Cognitive: Yasmine's Reflection on the 3 videos that I picked.

          Of all  sixteen videos, the three that I have picked are:
     First, The promise to Georgia's children- Rollins Center for Language and Literacy.  In that video I have learn that we should watch the word we use around these young children.  That teacher was telling the kids to catch a bubble as to tell them to keep quiet, that wasn't the right word to use to talk to them. the children need us to give their voices power, listen to them and their need, try to understand what they want , not to get frustrating when they are acting like kid of their age and developmentally appropriate. we need to get down on their level.
     The second one is :  Scaffolding language Skills. I have learn that children who are exposed to rich in oral language learn to communicate more effectively than those who aren't exposed to rich in oral environment.  It is important to develop a classroom with rich language.  Arrange the classroom in a way that promote language feature of rich class.  That includes: Daily read-aloud sessions, ask open questions, encourage children to describe events and retell stories, modeling the use of new words, discussing words meaning.  By doing these , the teacher is able to scaffold children language development.  Building on what the child is already able to do.  Scaffolding moves the child from lower to higher level of languages.
   Thirdly, Saving brains, A grand challenge. That video taught me a lot about how to nurture kid from infancy to growth, how that affect their brain development. There are few key element at the beginning o kid's life.  The brain becomes richer and more networked. there are positive things we can do to help young brains. Considering negative things to  build up positive things that happens in their lives.  Negative includes extraordinary stress such as unexpected death, natural disaster, serious illness or injury, a contentious divorce.  Those are tolerable because if the child has protective relationships, it creates a significant opportunity for them to have a sense of control and adaptive copings.

Cognitive: Yasmine's Reflexion blog on earliest maths experience.

   First I can say that mathematic is universal and almost the same everywhere no matter where you come from. Coming from a different country they have different method to teach math but it all have the same outcome.  When growing up from what I remember is that in primary school ( we do say primary school back in France, which includes 1st,2nd, 3rd grade etc..) a little different than here, we were taught math sometimes with tool that could help us better understanding it. We had plastic sticks that is called " batonnets" that comes in different color. And that was helping us with sorting colors and numbers. Basically lots of colorful small thing that could fit on our table to help us with our maths counting. Growing a little further we started doing the maths without the colors sorting thing as they assumed that we learn that before we moved the next level class.  On the one hand the teacher were awesome, they were taking their time explaining things to us making it fun to learn. On the other hand I started loosing interest in math because of one of my teacher that weren't really nice and patient when I reached high school.  She was never patient with those that didn't have the math brain to pick quicker what she was teaching and she was rather focusing on those that were making it easier for her. I eventually became very discourage about math and that has a big influence on my school because I felt like I was was incapable to do any math or any other math no matter how easy it is. I ended up understanding that as I was growing, i have had those problem in math because my teacher made me loose confidence in myself.  I can say that so far my math experience has been on and off good depending on the instructor.  Coming to America has made me realize that a lot of thing that I was capable of doing.  I think we can encourage the young children, seeking for solution, support them no matter what and redirect them instead of giving up on them when it gets difficult.  They need us.  From my own  math experience growing up, I wouldn't like to see any child feeling the way I felt when it comes to math.

Cognitive: Yasmine's Reflection on textbook Intellectual Development

  The important part to remember is to know that the we part Science and  practice support and add to each other.  The science wouldn't have any meaning without us putting it into practice in our everyday lives and the practices wouldn't be effective when they are not based on the kind of knowledge provided by the science. They both need each other.  Maria Montssori was the first to point that we learn things unconsciously through our everyday action. The roots of early childhood education lie on child's development.  There are activities that can help children develop their ability to classify into set and with time to cross-classify into several sets to help them with their mathematical abilities.  Children do better on tests of early rithm skills when their early care and education program have more music experience.  Respond to babies cries, lullabies, finger plays and songs for babies and young children is a form of communication that begins long before they understand their own language. Through play as human, we invent new understanding and practice skills, but we see it easily in young in children's play. For example providing tools that help them developing, use toys that put power and imagination in the child rather than in the toy maker, provide toy that encourage joint activities and coorporation.