Each Brain is Unique

“Lock-step, assembly-line learning violates a critical discovery about the human brain: each brain is not only unique, but is also growing on a very different timetable.”

– E. Jensen, 1998

http://link.springer.com/article/
10.1007/s10643-009-0359-3

Developing Independence

“When children grow and develop in a positive, supportive environment, they are more enthusiastic, more willing to accept challenges, more persistent in the face of difficulties, and better able to set and achieve their goals.  Support and guidance allow them to develop emotionally and socially in healthy ways.  If given opportunities to make choices and decisions, and if learning to work in a self-directed way, they will learn to become independent.”

–  Marilyn Chapman, 2000

http://www.bced.gov.bc.ca/primary_program/
primary_prog.pdf

Self Regulation and Play

“The ability of young children to control their emotional and cognitive impulses, it turns out, is a remarkably strong indicator of both short-term and long-term success, academic and otherwise. In some studies, self-regulation skills have been shown to predict academic achievement more reliably than I.Q. tests…

“…the key to developing self-regulation is play, and lots of it…”

-Paul Tough, 2009

http://www.nytimes.com/2009/09/27/magazine/27tools-t.html?pagewanted=all&_r=0

Intellectually Stimulating Environments

“An intellectually stimulating environment allows students to engage in such varied activities as exploring, imagining, thinking critically, reflecting, playing imaginatively, and representing ideas in varied ways”

– Marilyn. Chapman, 2000

http://www.bced.gov.bc.ca/primary_program/
primary_prog.pdf

Developing Thinking Skills

“When children plan, carry out and review their own learning, their behavior is more purposeful and they perform better on language and other intellectual measures.”

– Epstein, 2003

http://www.naeyc.org/files/yc/file/200309/
Planning&Reflection.pdf

Open-Ended Activities

“This means that every child is enthusiastic about beginning the task, confident in working through the task, and excited to share what they have accomplished.  Open-ending the [activities] facilitates responding to diversity.”

-Merrilee Thompson, 2010