Tools of the MindA Vygotskian approach to early

childhood education

MBE applications

• Problem , goal• Inspiration, framework• Theory of Change – curriculum ,

implementation• Effectiveness research• How would we, as MBE experts, evaluate this

program?

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?

Self-Regulation

• Emotional and Executive• Executive function– Inhibitory Control– Working Memory– Cognitive Flexibility

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.

Tools of the Mind Curriculumby 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

“Ears don’t talk, ears listen”

Assessments

• Diamond et al., 2007– Findings?– Limitations?

• Burnett et al., 2008– Findings?– Limitations?

Congruent

Push Left

Push Right Push Left

Push Right

Incongruent

HEARTS & FLOWERS

Press Return

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

In this game you are going to see lots of FISH like these

Your job is feed the HUNGRY FISH!

Press Return

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

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 Returnor Click Slide

Cognitive assessment measures

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