Summary of “Report: big tech is collecting children’s data at an alarming rate”

Along with those adorable photos, they are sharing crucial data about their children that big tech companies are harvesting.
In late November, Anne Longfield, England’s children’s commissioner – tasked with promoting and protecting the rights of children – published a report titled “Who Knows What About Me,” which examines how big tech collects data on children and what the potential dangers can be.
In the report, Longfield argues that parents are exposing their children’s data at an alarming rate.
The report calls on parents and schools to examine the type of gadgets children play with, like smart speakers, wifi-powered toys, and gaming apps, all of which are collecting data on kids.
Data shared by parents about children is collected at an alarming rate Potential dangers for children no longer just entail speeding cars and strangers with candy.
Smart devices are watching children too – and collecting their data Smart toys have already garnered plenty of criticism for leaving children’s data like location vulnerable.
Longfield writes in the report that “The amount of data inferred about children was of real concern.” Families are now being targeted with products because they are essentially being watched every time they’re online.
What will all this data on children mean for their future? While the report highlights current safety concerns for children’s data privacy, it also mentions some troubling future possibilities.

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Summary of “The Overprotected Kid”

Parents now routinely tell their children never to talk to strangers, even though all available evidence suggests that children have about the same chance of being abducted by a stranger as they did a generation ago.
At the core of the safety obsession is a view of children that is the exact opposite of Lady Allen’s, “An idea that children are too fragile or unintelligent to assess the risk of any given situation,” argues Tim Gill, the author of No Fear, a critique of our risk-averse society.
Paradoxically, Sandseter writes, “Our fear of children being harmed,” mostly in minor ways, “May result in more fearful children and increased levels of psychopathology.” She cites a study showing that children who injured themselves falling from heights when they were between 5 and 9 years old are less likely to be afraid of heights at age 18.
Children’s faces began to appear on milk cartons, and Ronald Reagan chose the date of Etan’s disappearance as National Missing Children’s Day.
David Finkelhor is the director of the Crimes Against Children Research Center and the most reliable authority on sexual-abuse and abduction statistics for children.
In all my years as a parent, I have never come upon children who are so inwardly focused, so in tune with each other, so utterly absorbed by the world they’ve created, and I think that’s because in all my years as a parent, I’ve mostly met children who take it for granted that they are always being watched.
In the old days, when children were left on their own, child power hierarchies formed fairly quickly, and some children always remained on the bottom, or were excluded entirely.
We can no more create the perfect environment for our children than we can create perfect children.

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Summary of “Don’t Call Kids ‘Smart'”

“You can tell kids that they’ve done something fantastic, but don’t label them as smart.”
The idea of a fixed mindset, in which people are smart or not smart, stands in contrast to a growth mindset, in which people become intelligent and knowledgeable through practice.
The subtleties of the ways in which we praise kids are related to the mindsets those kids develop.
The group most damaged by fixed-mindset thinking is high-achieving girls, Boaler argues, because it’s girls who are told by society that they probably won’t be as good as boys at math and science.
Speaking of percentages, math is a good example of the importance of avoiding the fixed mindset.
The idea of a “Math person” or a math gene is a primary reason for so much math nihilism, math failure, and “Math trauma,” as Boaler called it on Monday.
When kids get the idea that they “Aren’t math people,” they start a downward trajectory, and their career options shrink immediately and substantially.
There is also the common idea of a wall in math: People learn math until they hit a wall where they just can’t keep up.

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Summary of “The New Teacher Project says low expectations hurt kids”

A new study from The New Teacher Project, a national nonprofit focused on teacher development and educational programming, aims to dispel this idea.
“They’re planning their futures on the belief that doing well in school creates opportunities-that showing up, doing the work, and meeting their teachers’ expectations will prepare them for what’s next,” the study notes, but something, along the way, is not working.
“As we visited classrooms around the country, we found teachers working hard individually to help their students, but we also saw pretty low-quality assignments kids were getting, and instruction that doesn’t give them a chance to do deep thinking and the type of work they’re going to need to do in order to succeed,” Weisberg says.
There’s no one cause for this gap, but one is low expectations on the part of teachers: Less than half surveyed by TNTP believe their students could work at grade level, so they assign them work that doesn’t require them to stretch.
Teachers themselves are not solely responsible for this problem: Teacher prep programs in the U.S., TNTP found, are often too focused on cookie-cutter curricula or standardized test scores, and doesn’t prepare them to lead nuanced and engaging lessons or deal with students as individuals.
“What we prioritize is operational efficiency-getting large volumes of kids through the system,” he adds, but The Opportunity Myth calls for an approach that not only gets kids through high school, but ensures that they succeed afterward.
Weisberg wants to start seeing teachers and schools re-engage with students’ experience of the work-are the engaged throughout the whole time in a classroom? Are they asking questions, or zoning out during a lecture that requires no participation?-and ensure that their lessons are pulling kids forward, not letting them stay stuck.
TNTP does not yet have a full set of recommendations for what exactly this new approach might look like-the organization compiled The Opportunity Myth to understand why so many kids were struggling, despite finishing high school, and their next step will be to build a system that ensures that they succeed.

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Summary of “Six things parents can do to raise kids to be confident decision-makers”

Here are some ways parents can help their kids become confident and ­independent decision-makers who know themselves.
Green suggests using words such as “Seems like” and “Sounds like” to help a child identify what she is feeling: “Sounds like you are unsure if you want the cat. Seems like you’re feeling a little stuck.” Developing kids’ awareness of their emotions helps them calm down and make a choice.
After you’ve helped your child voice her struggle and get in touch with her gut, let her know it is her decision.
“I hear parents of all age kids say things like, ‘I just really want her to go out for the robotics club because I know that she loves that stuff,'” Green says.
You can also help kids get in touch with how they felt when they didn’t follow their inner compass – especially when peers complicate behavior.
Let your kids know you feel regret, too, and help them find a way to work through the discomfort of it, such as writing the regret down on a piece of paper, crumpling it into a ball and throwing it into the trash, or folding it into a paper airplane and sending it away.
You also can deconstruct the decision and help them think through what might be helpful the next time they have a choice to make.
What’s mentionable is manageable: Why parents should help kids name their fears.

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Summary of “The Dangers of YouTube for Young Children”

Which gave him an idea: “If she is going to like it, the kids around the world should like it.” He created a YouTube channel and uploaded the video.
So what message are very young kids receiving from the most popular YouTube videos today? And how are they being shaped by these videos?
To be clear, it’s hard to make videos that very young children can learn from.
How about restricting toddler videos to the YouTube Kids app? Toddler content could, in effect, be forbidden on the main platform.
If video makers wanted their work on the YouTube Kids app, they’d have to agree to have it only on the Kids app.
The issue of inappropriate videos popping up in YouTube Kids has received a good deal of national press-but society can live with a tiny sliver of bad things slipping through the company’s filters.
It’s a small issue compared with kids watching billions of videos on regular YouTube.
The toddler videos that ChuChu is posting on YouTube are cultural hybrids, exuberant and cosmopolitan, and in a philosophical sense they presuppose a world in which all children are part of one vast community, drawing on the world’s collective heritage of storytelling.

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Summary of “How to Teach Your Kid Colors”

When my daughter was very young, we would read the toddler classic Brown Bear, Brown Bear, What Do You See? In the story, the title character spots a red bird, a yellow duck, a blue horse, a green frog, a purple cat, a white dog, a black sheep and a goldfish.
It’s a lovely book, but now I know it’s probably not a great one for teaching a kid her colors.
We like to use color words “Prenominally,” meaning before nouns.
We’ll often say things like “The red balloon,” instead of using the postnominal construction, “The balloon is red.”
Say “The balloon is red,” for example, and you will have helped to narrow “Red-ness” to being an attribute of the balloon, and not some general property of the world at large.
This helps kids discern what about the balloon makes it red.
In her study, when kids heard the color words postnominally, their learning improved significantly.
The takeaway: Instead of saying “The red balloon,” say “The balloon is red.” Or change up the title of your favorite toddler book: “Brown Bear … oops, I mean bear who is brown.”

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Summary of “Improve Homework Time With These Concentration Hacks for Kids”

While the kids do their homework, do your own work of the non-digital variety-sorting through mail, signing papers, writing thank you notes, journaling, drafting that novel in your head or making your to-do list for the next day.
For longer stretches of study time, you might give your kid two or three “Complaining minute” tickets that they can use as needed.
While it’s nice to have a dedicated space for homework, your kids may absorb more material if they move around the house while studying.
Explains study coach Ana Mascara: “Let’s say you study for math in the kitchen, and then you study for math in the library, and then you study for math on the bus, the brain is going to be like, ‘Huh. She’s using these math formulas in a lot of different environments. Maybe these math formulas are crucial to Ana’s survival. Let us solidify these math formulas because hey, she’s using them everywhere, so they must be important, right?'” I know that when I write, being able to meander around the house helps me gain clarity-I often find new perspectives in new environments.
A study found that while performing a repetitive task, four- and six-year-olds who pretended to be a familiar character such as Batman persevered significantly longer than those who remained themselves.
Here’s a good one for kids who are little too old for the Batman thing.
Study after study links exercise with academic improvement.
Schedule a play break between the last school bell and homework time.

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Summary of “Instead of Lecturing Your Kids, Write Them Notes”

I wrote a whole book about the importance of understanding kids’ perspective in order to solve discipline problems.
I learned this when I nearly tripped over my daughter’s backpack in our front hall, for what seemed like the hundredth time.
I’d told her so many times to hang up the backpack as soon as she walked in the door! We even bought a dedicated cabinet to serve as the backpack station, and installed hooks for each child’s bag.
I wrote: “Dear Ava, I don’t like lying down on the floor. Please hang me up. Love, Your Backpack.” I left it on the backpack and put away my own belongings.
Nearly an hour later, Ava burst into the kitchen holding the note in one hand and her backpack in the other.
“Mommy, look what I found! It’s so silly. Backpacks can’t write.”
Following her, I saw that she’d hung up the backpack on the designated hook, without complaint.
Creativity to come up with a way to discipline through notes or a few carefully chosen words.

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Summary of “Why Do Kids Vomit So Much?”

Why Do Kids Vomit So Much? : Shots – Health News Why do children throw up so often and so colorfully? When should parents be worried? All your childhood vomit questions answered.
Kids seem to vomit at the drop of a hat, causing parental panic.
The mechanism of vomiting, or emesis, is the same in kids and adults.
“There are numerous, numerous causes.” Though gastroenteritis, or the stomach flu, is the most common cause of vomiting in children, vomiting doesn’t always point to the stomach flu.
Even if it’s a stomach bug that’s likely to pass quickly, a pediatrician can help by prescribing anti-emetic drugs like ondansetron, which was originally developed to quell vomiting in chemotherapy patients.
In some cases, vomiting is a sign of something more serious, like cyclic vomiting syndrome.
Watch out if your kid experiences repeated episodes of vomiting that last for hours or even days.
Above all, say both physicians, it’s important for parents to trust their instincts if they think their kid’s vomiting is more than just a stomach bug.

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