2. Tools of the Mind A Vygotskian approach to early childhood education

3. MBE applications Problem, goal Inspiration, framework Theory of Change – curriculum, implementation Effectiveness research How would we, as MBE experts, evaluate this program?

4. Problem Space Young children (3-6) 46% of Kindergarten teachers report self- regulation as being the biggest problem, with more than 50% of all children experiencing problems that substantially limit their ability to benefit from early schooling. (Rimm- Kaufman 2000) Q: What assumptions are we making about young children and early schooling when taking this on as a problem to solve?

5. Self-Regulation Emotional and Executive Executive function – Inhibitory Control – Working Memory – Cognitive Flexibility

6. Inspired by, and based on the principles of Vygotsky. Surely you’ve heard of him. Children’s self-regulatory abilities originate in social interactions and only later become internalized and independently used by children. Play affects a child’s self-regulation – playing roles, following the rules of the roles. Cultural tools -> self-regulation – Early among them self-talk or “private speech” – Also, external mediators, objects that assist in the carrying out of intentional behaviours. To be successful in school, must develop social and cognitive competencies to be a self-regulated learner, following rules, etc.

7. Tools of the Mind Curriculum by Bodrova & Leong Structured dramatic play – Play plan Cooperation and ‘other-regulation’ – “Buddy reading”, Numerals game – Materialization: Visual symbols for cooperative roles Use of language as a tool – Self-directed speech – Scaffolded writing Learning plans – Goal, reflection, review

8. “Ears don’t talk, ears listen”

14. Assessments Diamond et al., 2007 – Findings? – Limitations? Burnett et al., 2008 – Findings? – Limitations?

15. Congruent Push Left Push Right Push Left Push Right Incongruent HEARTS & FLOWERS Press Return

16. HEARTS – CONGRUENT Each time you see a HEART, press with the thumb or forefinger on the SAME side as the stimulus. For example, if the heart appears on the left, press with your left hand. Remember: PRESS ON THE SAME SIDE AS THE HEART Press Return

17. In this game you are going to see lots of FISH like these Your job is feed the HUNGRY FISH! Press Return

18. When the fish are BLUE the hungry fish is in the MIDDLE. You feed the MIDDLE fish by pressing where he’s facing. Here the MIDDLE fish is facing this way, so you press the LEFT button! Let’s play with just BLUE fish. Feed the fish in the MIDDLE by pressing where he’s facing

19. Reverse Flanker attend to the flankers We have introduced a Reverse Flanker condition, where paarticipants are to attend to the OUTSIDE stimuli and ignore the central stimulus. For example, in this frame, the outside fish are pointing Right, so the correct response is to press the Right button. Press Return or Click Slide

20. Cognitive assessment measures

22. Upcoming large-scale assessment 40 schools, 80 classrooms, 960 children, 2 years(!!!) Q: What would you wish to observe or measure to judge success of the curriculum? – As neuroscientists? – As psychologists? – As educators? – … and we could say, as parents, policy-makers, but we’ll leave those for now