that they are being bullied. They may also be having trouble meeting their academic requirements. They could be having issues with responding to authority and rules. They can also be having other types of anxieties which may or may not be be related to school. Sara Bean also suggests that, when trying to find the root cause of your child’s issue with school, you should use open-ended questions. For example, you could ask,

“Who is bothering you at school?”
“Which subject are you having the toughest time with?”
“How are you feeling in Ms. X class?”

These types of questions will probably help your child open up to you and get the conversation going.

Respond appropriately and find a long term solution

When your child opens up about what’s bothering them about going to school, don’t take the response lightly by trying to find a quick solution to it. Some parents may resort to bribing them for the day or week, or promising them it’ll get better soon but not really doing much about it. Based on Sara Bean’s four possible categories your child may have fallen into, they may need extra tutoring to meet their academic shortcomings, counselling, a talk with the teacher or principal, changing classes or school, and so on.

Example, routine, dialogue, involvement

Once a long term solution to the particular issue(s) your child expressed are appropriately addressed, you can establish healthy practices going forward to keep your child motivated. Begin by becoming a motivating example to your child. According to parenting expert Brenda Nixon, “a parent’s attitude is contagious.” So if you wake up in a bad mood, remember that children are influenced by your attitude. Based on Nixon’s advice, the article linked above suggests to be positive in the mornings and leave enough time as to not rush them to school. Make their mornings as calm as they can be.

For this to happen you could set up daily routines for your child. You could both do a fun routine chart so your child knows what to expect every school day. This will ensure your child has a regular bed and wake up time, a set snack, homework, dinner, and free time, for example.

Ensure there is daily dialogue with your child. A great place to ask about how everything is going at school may be at the dinner table. You can also have this talk at bedtime. This can be a way for your child to open up with you about school. By having open dialogue, you can hopefully catch issues before they become a morning power struggle again.

Finally, Care.com suggests getting your child involved in either sports, music, or another after school related activity. Not only will your child make new friends, it will give them a positive outlook on school. They will have something to look forward to after school is done. Do be careful that you are not over-scheduling your children though, as they still need time to do homework and rest.

If you child is chronically refusing to go to school, there may be a deeper issue at hand. The solutions may be ongoing until your child graduates from school. Don’t just quickly dismiss your child’s plea. Instead, get to the bottom of it and find a workable long term solution. Your children may love going to school for the rest of their school life if you do so!

Plus, see these related articles on our blog!

What is the flipped classroom model?

Susan Cumberland May 6, 2016

In the average Canadian classroom the teacher is always the focus. Students sit, listen, and take notes. Then they go home to do the assigned homework. There are group projects which aim to help students apply major themes learned in a given amount of school time. But for the most part, learning is done individually.

A new take on this traditional classroom setup emerged in 2007 and has been used by several schools and universities to date. The flipped classroom approach shifts the teacher-centered classroom and puts students more in charge of their own learning. It does this by making the teacher led aspect of the classroom (the instruction or lecture) available online. Then students do their homework in the classroom.

Where did the flipped classroom model emerge?

According to an infographic made by knewton.com, two Colorado high school teachers (Jonathan Bergman and Adam Sams) found out how to record power point presentations. So they started recording their lectures. They then made them available online for students who missed their classes. The idea of online lectures began to spread. Bergman and Sams started to share their online method with other teachers around the country.

How does a flipped classroom work?

In a flipped classroom, the teacher creates a video (or presentation with a voiceover) about the content they want their students to learn. The teacher makes it accessible online and students watch the content at home before class. Then they come to class and engage in a group workshop to apply the skills learned in the lecture.

In the classroom, they can ask questions about the lecture material and actively apply their learned skills through exercises, projects, presentations, and other engaging and interactive classroom activities.

Why flip a classroom?

Active learning

According to educause.edu the flipped classroom model helps classrooms focus on active learning. So instead of students listening to instructions for most of their classroom time, they become responsible for arranging their own time and place to listen to the lecture online.

When they come back to the classroom, they are actively engaged in doing exercises and projects https://net.educause.edu/ir/library/pdf/eli7081.pdf related to the instructions they heard online. This aspect of the flipped classroom model can be quite interactive between the teacher and other students. So it may help students learn in a deeper way by encouraging them to actively get into the material they are learning.

Technology

The fact that students nowadays are fully immersed in the digital world can make the flipped classroom approach quite appealing to them. According to the article link above, there are several advantages to reversing lecture content outside the classroom and delivering it online:

Students are able to access the content on their own time.
They can stop the lecture when they need to and listen to it again.
They can take notes at their own pace.
It can be a great tool for students with disabilities.
It can be a great tool for students whose native language is not English.

According to ascd.org, although there isn’t much research into this innovative approach, there have been teacher surveys and other non-scientific data that demonstrate many other benefits the flipped classroom model offers. Here are ten published results that further support the benefits of flipping classrooms:

http://www.flippedclassroomworkshop.com/results-studies-supporting-benefits-of-flipped-classroom/

Teachers anywhere can ‘flip’ their classrooms nowadays!

Sound interesting? There are aspects of this model that can be applied in your classroom if you are not ready to “flip it” right away. You could include more in-class exercises and interactive projects to encourage a deeper and motivated learning of the material presented. You could also assign a few in-class sessions to make sure students are doing well with their assigned homework. It is not that hard to flip your own classroom though! Check out this site that tells you just how you can take on this approach: http://flippedinstitute.org/how-to-flip.