Bank Street College of Education

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    1133 research outputs found

    Bipolar Disorder in Children (Including Gifted and 2e Children)

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    Between the publication of the Diagnostic and Statistical Manual of Mental Disorders (DSM) in 1952 and the DSM-IV in 1993, 277 new disorders were created and made available for life-altering diagnoses. Should it be surprising that, since the late 1990s, psychiatrists in the United States have invented the diagnosis of Childhood-onset Bipolar Disorder? Common practice before that time (and still, in Europe) was that 18 was the earliest age of onset for Bipolar Disorder, based on extensive observation and family history. While lithium and anticonvulsants had been in use to treat adults with Bipolar Disorder, by the late 1990s children as young as 2 years old were being diagnosed and treated with drugs which had not been tested on young people. Following several tragic fatalities and an FDA warning on anticonvulsant medications, more psychiatrists backed atypical antipsychotics for the treatment of Childhood-onset Bipolar Disorder. The number of children under 18 being medicated for this condition rose exponentially. The research is often funded by pharmaceutical companies. Although the DSM continues to expand the categories which might catch various symptoms of Bipolar Disorder in adults, the DSM-5 does not include Childhood-onset Bipolar Disorder. Other scholars cite the work of Kazimierz Dąbrowski and his quest to understand overexcitability as a sign of altruism and evolution. Students who are gifted, or gifted plus one or more disabilities (Twice-Exceptional) might be misdiagnosed with Bipolar Disorder. Educators and psychologists would do well to explore the many situations that resemble Bipolar Disorder as well as non-pharmacologica

    Planting Trees in Drought Fields: A Story of Tree Planting with Children in an Elementary School in Pakistan

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    This story is about my experiences of getting children involved in tree planting activities in a school setting. This tree planting activity was carried out in a primary school. This is a Government Girls Elementary School situated in a village Mohra Mari, Tehsil Gujar Khan, District Rawalpindi. This school is a part of the Union Council Kauntrilla in Punjab Province in Pakistan. Tree planting activities in the school were organized by the school staff, students along with their parents who also participated as part of tree plantation campaign. Considering the important role that trees can play in protecting societies and the local communities, the tree planting activities are considered a useful curriculum resource for young children providing them hands on learning experiences in countries like Pakistan

    Muriel Mandell, Oral History of the Children\u27s Book Committee

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    Muriel Mandell, writer and educator, gives a history of the Children\u27s Book Committee, which she joined in 1983. She is the author of a dozen books for children and taught in New York City from kindergarten to graduate school. In recent years she has written and adapted more than 50 stories for an app for young children, and to this day remains an editor of the Children\u27s Book Committee annual list.https://educate.bankstreet.edu/oralhistories/1009/thumbnail.jp

    Elaine M. Alexander: 2023 Cook Prize Gold Medal Acceptance Speech

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    Author Elaine M. Alexander gives an acceptance speech for Anglerfish: The Seadevil of the Deep, illustrated by Fiona Fogg (Candlewick)https://educate.bankstreet.edu/cook/1007/thumbnail.jp

    The Significance of Land Acknowledgements as a Commentary on Indigenous Pedagogies

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    In my decades of navigating both the academic institutional world and the world of Indigenous Peoples, the emergence of land acknowledgements in academic institutions and in public and government contexts is a fascinating story of how one small element of Indigenous pedagogies has come to be expressed in institutions that have historically reviled Indigenous Peoples. Land acknowledgements are often made as statements at important events within institutions. The land acknowledgement can be a “Welcome to Country” greeting by an elder, often given in Australia, or a formalized statement that is read out by a non-Indigenous official at an occasion such as a graduation ceremony. Indigenous pedagogies encompass the worldviews, philosophies, cultures, histories, ways of knowing and being, and practices of diverse Indigenous Peoples

    Traces of Worms

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    The setting was a day spent planting trees outside the school grounds. As Zoey and her classmates planted the trees, they also recorded the activity in their notebooks. The children noticed the worms that were wriggling in the ground. Zoey recorded an activity in which leaves and then worms were lifted from the earth, and the worms then explored the page where they were put. Afterward, the worms were lifted off the page and put back on the ground. The traces of the worms were left on the page

    The Refugee Trees: Treescapes as Intercultural Bridges

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    Forests, groves, parks as well as any area with fewer or more trees can be a suitable field for students\u27 environmental awareness. Even a single tree as a subject of thoughtful observation can give children opportunities for discussion around many issues such as those of environmental protection, endangered species, human\u27s relationship with nature and many more. Ιn addition to environmental awareness, trees can also contribute to the intercultural awareness of students. In all cultures without exception, trees and plants have a particularly important place and there are many myths, stories and traditions associated with them. Also, the great variety of trees that exist in the world, the variety of trunks, leaves, fruits, the variety of colors and sizes, are a constant stimulus for approaching the beauty that is created in diversity and the richness that emerges through the synthesis of differences.This article describes a day trip to a forest where participated a group of student teachers and peer refugees and sheds light on the intercultural interactions created on occasion of the trip in the forest

    Arboreal Methodologies: Getting Lost to Explore the Potential of the Non-innocence of Nature

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    This paper recounts a workshop that took place in a polytunnel in a forest school in Sligo, North-West Ireland on a cold day in early-December. The event sought to materialize ‘arboreal methodologies’ (Osgood, 2019; Osgood & Odegard, 2022; Osgood & Axelsson, 2023) which are characterized by the enactment of feminist new materialist praxis to engage in world-making practices (Haraway, 2008) intended to unsettle recognizable tropes of biophilia that have come to frame both child and nature in narrow ways. The arboreal methodologies that participants were invited to mobilise were situated, material, affective, and involved metaphorical and material practices of ‘getting lost’. The workshop invited a sense of wonder at the ways arboreal methodologies might offer possibilities to confront human exceptionalism and wrestle with our complex, often contradictory relationships to ‘nature’. The approach taken involves methodologies without method (Koro-Ljunberg, 2016) to bring speculative, embodied encounters in the forest, together with unlikely tales of how forests work on and through us. We pursue a critical, tentacular engagement with the forest and take seriously its potential to agitate familiarity and strangeness, wonder and fear, nature and culture. In this paper we re-encounter embodied becomings-with the forest to think and sense other ways to take life in the Plantationocene (Tsing, 2015) seriously

    Fiona Fogg: 2023 Cook Prize Gold Medal Acceptance Speech

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    Illustrator Fiona Fogg gives an acceptance speech for Anglerfish: The Seadevil of the Deep, written by Elaine M. Alexander (Candlewick)https://educate.bankstreet.edu/cook/1008/thumbnail.jp

    Singing in Dark Times: Improvisational Singing with Children Amidst Ecological Crisis

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    Through this research-creation project -- which is represented by a process-driven ten-minute video -- the author asks what ways of knowing emerge when children and adults, more-than-human, and inhuman engage in improvised singing together in an urban park? This project recognizes our current dark times within ecological collapse and operates from a space that hopes to build relationality with sonic ecologies through listening-and-singing experiences, while centering the voices of children and other singers within the ecologies we sing in-and-with

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