Too much, too young: Should schooling start at age 7?

http://www.newscientist.com/article/mg22029435.000-too-much-too-young-should-schooling-start-at-age-7.html#.Uop5UfmsiSq

England and a few other countries start formal education at age 4 or 5. That's harmful and misguided

AT WHAT age should children start formal schooling? England is one of a few countries to say the answer is as young as 4 years old.

A long-running debate on this question has been reignited by a letter, signed by about 130 early childhood education experts. It called for an extension of informal, play-based preschool provision and for the start of formal schooling in England to be delayed until the age of 7, from the current effective start at age 4.

This would bring it in line with the overwhelming evidence showing that starting school later is best, and the practice in many countries, such as Sweden and Finland. These countries have better academic achievement and child well-being, despite children not starting school until age 7.

The fear is that the English system – which was introduced in 1870 in order to get women back into work, rather than on the basis of any educational benefit to children – is now causing profound damage. A similar story applies in the rest of the UK, and there is pressure for greater formality in preschools in other countries, such as the US.

Why a renewed call for change now? The UK minister for education, Michael Gove, and his team are continuing to advocate earlier formal teaching of literacy and numeracy and earlier formal assessment of children. The head of the UK's Office for Standards in Education, Children's Services and Skills(Ofsted) has also suggested that schools could take children aged 2. The learning style for this proposal wasn't spelled out, but critics quickly warned against formal methods.

If we consider the contribution of play to children's development as learners, and the harm caused by starting formal learning at 4 to 5 years old, the evidence for a later start is very persuasive.

This evidence comes from anthropological, psychological, neuroscientific and educational studies. For example, research on children's play in extant hunter-gatherer societies, and evolutionary psychology studies of other mammalian young, have identified play as an adaptation that enabled early humans to become powerful learners and problem-solvers.

Neuroscientific studies have supported this view of play as a central mechanism in learning. The 2009 book The Playful Brain: Venturing to the limits of neuroscience, for example, reviewed many studies showing that playful activity leads to the growth of more connections between neurons, particularly in the frontal lobe – the part of the brain responsible for uniquely human higher mental functions.

Experimental psychology has consistently demonstrated the superior learning and motivation arising from playful, as opposed to instructional, approaches to early education.

Yet another study, in 2002, demonstrated that, by the end of their sixth year in school, children in the US whose preschool learning had been academically directed achieved significantly lower marks compared with those who had attended play-based programmes.

Developmental psychologists have identified two mental processes that underpin this relationship between play and learning. First, much of children's play involves pretending that one thing represents another, for example that a cardboard box is a space ship. This ability is thought to be unique to humans and underpins language, drawing and other ways in which we convey meaning.

James Christie at Arizona State University and Kathleen Roskos at John Carroll University in Ohio have reviewed evidence that such an approach to language learning, as opposed to formal instruction, offers the most powerful support for the early development of phonological and literacy skills.

Second, through all kinds of physical, constructional and social play, children become more aware of, and more in control of, their physical and mental activity. This allows them to gradually rely less on adult support and become more "self-regulating", both intellectually and emotionally. A growing number of empirical studies suggest that encouraging play early on enhances this ability, and that educational interventions supporting it are the most powerful predictors of children's development as learners.

There is another important strand of evidence. In 2004, a study of 3000 children, funded by the UK Department of Education, showed that an extended period of play-based preschool education made a significant difference to learning and well-being through the primary school years.

In New Zealand, several key investigations compared children who started formal literacy lessons at age 5 with those who started age 7. They showed that early formal learning doesn't improve reading development, and may even be damaging. By the age of 11, there was no difference in reading ability level between the two groups. However, those who started aged 5 developed less positive attitudes to reading and showed poorer text comprehension than those who had started later.

Further research exploring the relative reading achievement of 15-year-olds, across 55 countries, found no significant evidence that an early start brings later benefits.

There is an equally substantial body of research concerning the worryingincrease in stress and mental health problems among children whose childhood education is being "schoolified". It suggests strong links with loss of playful experiences and increased achievement pressures.

Taken together, all these strands of evidence raise important and serious questions about the trajectory of early education policy in England.

In the interests of children's academic achievements and their emotional well-being, the UK government should take this evidence seriously.

This article appeared in print under the headline "Too much, too young"

David Whitebread is a developmental psychologist at the University of Cambridge, UK

Sue Bingham is an early childhood education consultant

Curso de introducción a la estadística moderna con el entorno R

Comparto con ustedes la invitación que me llegó hoy:
-------------------------------------------------
Hola, ¿qué tal?

Te escribo para invitarte a tomar parte del curso "Estadística básica con R". Es una continuación del curso de introducción a R al que te apuntaste en primavera.

En aquel curso el objetivo era aprender a manejar R pero sin apenas discutir temas propiamente estadísticos. En esta ocasión vamos a introducir los conceptos más básicos de la estadística desde una perspectiva novedosa, basada en simulaciones y remuestreos, para los que R resulta una herramienta fundamental.

El curso no va a cubrir muchas técnicas concretas. Su objetivo es fundamentalmente replantear y repensar esos conceptos que subyacen a prácticamente todas desde una perspectiva computacional (de ahí el uso de R).

Los detalles del curso pueden consultarse en los dos enlaces siguientes

http://www.datanalytics.com/blog/2012/10/22/nuevo-curso-gratuito-de-estadistica-con-r/
http://jjgibaja.net/curso-de-introduccion-a-la-estadistica-moderna-con-el-entorno-r/

y sus respectivos enlaces.

Sería un placer poder volver a contar contigo en nuestro nuevo curso. Agradeceríamos también que nos ayudases a publicitarlo.

Un saludo de parte de los organizadores, Juanjo Gibaja y yo.
-----------------------------------------
 Espero que muchos de ustedes aprovechen el curso :)

Se Busca Estadístico

Big Ideas: How Big is Big Data?

World of Records | GE Data Visualization

World of Records | GE Data Visualization

Using LinkedIn as a Tool

Using LinkedIn as a Tool on Prezi

The Functional Art: An Introduction to Information Graphics and Visualization: An information graphics and visualization reading ...

The Functional Art: An Introduction to Information Graphics and Visualization: An information graphics and visualization reading ...: If you are going to collect books, you better hire reliable bookkeepers Every now and then I find a message in my Inbox asking for an i...

I won the Bad Graph Contest.

Last month Naomi Robbins featured her contest "Bad Graph Contest: What Software Produces the Worst Graph?". Yesterday I realized I won here: http://www.forbes.com/sites/naomirobbins/2012/05/30/winner-of-the-bad-graph-contest-announced-2/
Thank you to the organizer for the contest. It was very illustrative.
PD. I'm already thinking what to do with the prize :)

Article about left-handedness

http://andrewgelman.com/2012/05/im-skeptical-about-this-skeptical-article-about-left-handedness/

http://www.nytimes.com/2012/04/15/opinion/sunday/lefties-arent-special-after-all.html

Wordle

Immune retune: Recharging your body's natural defences

An extract of NewScientist:

"ACHOO!" A sniffling friend is sneezing just inches away. You would love to cover your face or run away, but in the interests of politeness all you can do is try not to inhale in their direction and hope your immune system is on the case.

Some people seem to catch everything that is doing the rounds, from coughs and colds to stomach bugs. Other people never seem to get ill. What's their secret?

A lot is down to dumb luck. There are some things affecting the performance of your immune system that you cannot change: your age, your gender, your genes, and most importantly, whether or not you have had a previous brush with an invading bug.

But there are plenty of factors you can control. I'm not talking about downing supplements sold as "immune boosters"; the claims for most such pills are not based on hard evidence. But there are plenty of other ways you can keep your immune system revved up and raring to go.

It's not all about boosting activity, though. Many common conditions are caused by the immune system reacting to things it shouldn't. When it attacks parts of the body the result is autoimmune disorders like multiple sclerosis, type 1 diabetes and inflammatory bowel disease. When it responds to molecules that are foreign but harmless, like those from pollen or peanuts, the result is asthma, eczema or allergies. Again, there are ways of encouraging your immune system to behave. So help it out by following these tips.

DIET

Eat yourself strong

Whatever the truth about chicken soup or superfoods, there are dietary interventions that appear to work

GUT FLORA

Befriend your bacteria

The human gut is riddled with bacteria that are essential for a healthy immune system – here's how to keep them happy

STRESS

Don't stress out

Close your eyes. Count to 10. Whatever you do, stay calm. Stress can weaken the immune system transiently but significantly

SLEEP

Even a moderate lack of sleep can put you at greater risk of catching a bug – and don't think you can just get used to noise

SUNLIGHT

Good day, sunshine

Autoimmune disorders like type 1 diabetes, multiple sclerosis and rheumatoid arthritis have been linked to a lack of vitamin D – the sunshine vitamin

EXERCISE

Get bug-fighting fit

It can be hard to motivate yourself to exercise, but think of this: even short bursts of exercise give your immune system a temporary boost

CHILDREN

Never too young

Breast milk, vaccines and playing in the mud is our prescription for child health

OLD AGE

Age shall not wither you

The immune system declines with age, but there are things you can do to pep it up again – and new treatments could be on the way

Superb Titanic videographic

Youngest kids in class more likely to be diagnosed with ADHD

Youngest kids in class more likely to be diagnosed with ADHD

How to Invest in Stocks: 12 steps - wikiHow

How to Invest in Stocks: 12 steps - wikiHow

The Popularity of Data Analysis Software

Software Popularity, by Robert A. Muenchen:
http://r4stats.com/popularity

More Twitter applications

Monthly Twitter activity for all members of the U.S. Congress

Bayesian Analysis. An Electronic Journal

A new issue of the new electronic journal BAYESIAN ANALYSIS has been
published and is available at the journals website http://ba.stat.cmu.edu

Welcome submissions
at http://ba.stat.cmu.edu/submit/

The December 2011 issue is:
2011, Volume 06, Number 04, pp. 501-926

*****************************************************
The journal is sponsored by the International Society for Bayesian Analysis
(ISBA). Its editors are Ming-Hui Chen, Kate Cowles, David Dunson, David
Heckerman, Valen Johnson, Antonietta Mira, Sonia Petrone, Bruno Sanso, Mark
Steel, and Kert Viele. Herbie Lee is serving as Editor-in-Chief, Alyson
Wilson is Managing Editor, Kary Myers is Production Editor, and Pantelis
Vlachos is System Managing Editor.

Bayesian Analysis seeks to publish a wide range of articles that demonstrate
or discuss Bayesian methods in some theoretical or applied context. The
journal welcomes submissions involving presentation of new computational and
statistical methods; reviews, criticism, and discussion of existing
approaches; historical perspectives; description of important scientific or
policy application areas; case studies; and methods for experimental design,
data collection, data sharing, or data mining. Evaluation of submissions is
based on importance of content and effectiveness of communication.

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25. Introducción a la Minería de Datos
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26. Counting Processes and Survival Analysis (Wiley Series in Probability and Statistics)
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28. Inteligencia Artificial: Modelos, Técnicas y Áreas de aplicación
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30. Regression Modeling Strategies: With Applications to Linear Models, Logistic Regression, and Survival Analysis (Springer Series in Statistics)
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38. SPSS para Windows: Programación y Análisis Estadístico
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44. Discriminant Analysis and Statistical Pattern Recognition (Wiley Series in Probability and Statistics)
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47. Mathematical Statistics
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48. Diccionario practico de estadistica y tecnicas de investigacion cientifica
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49. Introduccion a la Teoria Matematica de las Probabilidades y Estadistica
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50. Chaos, Fractals, and Noise: Stochastic Aspects of Dynamics (Applied Mathematical Sciences)
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51. Asymptotic TECHNIQUES FOR USE IN STATISTICS (Monographs on Statistics and Applied Probability 31)
O.E. Barndorff-Nielsen (Author), D.R. Cox (Author)
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52. Introduction to Structural Equation Models
Otis Dudley Duncan
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53. Bootstrap Methods and their Application (Cambridge Series in Statistical and Probabilistic Mathematics)
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54. Inference and Asymptotics (Chapman & Hall/CRC Monographs on Statistics & Applied Probability)
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55. Kernel Smoothing (Chapman & Hall/CRC Monographs on Statistics & Applied Probability)
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56. Density Estimation for Statistics and Data Analysis (Chapman & Hall/CRC Monographs on Statistics & Applied Probability)
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72. Bayesian Learning for Neural Networks, Ph.D. Thesis
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74. Probabilidad y estadística I, 4a Edicion
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75. Introduccion a R, 200/05/16
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76. Elementary Stochastic Calculus With Finance in View (Advanced Series on Statistical Science & Applied Probability, Vol 6) (Advanced Series on Statistical Science and Applied Probability)
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77. Probability and Measure (Wiley Series in Probability and Statistics)
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78. Measure Theory (Graduate Texts in Mathematics)
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Lincoyan Portus (Autor)
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14. Introductory Functional Analysis with Applications
Erwin Kreyszig (Author)
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Visualization online

Another sample how to use google maps in an interesting way:

http://www.swisstrains.ch