We see so much division, and it's terrifying some of us. People trying to change others opinions is not doing much more than splitting us further apart, because (research has proven, beyond a doubt) people will ground into their own opinions, their own biases, their own perspectives when they experience differences of opinions and ideas. What to do? Give children, starting at an earlier age, thinking skills, unbiased analysis skills and critical thinking skills. Critical doesn't mean criticizing - it just implies the ability to analyze and consider from various points before coming to well-informed conclusions by objectively (as objectively as possible - we’re all human, after all) considering how those different points of view rest within our own values. From my own experiences as a teacher for over 20 years, I’ve seen, time again, consistently, that we can do this with today's youth. We can and we must do this in a way that is empowering to all parties. Students, youth, young children and us adults, as well. Mutual respect is the key. Because If we don't trust people's innate humanity, their innate capacity for compassion to see things from other people's point of view, which is empathy, (different from compassion - which is caring about other’s challenges, suffering, etc). Every child, every adult's ability to view from compassion and then from empathy,then we are starting at a place that is not respectful and does not invite mutual respect. … And that cannot be the model of how humanity keeps trodding along now, because it’s not going to end well. Who doesn’t see the cliff we're heading towards? We can do something about it. We can and it requires a mind shift. But not an impossible mind shift, not one that doesn't make sense to all of us really if we take a breath and consider it the value of it. What is the shift? Sitting with a group of children, it's always best, in my experience to do this work with a group of children. So they can find out how much in alignment their developing values are And so you will see in the podcast that I host, the Big Picture Social Emotional Learning podcast that every guest is someone who in their own way from their own perspective - from early child educators to art teachers to people who understand ADHD. This can and does work to everyone's benefit. Short term and long term. So we can veer away from the cliff that’s drawing us closer and closer to our own self-imposed divisive havoc So. Here I am, back on the podcast. I've been traveling out of the country. Partly I needed some rest and relaxation and partly because It's a big world that we live on, this planet has given rise to so many different cultural values and success in ways that the United States can learn from. It's been a fascinating journey and I don't want it to stop. I want to share conversations and ideas that need to be shared for everyone's benefit. How could this be wrong? How could it not be right? I don't want to be enemies with anyone. I want us to realize that We're all in this together. The bombs and the wars happening make you realize that we are affected by everything even if it's on the other side of the planet. We are affected. And we can have an effect with our impact on today's youth. We can have very positive effect by helping them to be thinkers to analyze things, to not just be in reaction mode all the time or in fear-based mindset that is so reactionary, emotional. We've got to move away from that. Win win. Really can work. Where no one needs to be afraid because one side is doing well, so that means the other side is not. That is a model that is so old and so based in a very, very unwise way. That model has seemed to serve certain people who thought dividing people is the way to weaken the majority...But we don't have to be divided. If we move in mutual respect. I hope you'll consider that and continue to listen to this, the Big Picture Social Emotional Learning podcast. --- Send in a voice message: https://podcasters.spotify.com/pod/show/nini-white/message

In this episode of the Big Picture Social Emotional Learning Podcast, I share conversation with Elizabeth Peterson, a 3rd grade teacher in the state of New Hampshire.  Our conversation started with Elizabeth’s deeply considered definition of a term with which we’re all familiar: whole child.   I wanted to learn her personal perspective, because I feel that how we, as educators, define this term has an impact on how we relate to our students. See if your definition aligns with hers… Other topics we discussed included the need for teachers who are inspired, and the very real fact that inspiration is not a switch that can be flipped on, BUT it CAN be nurtured in ways that are truly meaningful for significant and enriching benefits in the classroom for students and for us, as well. We went on to learn about ways in which Elizabeth has explored ways to grow inspiration that are real, and fun, and truly rewarding on many levels using art, even tho she does not consider herself an artist in the common understanding of that word. Check out Elizabeth's website: www.theinspiredclassroom.com --- Send in a voice message: https://podcasters.spotify.com/pod/show/nini-white/message

You know how sometimes you learn about something you didn’t have even a clue about the fact that you were completely unaware of what you didn’t know?  That’s what happened to me in the following conversation with Sherri Fickensher who is an Education Support Specialist, serving deaf and hard of hearing students at Clarke Schools for Hearing and Speech for more than 20 years. Hearing is a sense most of us take for granted. In this conversation I learned about the multitude of ways that not hearing impacts, really impacts, social and emotional interactions. Throughout this conversation you’ll notice Sherri’s whole-hearted dedication to continual learning of ever-evolving resources and methodologies for serving deaf and hard of hearing students (and their families) to address and manage inevitable challenges so they can live and enjoy to their fullest potential. Please remember… if you’re enjoying this podcast, your Likes and Comments help it to become more visible for everyone’s benefit. Helpful links from this conversation: Low Empathy in Deaf and Hard of Hearing (Pre)Adolescents Compared to Normal Hearing Controls. Hearing impairment poses many challenges to the developing child. Deaf and hard of hearing (DHH) children for instance frequently encounter language and communication problems. These difficulties in communication may result in reduced opportunities for incidental learning. Especially abstract concepts such as emotions are therefore more difficult to understand for children with hearing loss [1]. Regulating and understanding one’s own emotions is essential for the development of adequate empathic abilities. Consequently, DHH children are prone to develop lower empathic skills than normal hearing (NH) peers. Because empathy is of major importance in initiating and maintaining social relationships, this could have ongoing consequences in the development of DHH children. Predicting social functioning in children with a cochlear implant and in normal-hearing children: The role of emotion regulation Cochlear implant children have less adequate emotion-regulation strategies and less social competence than normal hearing children. Since they received their implants relatively recently, they might eventually catch up with their hearing peers. Longitudinal studies should further explore the development of emotion regulation and social functioning in cochlear implant children. Instagram - @clarkeschools Twitter - @clarkeschools Facebook - @Clarke Schools for Hearing and Speech LinkedIn - @Clarke Schools for Hearing and Speech  --- Send in a voice message: https://anchor.fm/nini-white/message

Peter Vermuelen, Ph.D., not feel there's much value in ‘defining’ people on the autism spectrum by describing their difficulties around social interaction, communication, patterns of behavior, etc., etc. - because he sees all  those elements as consequences of having brains that work in autistic ways. Conversely, he's written that autism can only be defined in terms of perception and cognition…and only in the context of how an autistic brain experiences the world. JUST THAT, RIGHT THERE opens doors for more empathetic interactions with our autistic children, students and neighbors.   Peter is not so fond of the term 'neurotypical.' See if you agree with his reasoning... (I did.  Surprised?) AUTISM in CONTEXT - from neurodiversity to neuroharmony: https://petervermeulen.be/autism-in-context/ A short video that clearly explains autism in context: https://videos.files.wordpress.com/21y5fGDp/autism-as-context-blindness-introduction_hd.mp4 Resources: The Autism‐Good‐Feeling‐Questionnaire is an informal assessment tool. It’s aim is to give educators, caretakers and other professionals ideas to increase the well‐being of people with an autism spectrum disorder. Here’s a link to a free, English version: https://petervermeulen.be/wp-content/uploads/2019/04/autism-good-feeling-questionnaire-peter-vermeulen-english.pdf Some inspiring presentations by Peter shared on YouTube: Peter Vermuelen at Good Autism Practice Conference:  https://www.youtube.com/watch?v=mbrVfIlCfJA Autism and Happiness:  https://www.youtube.com/watch?v=tRXdJ3XFKUE Autism as Context Blindness:  https://www.youtube.com/watch?v=eEP_QJnN1bU An upcoming webinar with Peter Vermuelen, titled “Autism and the Predictive Mind: A new and refreshing look at autism” Many ideas about the autistic brain are based on conceptions about the human brain that are outdated. The computer as a metaphor for the brain, with its input, processing and output, has been very useful in the past, but seems to be incorrect in the light of recent discoveries in brain science. A Copernican revolution is going on in neuroscience and it will change our ideas about the brain significantly. The brain is not working like a traditional computer: the brain is guessing more than it is computing. The brain does not work in a stimulus-response way. The brain predicts the world and it does so in a very context sensitive way. This is known as the predictive coding account of human information processing. --- Send in a voice message: https://anchor.fm/nini-white/message

Instagram link to the Big Picture Social Emotional Learning Podcast Here’s a link to a Bill’s book: The Self-Driven Child, showing the Table of Contents to give you a quick overview of the book’s value. Here’s a link to a quick YouTube video that explains the difference between Fixed Mindset and Growth Mindset… and here’s another way to understand MINDSETS, and some fascinating brain science around learning, according to Carol Dweck’s highly respected research. The PERMA Model: Your Scientific Theory of Happiness https://positivepsychology.com › perma-model The Penn Resilience Program and PERMA workshops are evidence-based training options that strive to build resilience, wellbeing, and optimism. Peter Gray, Ph.D., research professor at Boston College, is author of Free to Learn (Basic Books) and Psychology (Worth Publishers, a college textbook now in its 8th edition). He has conducted and published research in neuroendocrinology, developmental psychology, anthropology, and education. He did his undergraduate study at Columbia University and earned a Ph.D. in biological sciences at Rockefeller University. His current research and writing focus primarily on children's natural ways of learning and the life-long value of play. He a founding member of the nonprofit Alliance for Self-Directed Education and a founding board member of the nonprofit Let Grow. His own play includes not only his research and writing, but also long distance bicycling, kayaking, back-woods skiing, and vegetable gardening. An thought-provoking post for parents and teachers focused on our over-emphasis on competition:   Kids Want to Cooperate, But We Make Them Compete: What’s the harm of all the competitions imposed on kids, in and out of school? --- Send in a voice message: https://anchor.fm/nini-white/message

Communication is a major component of children’s social and emotional learning and development… but some children experience persistent challenges with one or more elements that are necessary for successful verbal communication… and then they can spiral into frustration, or negative self-image, or retreat into various forms of social isolation... so I know this conversation will be valuable for learning some of the many, many ways in which Speech and Language Therapists can help alleviate, or at least greatly reduce, major challenges and frustrations some kids experience with speech impediments, delayed speech, inadequate vocabulary, even listening skills, development of neuronal pathways related to speech, and so much more. You can reach Rona, via email:  rroweintraub@earthlink.net A couple of Google searches related to Speech and Language Therapists/Pathologists: https://www.asha.org/public/who-are-speech-language-pathologists/ https://www.google.com/search?client=safari&rls=en&q=speech+pathologist&ie=UTF-8&oe=UTF-8 --- Send in a voice message: https://anchor.fm/nini-white/message

Too few parents and teachers are having actual back-and-forth conversations with young kids… conversation that last for awhile, that have a progression, that build on exchanged ideas… What a wasted opportunity if ever there was one… in terms of bonding, building trust, and because the brain development that can happen when back-and-forth conversations do happen can make all the difference in children’s overall well being, including, most definitely, the social emotional sides of their life’s well being. If all we’re ever doing is talking to children, rather than drawing upon their potential to express themselves with language, then it’s almost equal to encouraging them to walk ONLY when they’re holding our hands. Conversation with children, for real benefits to be achieved, needs to be modeled on conversation that we share with anyone… of any age, as in: Person number 1, introduces a topic, oftentimes with an open-ended question, then person #1 becomes genuinely, and undivividly (is that a word?) receptive to person #2’s response, who, after expressing themselves will, ideally, will again become receptive to person #1’s next set of thoughts and ideas… and on it can go. A lot of research has been done on this form of interaction with young children, much of it under the very official sounding descriptor of sustained synchronous interaction - in other words: ongoing unfoldment of conversation in which both people are equally engaged, rather than one person being a mere passive recipient of isolated bits of information or instructions from another person… which, I don’t have to tell you, is what the majority of adult to kid interactions look like. Let’s just take a moment to sit on that concept… Let’s think about the physiological effect on the brains of the young ones in our care… of the neuronal pathways being built and fortified, with those kinds of mutually respectful, back-and-forth interactions … Research confirms, without a whisper of a doubt, that young kids who do not start out life with consistent back-and-forth experiences and conversations have intellectual advantages, years later… advantages, even, over kids who’ve been exposed to a lot of formal instruction of information that shows up in high test scores, but whose long-term life skills results are far less impressive. Far less. Have you heard that before? You probably even know the truth of that fact, just based on your own experiences: that preschool teaching methods emphasizing children’s interactive roles, yield better school achievement in the long term (Golbeck, 2001, Marcon, 2002; Schweinhart & Weikart, 1993). Another really important fact that research has revealed is beneficial for kids’ social and emotional development is giving kids multiple and consistent opportunities to work together, think together, to connect with, and communicate with and collaborate with others. Can we continue to grow and grow as prompters, generators, and stimulators of kids’ interactive thinking skills? There are so many positive and constructive ways we can guide young children’s perspectives and values in these back-and-forth conversations… One ultra-important way to do this is to consistently share back-and-forth conversations that point out ‘differences.’ To point out that differences are all around us and they are a normal fact of life, to be appreciated, enjoyed, respected rather than something to react to with categorizations, labels, stratifications, fear, judgment, mistrust, a sense of ‘otherness,’ And, again, research absolutely confirms that it’s up to us to have ‘those conversations’ for conveying that basic concept that differences are NORMAL and all around us… starting from the earliest ages. Yes, the earliest ages… even with our littlest ones who are not yet communicating with words… but we KNOW that they’re highly receptive… so let’s do make the most of that fact. Sesame Workshop surveyed over 6,000 parents and teachers of young children, and foun --- Send in a voice message: https://anchor.fm/nini-white/message

https://monicawesolowska.com/leo-lea Author, Editor, Speaker, Teacher Leo + Lea, illustrated by Kenard Pak (Scholastic, August 2022)Elbert in the Air, illustrated by Jerome Pumphrey (Dial, February 2023) Holding Silvan: A Brief Life (Hawthorne, named a "Best Book" of 2013) So… just a quick reminder to check out Monica’s website for more info and a resource or 2 that will help you to extend students’ learning around LEO and LEA’s perspectives. Also, I’ve included a link to learn more about Jo Boaler, an educator Monica mentioned who’s helped thousands and thousands of young students grow in confidence around mathematics, banishing their math anxiety… Anxiety, whatever its cause, impacts a child’s sense of self, to one degree or another, which will impact a child’s mindset and interactions… which is one of the many reasons this, the Big Picture Social Emotional Learning podcast has such a wide-armed embrace around various influences and experiences that impact our students’ development. Jo Boaler is a Professor of Mathematics Education at the Stanford Graduate School of Education, and she has headed up powerfully engaging projects that empower educators, even early childhood educators, with accessible and practical approaches to teaching mathematics. Her website provides tons of free resources: https://www.youcubed.org/ If you’re interested, I highly recommend a conversation Jo Boaler shared with Lex Fridman. Here’s the link. In a future episode I plan to share more insights about how to develop conversation with young ones, so they have the benefit of gaining skills around expressing their own ideas, about following and exploring topics of interest so that the architecture of their brains can receive the benefit of more fully integrated neural pathways… FASCINATING and important stuff… Okay ~ until next time. Oh: Instagram!!! It would be great if you’d follow this, the Big Picture Social Emotional Learning podcast, there. Okay, for real: BYE. BYE. Oooops... sorry... I couldn't include the resource that Monica wanted to share, so now I hope you'll definitely check out her website.  --- Send in a voice message: https://anchor.fm/nini-white/message

Connect with me on Instagram - on the Big Picture Social Emotional Learning Podcast page: https://www.instagram.com/nini.white/ SEL is about the human and humane sides of all our actions and interactions… and since “different” people ARE treated differently in the world, on the street, in the classroom, on playgrounds… differences must be acknowledged. Have you heard that expression ‘oppression with a hug? For me, that implies a form of oppression or supremacy by way of pretending, or denial, or simple non-acknowledgement of others’ experiences… with long-range effects that silently and invisibly seep into the air we breathe …the air we inhale and the air we exhale, all pervasive unless it’s called out for what it is. Who doesn’t love and seek to expand Win-Win situations? Why would anyone be against Win-Win situations? If there are no losers in Win-Win situations how could anyone have a problem with that?  I’ve never understood that, but there is a whole group, fueled by powerful conservative entities (who are promoting their ideas on social media, through privately funded organizations and think tank foundations, PACs, and politicians) that exploit and agitate local ideas about what should be taught and what should be learned in schools. Targets include school district policy, state law, and …most troubling… specific local educators themselves. At this point I want to quickly let you know that my source is a research paper produced at UCLA’s Institute for Democracy, Education, and Access, titled: The Conflict Campaign: Exploring Local Experiences of the Campaign to Ban “Critical Race Theory” in Public K–12 Education in the U.S., 2020–2021.  The report can be accessed online, and I’ve included the link in this episode’s show notes: (https://idea.gseis.ucla.edu/publications/the-conflict-campaign/) “IF we believe in the promises of equality, how are we supposed to live in equality if we can’t talk honestly about inequality.” That’s like inviting me and my family to Thanksgiving with your family, without ever telling me what to bring to contribute to the celebration and without ever telling me where your actual home is. More info, please!!! If you’ve been listening to this podcast for awhile, you know I’m all about discovering and sharing solutions, so here’s some good news: There are school leaders, and there are school districts around the country that have not caved to the intimidation tactics of the Conflict Campaign. One inspiring example is Aaron Spence, superintendent of Virginia Beach City Public Schools. Superintendent Spence wrote an op-ed for The Virginian Pilot. I always love to hear from listeners.  I hope you'll connect with me on Instagram or Facebook.  Thank you!   --- Send in a voice message: https://anchor.fm/nini-white/message

Please join our Big Picture Social Emotional Learning Facebook group. Working and living with young children is never without challenges… most of us were mostly aware of that fact when we jumped into teaching and/or when we became parents. The thing is: there are challenges and then there are CHALLENGES. Some challenges that the young ones in our lives present, even though uncomfortable to deal with, we know we CAN deal with them, because we have instinctive and external resources we know we can rely upon… and then there are the CHALLENGES that defy logic, defy expectations, defy our understanding and our training… stretching us too close to the limits of our capacity to respond in ideal ways. If you know what I’m talking about, either in your own lived experience, or watching helplessly while another adult is trying to manage these kinds of challenges, then this episode about how diet, digestion, the brain and the emotions are all interconnected is going to be very important for you. Dawn Navaratnasingam is a mother of 4 children… and the honesty with which she share’s her family’s story is deeply inspiring and will give real hope to many listeners. Here are Dawn’s links: https://www.dawnnavacoaching.com/ FB group: Natural Solutions for Children With Learning & Behavioral Difficulties: https://www.facebook.com/groups/naturalsolutions4kids/ Free Resource Guide "5 Common Foods That are Inflaming Your Child's Brain and What to Eat Instead": https://www.dawnnavacoaching.com/freeguide COMMON FOOD TRIGGERS OF BEHAVIORAL ISSUES Dairy and Behavioral Issues Food for the Brain reports that dairy is the most common food allergy among children, and for those who have ADHD, hyperactivity and food with dairy products seem to be associated with each other. This means that some children act out more than usual after consuming milk, cheese, yogurt, or other food with lots of dairy. Kids with a dairy sensitivity often become congested, bloated, and tired, but those are just the physical symptoms. They might also become irritable, depressed, anxious, and unable to concentrate. Gluten and Irritability According to ADDitude, gluten is another of the food triggers that can lead to bad behavior in kids. Gluten is mostly found in wheat, which means most types of bread, cereal, and crackers contain this common ingredient. Hyperactivity and food with gluten seem to go hand in hand in children with some sensitivity to this food. Irritability and aggressiveness are other bad behaviors that gluten can trigger. Artificial Food Dyes and Hyperactivity Undesirable child behavior and food dye are also often related. According to Disease Proof, food dyes are found in most processed foods, including cereal, juice, and candy. The dyes that are known for causing symptoms include Yellow 5, Yellow 6, Blue 1, and Red 40. Hyperactivity and food dyes have been linked in studies. That's probably why synthetic food dyes are actually banned in some countries, such as the UK, but most of the processed food in the US still includes them. Clearly, some food triggers behavior problems, but the good news is that certain foods can actually improve these issues… and that’s why you might want to schedule a free consultation with Dawn to learn more. --- Send in a voice message: https://anchor.fm/nini-white/message

Homeschooling has really come up in the world thanks, in no small part, to the pandemic we all just lived through. In this episode we get to learn from 3 parents who share heartfelt insights that have led to, literally, expanding and deepening their definitions of parenthood, family life, and even how they perceive the role of education for kids, and for ourselves. Of course we got into one of the main issues people raise around homeschooling: socialization / social-emotional learning… We explored some realities about different kids’ developing sense of self, experiences and influences that crush a healthy sense of self, and what it looks like when a healthy sense of self has not been crushed. This was definitely not a Black + White, Either/Or, One-Size-Fits-All kind of conversation… in other words, some kids sense of self develops much better away from the big school environment, while for other kids it’s the exact opposite. One of the many things I so much appreciated about this conversation was the openness and flexibility, dedication and love with which each of today’s parents addressed the wide variety of their homeschooling challenges, including curriculum selection, finding meaningful and supportive community, homeschooling multiple children, homeschooling neuro-diverse kids. We even got into the fascinating topics of de-schooling and un-schooling… and identifying personally relevant resources - some of which are included in this show’s notes. After this conversation, Emma wrote that she enjoyed our conversation, because it gave her an opportunity to step back and reflect on her family’s life through the homeschooling, de-schooling and unschooling lenses, which helped her to know, even more solidly, what she thinks and what she knows to be best for her family’s wellbeing! The resources Emma shared (which you can find in this show’s notes) are created by current or veteran homeschool mamas who know the territory because they’ve lived it.  (Emma, who described a little of her work as an acupuncturist, can be found on Instagram at  https://www.instagram.com/earthonmyskin/) www.90minuteschoolday.com www.bravewriter.com www.bewildandfree.com You will also want to check out Dawn’s site, which I learned about after this conversation, but as soon as I saw it, I extended another invitation to her, asking her to share her knowledge and expertise as a Board Certified Holistic Health Coach since 2013, who has helped her son overcome learning and behavioral challenges by making simple changes to his diet. Dawn’s website is: dawnnavacoaching.com. --- Send in a voice message: https://anchor.fm/nini-white/message

“If children are to keep alive their inborn sense of wonder, they need the companionship of at least one adult who can share in their sense of wonder, by rediscovering with them the joy, excitement, and mystery of the world we live in." ~ Rachel Carson Maggie O’Reilly is an Occupational Therapist (OT) who uses a strengths-based approach, along with evidenced based interventions and curriculums, to enhance young children’s skills and confidence in the great outdoors, including their social, emotional learning and development. Maggie loves outdoor and Nature education so much, in fact, that she chose not to give into her own natural shyness about public speaking so she could share knowledge about all kinds of ways to make the very most of time in Nature with young children. Thank you, Maggie! I loved this conversation. We started this conversation with an important and inspiring quote from Rachel Carson, then we moved into discussing the very real, but perhaps not-so-obvious benefits, both short term and long term, provided to very young children when they share experiences in Nature with family and other caring adults. I learned so much from Maggie about easy and natural ways to increase children’s awareness about the liveliness all around them when they’re outdoors. We also talked about the research-based benefits of time spent in natural environments that positively impact children’s mental, physical and social wellbeing. Even if you’re located in an urban environment, with little access to what is typically considered a natural environment, this conversation with Maggie will expand your awareness about possibilities for enriching the lives of the young children in your care. First, about Maggie and her website: Maggie O'Reilly, MOT, OTR/L Pronouns: she/her/hers Owner, Occupational Therapist Live Oak Kids (LOKi) www.liveoakkids.com Facebook/ Instagram @liveoak_kids Natural Start Conference and Website Children and Nature Network North American Association for Environmental Education ECHO (Early Childhood Health Outdoors) https://www.therapyinthegreatoutdoors.com Sensory Processing     <- Maggie hopes you’ll check out this resource, because there’s so much more to know about this important area of young children’s development that she didn’t have time to explain. How to Break Up With Your Phone (book) Article: The importance of outdoor play for young children's healthy development: The importance of play for children's healthy development is grounded in a strong body of research.1,2,3 As a natural and compelling activity, play promotes cognitive, physical, social, and emotional well-being, offering the necessary conditions for children to thrive and learn. Through play, the child can experiment, solve problems, think creatively, cooperate with others, etc., gaining a deeper knowledge about his/herself and the world. From an early age, the possibility to experience several opportunities for unstructured play, in which the child can decide what to do, with whom and how, promotes positive self-esteem, autonomy, and confidence. --- Send in a voice message: https://anchor.fm/nini-white/message

We hear a lot in educational circles about preparing today’s youth for the future, most often in terms of increasing academic scores and achievements, but Destination Imagination casts an even wider net, by inspiring and equipping Kindergartners - 12th graders to imagine, innovate and collaboratively problem solve, with peers, while focusing on STEAM challenges. Some of the Social Emotional values that naturally develop for kids when they participate in Destination Imagination challenges include collaboration, respect, perseverance, and integrity… and in the short time we had for this conversation, we were able to dig deep into how those values are evoked and exercised. The leadership team at Destination Imagination (DI) is self-described as small but mighty. It was my extreme good fortune to share conversation with Adam Law, who currently serves as Director of Affiliate Relations, and who grew up participating in DI challenges, year after year. His enthusiasm is deep and deeply contagious. From the DESTINATION IMAGINATION website: We inspire young people to imagine and innovate today so they become the creative and collaborative leaders of tomorrow. As parents and educators, our most important goal is to prepare our kids for the future. In Destination Imagination (DI), students work together in teams to solve open-ended STEAM challenges designed to teach the creative process. Why is that important? The creative process is a step-by-step approach that helps students better understand problems and ask better questions, come up with solutions, learn from failure, and celebrate their achievements. In going through this process, kids learn vital life and career skills—creative thinking, critical thinking, public speaking, and collaborative problem-solving—that help them feel empowered and set them up for success in their future. Each Challenge season, we produce one Early Learning Team Challenge designed for preschool through 2nd grade. Early Learning teams will work over several weeks or months on a solution or presentation, which they will present at a DI tournament for feedback, kudos and standing ovations! These teams will not be ranked or scored in any way. And here's the link to the Big Picture SEL Podcast Facebook page:  https://www.facebook.com/BigPictureSocialEmotionaLifeskillsPodcast --- Send in a voice message: https://anchor.fm/nini-white/message

First thing: Please accept Holly's invitation to ask questions (and share stories, too).  You can post your questions by connecting with us on the Big Picture Social Emotional Learning Podcast FACEBOOK PAGE. Here's the marvelous (short YouTube) link of Sir Ken Robinson describing a young girl who barely escaped a terrible life by being misdiagnosed.  Definitely worth watching! Here is a partial list links for the thought leaders in the field of ADHD research and services mentioned by Holly: Thomas E. Brown Stephen Hinshaw, Ph.D. Melissa McCabe on YouTube ~ How to ADHD: The Channel Trailer Russell Barkley, also on YouTube - with many videos and much fascinating research for managing and doing well while living with ADHD. Holly Seerley, MFT (Licensed Marriage and Family Therapist) has been in private practice in the San Francisco Bay Area since 1979. She specializes in ADHD therapy for all ages, as well as couples therapy. Throughout the upcoming conversation you will experience Holly’s dedication to increasing understanding about ADHD and effective treatment for ADHD, in alignment with her insights around the trajectory of all relationships. Over the years, Holly has worked in schools as a credentialed school psychometrist, which is the person who provides assessments for special education, as well as counseling for all students, K-12 grades. For decades, Holly has worked with families and couples, and has also taught other therapists. Holly has presented at numerous schools and conferences and she has served on several boards related to her expertise on ADHD and co-occurring conditions. Interestingly, Holly has ADHD, Inattentive Subtype while her son Dash, who has served on many panels of students who learn differently, has ADHD, Combined Subtype plus dyslexia, or as she and her son say, “ADHD, Turbo Type.” Holly beams with love and pride when describing her son’s many accomplishments, despite his ADHD challenges, sharing that he teaches PE and math as an assistant at a school for students with dyslexia as well as being a soccer referee. I learned so much about ADHD in this conversation… what it is, what it isn’t, and most importantly WHY we all need to know and understand as much about the condition as we can, because it’s affecting all of us, in one way or another… and by understanding that fact we’ll all be more motivated to adopt a solutions-oriented mindset towards ADHD when we notice its symptoms in ourselves, in the children we care for…. in any of the people we work and live with….and speaking of a solutions-oriented mindset, Holly shared many constructive, and even life-changing ways to successfully manage ADHD in young children, and the full range of ages. --- Send in a voice message: https://anchor.fm/nini-white/message

Afrika Afeni Mills is an Education Consultant and the author of Open Windows, Open Minds: Developing Antiracist, Pro-Human Students. Afrika is all about helping teachers, coaches and administrators develop and sustain student-centered learning experiences that are diverse, that are inclusive, and that are equitable. Afrika is brilliant at providing the essential support that enables, empowers really, educators to become dynamic practitioners and leaders who can trust themselves to create fun, relevant, student-centered, anti-bias, anti-racist, culturally responsive learning environments that are an inspiration to all participants. Education Consultant may be Afrika’s official job title, but this work is so much more than a job-job to her. Afrika’s Website and Social Media Platforms, etc: AfrikaAfeniMills.com Twitter: @AfeniMills Instagram: Open Windows, Open Minds Facebook: Open Windows, Open Minds  and Afrika Afeni Mills - Equity Guardian LinkedIn: Afrika Afeni Mills Personal Blog: Continental Drift Here are some great resources Afrika: Open Windows, Open Minds: Developing Antiracist, Pro-Human Students by Afrika Afeni Mills America to Me documentary series - educators can sign up for free access through 2022 The Red Folder (looking at a student's humanity - trigger warning: one student does use the word "retarded" when speaking to the featured student toward the end) Cause I Ain't Got a Pencil (below, written by Joshua T. Dickerson, an adult, from a child's perspective - also important to note the systemic injustices that led to the family's circumstances [not having an alarm clock, access to/time for laundering, money for electricity, why an adult isn't there in the morning, access to food, etc.], seeing the deficit in the situation, not the family) Learning for Justice's Social Justice Standards webpage and download link (I love that there's guidance across the identity, diversity, action, and justice domains for the K-2, 3-5, 6-8 and 9-12 grade bands) Social Emotional Learning and Equity article by the National Equity Project BIG PICTURE Social Emotional Learning Podcast FACEBOOK page --- Send in a voice message: https://anchor.fm/nini-white/message

One of my mentors emphasizes beginning with the end in mind… and very clearly that is one point of focus for Mike Kaechele, who is convinced that we don’t need to prepare students for “someday,” but that they should take on meaningful work right now… no matter their age. Mike is a teacher with over 20 years experience, and he’s an author. Mike is also a consultant who helps educators across the country shift towards student-centered inquiry, through workshops that combine Project Based Learning (PBL) and Social Emotional Learning (SEL). His book, Pulse of PBL: Cultivating Equity Through Social Emotional Learning, provides multiple ways to teach, practice, and assess foundational SEL skills through a PBL framework. Mike is National Faculty Emeritus with PBLWorks (through the Buck Institute of Education). @mikekaechele Michaelkaechele.com facebook.com/SELinPBL pulseofpbl.com If you’re gaining value from this podcast, it would be a real help if you’d post a rating and review … and/or ….. please do join fellow BPSEL Podcast listeners on the BPSEL Podcast Facebook page. We’re in this together, and that’s what takes our challenges from impossible to DO-able.  My deepest gratitude and respect to you. Until next time… --- Send in a voice message: https://anchor.fm/nini-white/message

Social Emotional Learning (SEL) is as wide-reaching as any subject matter that we can be incorporating into our students' education and development.   The way to experience most success at our efforts to nurture kids' SEL is to give careful attention to maintaining a healthy balance between the 2 root definitions of "EDUCATION."    Teachers need courage and creativity to go beyond the norm to facilitate the active engagement of children's innate wisdom, intelligence, problem-solving skills, built-in ability to empathize, and natural ability to creatively break boundaries, and so much more.  We really owe it to them to be that kind of courageous educator. Here's the YouTube link to this episode:  https://youtu.be/wFkixDhkiSA --- Send in a voice message: https://anchor.fm/nini-white/message

Everyone, even (and maybe especially) little ones, feel when they're respected (and when they're not).  This episode is a quick look at the deeper elements of, as well as the long term impacts of early exposure to, respect. If you would like to receive the PDF of a cool poster inspired by today's topic, please send a quick note to me and ask for it:  niniwhite@icloud.com Thank you. --- Send in a voice message: https://anchor.fm/nini-white/message

Angela Dalton lives in Oakland, California, has a background in producing online kids’ games, and is a published children’s book author Angela’s books center Black children as main characters in ways she wishes she had seen when she was growing up… which is another reason I loved sharing conversation with this woman: she had a frustrating, unsatisfying, unfulfilled area of her life, and rather than complaining about that deficit, Angela has been developing constructive countermeasures for today’s youth. Dalton is a member of the Bay Area BIPOC Book Creators, the Society of Children’s Book Writers and Illustrators, and the 12×12 Picture Book Challenge. Her most recent picture books, RUBY’S REUNION DAY DINNER (published by HarperCollins) was released in May of 2021. SHOW THE WORLD! (Published by Viking Books for Young Readers) was released in April of 2022. Scheduled to be released in 2023, by HarperCollins publisher is Angela’s next book, TO BOLDLY GO: HOW NICHELLE NICHOLS AND STAR TREK ADVANCED CIVIL RIGHTS. Resources recommended by Angela: A crystal clear and mercifully concise article on Critical Race Theory (CRT), titled “Why are some states outlawing critical race theory in schools?” Another resource article in this show’s notes is titled, “27 Mistakes White Teachers of Black Students Make and How to Fix Them.” It’s not an article to make you feel guilty… just to increase awareness. Awareness that’s helpful to all of us. The next article is from the School Library Journal which provides an overview of diversity in Children’s Books. As Angela described in our conversation… not even close to providing adequate representation of all the diversity that exists in our nation. Also, Angela wanted us to Learn more about Monique W. Morris’ book, “Pushout: The Criminalization of Black Girls in School.” A reviewer for the Washington Post wrote that Pushout is truly a book “for everyone who cares about children.” And very importantly: Chapter 510. Described by an 11-year old Chapter 510 participant as, “A magicked-up safe and creative space for Oakland’s young artists to come together and create.” Even if you don’t live in northern California, this place and the great work they’re doing with under-served and under-represented youth demonstrates what the best of humanity can bring out in others who are ready to blossom and grow. --- Send in a voice message: https://anchor.fm/nini-white/message

Brian Silveira and Nadia Jaboneta are Pedagogical Leaders at Pacific Primary Preschool in San Francisco, California. They each bring about 25 years experience as Early Childhood Educators, and clearly that combination of 50 years teaching experience has only deepened their commitment to providing relevant and alive education for their young students. Their bios, below, are extensive and impressive, and I hope you’ll check them out. I invited Nadia and Brian into this conversation because they were both featured teachers in a recently released film titled “Reflecting on Anti-Bias Education in Action: The Early Years.” Definitely worth watching. Nadia Jaboneta lives in the San Francisco Bay area with her husband and 3 children. She is a Pedagogical Leader at Pacific Primary Preschool in San Francisco, California. She has 24 years experience in Early Childhood Education teaching young children, training teachers, consulting and facilitating workshops. She is passionate about social justice and is proud to have immigrant parents from Lima, Peru. Nadia attended San Francisco State University for both her Bachelor's and Master's degree. She has written numerous articles for the magazine Teaching Young Children, focused on the anti-bias education practices she uses. She also is the author of the book You Can’t Celebrate That: Navigating the Deep Waters of Social JusticeTeaching and co-author of Children’s Lively Minds: Schema Theory Made Visible. Most recently, Nadia was one of the featured teachers in the film “Reflecting on Anti-bias Education in Action: The Early Years.” Brian Silveira lives in San Francisco with his husband and is a Pedagogical Leader and has worked at Pacific Primary for 26 years. He is still thriving and growing in his commitment to social justice. Brian worked in community-based and public preschools before landing in his dream job at Pacific Primary. His experiences in diverse school settings has informed his philosophy and life mission to make the world a safe and just place for all children. He is currently the co-facilitator of the LGBT Interest Forum for the National Association for the Education of Young Children (NAEYC ), and has presented on the topics of equity, bias and allyship both locally and nationally. He has been published in Teaching Young Children magazine and Exchange Magazine, and has been recognized by several national interest forums for his work supporting men in ECE, peace educators and the LGBT community. https://www.antibiasleadersece.com/the-film-reflecting-on-anti-bias-education-in-action/ Other resources: Lorretta J. Ross, Calling In/Calling Out https://www.nytimes.com/2020/11/19/style/loretta-ross-smith-college-cancel-culture.html A book by Megan Madison and Jessica Ralli https://www.penguinrandomhouse.com/books/667991/our-skin-a-first-conversation-about-race-by-megan-madison-and-jessica-ralli-illustrated-by-isabel-roxas/ Rudine Sims Bishop: https://www.youtube.com/watch?v=_AAu58SNSyc Makai Kellogg - Social Justice Books for children Denisha Jones - Black Lives Matter at School: An Uprising for Educational Justice Laleña Garcia - Black Lives Matter in Education --- Send in a voice message: https://anchor.fm/nini-white/message