Parents underestimate their children’s worry levels and overestimate their optimism

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Apparently, parents’ job does not get easier. Or maybe that’s the curse of evolution on modern life, what do you think?:  Parents underestimate their children’s worry levels and overestimate their optimism

It’s well-established that parents frequently overestimate their children’s intelligence and the amount of exercise they get. Now a team led by Kristin Lagattuta has uncovered evidence suggesting that parents have an unrealistically rosy impression of their kiddies’ emotional lives too. It’s a finding with important implications for clinicians and child researchers who often rely on parental reports of young children’s psychological wellbeing.

It’s previously been assumed that children younger than seven will struggle to answer questions about their emotions. Undeterred, Lagattuta and her colleagues simplified the language used in a popular measure of older children’s anxiety and they developed a pictorial scoring system that involved the children pointing to rectangles filled with different amounts of colour. Time was taken to ensure the child participants understood how to use the scale.

To read the rest of this interesting visit

Note to myself: I’d better take it seriously if our son seems psychologically uncomfortable (better be safe than sorry?).

Can kids learn to read at a very young age without you teaching them?

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I’m surprised at and thrilled by a very interesting article in the July-August 2012 issue of American Scientist. In his article, Prof. Dominic W. Massaro claims that it is possible for children to learn reading at a very young age, without explicit instruction. According to Massaro, with the help of latest advancements in cognitive science, computer science and mobile technology, the children can be immersed in an augmented environment in which they can acquire literacy intuitively. The full text of the article, “Acquiring Literacy Naturally” is currently available at

Some highlights that really drew my attention:

“Notwithstanding the intuitive primacy of spoken language, I propose that once an appropriate form of written text is meaningfully associated with children’s experience early in life, reading will be learned inductively with ease and with no significant negative consequences. As described by John Shea in this magazine, “there are no known populations of Homo sapiens with biologically constrained capacities for behavioral variability” (March–April 2011). I envision a physical system, called Technology Assisted Reading Acquisition (TARA), to provide the opportunity to test this hypothesis. TARA exploits recent developments in behavioral and brain science and technology, which are rapidly evolving to make natural reading acquisition possible before formal schooling begins. In one instantiation (Figure 3), TARA would automatically recognize a caregiver’s speech and display a child-appropriate written transcription.”

Technology Assisted Reading Acquisition (TARA) implemented on a digital tablet automatically recognizes an adult’s utterance using automated speech-to-text recognition. In these examples, the adult’s comments are recognized and the digital tablet displays some of the words in high definition to the child. (Photographs courtesy of the author.)


How can a group of kids multiply their creativity by learning to code?

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Recently we have decided to put Belgium on the map by introducing computer programming to kids by using the wonderful and child-friendly, multilingual Scratch programming environment. And what time could be better than the International Scratch Day 2012 for this mission? Thanks to the facilities and support provided by Antwerp International School, not only the students from this school, but also children from other parts of the Antwerp were able to join this one-day introductory workshop.

I had a lot of fun by watching the immense creativity of children from 9-year olds to 13-year olds. Before the workshop started I had some doubts, but the enthusiasm of the children, especially after learning the simplest programming concepts, and seeing that they could easily apply these to colorful graphics and sounds, had a powerful and multiplying effect on them. Another nice aspect of the event was the collaboration between children, between boys and girls; in order to help each other overcome some technical challenges. You can visit to see a sample of the projects created by the children during the day.

One of the many projects created on the International Scratch Day 2012 @ Antwerp, Belgium

One of the many projects created on the International Scratch Day 2012 @ Antwerp, Belgium

The event lasted slightly more than 3 hours, and it turned out to be above my expectations: at the end of the day, we had to scratch the kids off the computers so that they could go home, and of course continue coding there, using what they learned that day and what they are going to learn in the upcoming days, with the help of Scratch community.

I hope this event is going to inspire similar events, because I believe in the importance of introducing computational thinking concepts and patterns to children from a very early age, so that they can be computational problem solvers in any field they choose to study in the future. I think this also means going beyond merely being a “digital  native”, and becoming a producer of ideas and implementations rather than just being a passive consumer of Internet entertainment and data explosion.

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