Helping Children Succeed: What Works and Why

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Helping Children Succeed: What Works and Why Audible版 – 完全版

Paul Tough (著, ナレーション), Tantor Audio (出版社)

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In How Children Succeed, Paul Tough introduced us to research showing that personal qualities like perseverance, self-control, and conscientiousness play a critical role in children's success.

Now, in Helping Children Succeed, Tough takes on a new set of pressing questions: What does growing up in poverty do to children's mental and physical development? How does adversity at home affect their success in the classroom, from preschool to high school? And what practical steps can the adults who are responsible for them - from parents and teachers to policy makers and philanthropists - take to improve their chances for a positive future?

Tough once again encourages us to think in a brand new way about the challenges of childhood. Rather than trying to "teach" skills like grit and self-control, he argues, we should focus instead on creating the kinds of environments, both at home and at school, in which those qualities are most likely to flourish.

Mining the latest research in psychology and neuroscience, Tough provides us with insights and strategies for a new approach to childhood adversity - one designed to help many more children succeed.

再生時間

3 時間 42 分
著者

Paul Tough
ナレーター

Paul Tough
配信日(Audible)

2016/5/12
言語

英語
制作

Tantor Audio
ASIN

B07DZRHYN1
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再生時間	3 時間 42 分
著者	Paul Tough
ナレーター	Paul Tough
配信日(Audible.co.jp)	2016/5/12
制作	Tantor Audio
フォマット	オーディオブック
バージョン	完全版
言語	英語
ASIN	B07DZRHYN1
Amazon 売れ筋ランキング	- 9,584位Audibleオーディオブック (Audibleオーディオブックの売れ筋ランキングを見る) - 3位教育政策・改革 - 45位意思決定・問題解決 - 70位社会学 (Audibleオーディオブック)

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アメリカの新しい教育の流れを知る上でとても有用でした

2016年6月20日に日本でレビュー済み

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Duckworth,A.の"Grit"と一緒に読んでいてとてもおもしろかった。この本からToughのホームページを調べると、いろいろな付加的な情報に
アクセスできてこれは非常に便利でした。

2人のお客様がこれが役に立ったと考えています

役に立った

Tomoyuki

ポイントがコンパクトにまとまっていて良いのですが、もう少し具体例が欲しい…

2017年10月29日に日本でレビュー済み

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ベストセラーになった"How Children Succeed"（邦題「成功する子失敗する子」）の続編とも言うべき作品です。前作がとても興味深かったのと、フローレンス代表の駒崎氏が邦訳「私たちは子どもに何ができるのか」のまえがきを書いていることもあり、読んでみました。

前作の"How Children Succeed"で、子供たちが将来うまくやって行く為には、Grit、Perseverance、Resilience、Zest、Curiosityといったnoncognitive skillsを身に付けることが大切だ、という結論になったのですが、「それでは、子供たちにそのようなスキルを身に付けさせる為には、一体どのようにしたら良いのか？」という残された課題について考察しているのが、本書になります。

大まかな著者の主張としては、「そのようなスキルを子供たちに直接的に教え込むことはできない。そのようなスキルを身に付けられるような環境を子供たちの周りに整える必要がある。」ということだと思います。

Rather than consider noncognitive capacities as skills to be taught, I came to conclude, it's more accurate and useful to look at them as products of a child's environment.

If we want to improve a child's grit or resilience or self-control, it turns out that the place to begin is not with the child himself. What we need to change first, it seems, is his environment.

乳幼児期であれば、家庭で、若しくは幼稚園等で、子供たちの言葉・行動・様子に暖かく反応してあげれる環境を作ることが大切、とのことです。

These rudimentary interactions (="serve and return" interactions) between parents and babies, which can often feel to parents nonsensical and repetitive, are for the infants full of valuable information about what the world is going to be like. More than any other experiences infants have, they trigger the development and strengthening of neural connections in the brain between the regions that control emotion, cognition, language, and memory.

But first, before they set foot in preschool, they need to spend their first three years in an environment with plenty of responsive, warm and serve-and-return interaction with caring adults. And if they can't get that at home, they need to get it at a place like Educare.

学校に行くようになれば、やはり子供たち一人一人の話をしっかり聞き、一人一人への期待をしっかり伝えると共に、一方的に講義をするのではなく、自主的・主体的に学べるような環境、子供たちの３つの欲求（competence, autonomy and relatedness／belonging, independence and growth）を満たすような環境を作ってあげることが大切、とのことです。例えば、グループワーク等で、子供たちの現在の能力を少し超えるような課題にチャレンジさせる、等。厳しい規則を決めたり、ご褒美等のインセンティブを与えたりしても、殆ど効果はないようです。

The way kids learn that (=character) is by continually being compelled and supported to take risks - by sharing their work with their parents, by sharing their work with groups, by speaking out in class, by presenting their work.

In order for a student to truly feel motivated by and about school, he also has to perceive that he is doing important work - work that is challenging, rigorous, and deep.

The experience of persisting through an intellectual challenge and succeeding despite the struggle is a profound one for school-children...It produces feelings of both competence and autonomy...

また、そのような環境を作る為には、子供たちだけでなく、環境を作る主体である親や先生たちも同様にサポートしていく必要がありそうです。

本書は、一章が短く、ポイントがコンパクトにまとまっていて読み易いのですが、思ったよりも具体例が少なく、読み物としてはちょっと物足りない感じがしました。個人的には、もう少しページ数を増やして、前作のSpiegel先生の話のような具体例を沢山挟み込んで欲しかったなぁ…と思いました。

とは言え、興味深い話ではありますので、教育・育児に興味のある方にはお勧めできると思います。

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Carli Brown

Review

2020年6月25日にアメリカ合衆国でレビュー済み

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Helping Children Succeed: What Works and Why
Book Review by: Carli Brown
In our world, people have encountered many different experiences. These experiences that people have shape who they are today. As educators, we understand that our students will be diverse in many different ways: race, ethnicity, religion, age, and disability; however, we tend to forget that a child’s early life has a lot of influence on who they become. In this book, it not only talks about the “why,” but it also talks about the “how” behind educating students who come from low-income households.
In this book, Helping Children Succeed: What Words and Why, Paul Tough attempts to answer a very simple question, that has a more complex answer. In his first book, he discusses children’s backgrounds and how these backgrounds affect their skill developments. After writing his previous book, so many people understood the research and began to ask the question, “What do we do?” In this book, he attempts to answer that question for educators, childcare workers and even parents. In a short 144 pages for 10 dollars, Tough published this book with Houghton Mifflin in 2016 to attempt to dive into different program’s ideologies and their success. In the end, he discusses the three things that will ultimately create change. Changing policies, changing practices, and changing our way of thinking.
Throughout this book, Tough explains that a child’s environment in the early ages affects their non-cognitive skill development. These non-cognitive skills are more important to a child’s future success than academic skills they may learn later on in their lives. Tough gave many examples of different people who are not educators who were very successful in “teaching” these non-cognitive skills. He explains that, “ Maybe you can’t teach character the way you teach math, (Tough, 2016, p. 11). In all of the situations he researched, the adult did not use character words such as: grit, perseverance, or patience; the adult allowed the student to experience situations where they needed to develop these character traits. Tough discussed, in depth, how the environment of a child shapes them from age birth and on. The situations that a child experiences allows them to learn those character traits. Tough shows a lot of research to support a child fostering a growth mindset by putting them in situations where they have to show grit and perseverance. They can be put in these situations in life at home, and life at school.
I really enjoyed Tough explaining the importance of relationships and pedagogy in changing a child’s life. Teaching a child more than academics. Tough explains the research from Deci and Ryan, researchers on rewards and incentives for children, that explains children’s three intrinsic motivations: competence, autonomy, and relatedness. For a teacher to allow those students to feel these things, educators can focus on two things: relationships and pedagogy. Tough goes on to explain that the relationships teachers have with their students either fosters that growth mindset, or allows judgemental feelings to settle in to a child’s mind. The way teachers talk and interact with students allows them to feel a certain way. They need to feel confident enough in a teacher’s classroom to make mistakes, and show some grit, when it comes to hard work. Tough states that, “ It’s that teachers have a critical and potentially transformative opportunity, when dealing with students who perceive school as a threatening place, to disarm those threats by changing the way they communicate,” (Tough, 2016, p. 86). Tough also discusses that the work teachers give their students must be meaningful and challenging. Boosting confidence and having a calm environment is important; but, once you have that positive environment, challenging students in a positive way gives them opportunities to learn how to problem solve, work together, and show some grit. This is called cooperative learning. “Giving students more autonomy in their learning meant- giving up control,” (Tough, 2016, p. 92). Tough explains that this model of learning is very beneficial for students, but may be more difficult for teachers because they have to give up control.
I would give this book a 4.5 out 5 stars. The only critique I have for this book would be to add some practical ways to begin to create this calming environment for students. Projects and lessons that educators could work from that promote this positive environment for learning. After reading this book, I felt as if I could be more than a robot educator who develops students to succeed on a state test. There are two types of teachers, cognitive and non-cognitive teachers. I take a lot of pride in the way I build relationships with students, and the projects I give that may be challenging and outside of the box; therefore, this environment and these projects truly do help students succeed academically, as well as develop character traits. The actions and steps I take toward making sure my students feel safe and cared for, are the actions that create change in that child’s life. “…the trajectory that children’s lives follow can sometimes be redirected by things that might at first seem, to the adults in their lives, small and insignificant. The tone of a parent’s voice. The words a teacher writes on a Post-it note. The way a math class is organized. The extra time that a mentor or a coach takes to listen to a child facing a challenge. Those personal actions can create powerful changes, and those individual changes can resonate on a national scale,” (Tough, 2016, p. 113). Do the little things, for the little kids, so that when they become big kids, they have the opportunity to do big things. I would encourage every educator to read this book and truly have an open mind to see the students they are teaching, and the environment they are creating.

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Al grano, tal vez demasiado

2019年10月14日にメキシコでレビュー済み

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Siento que le falta profundidad en los temas, no ofrece referencias bibliográficas en el texto. Es entendible y busca ir al grano.

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Peter Mukherjee

A really insightful book

2020年11月25日に英国でレビュー済み

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I found this book very balanced and insightful, and brilliantly informative

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Yan Zheng

Four Stars

2016年11月21日にカナダでレビュー済み

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good

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Amazon Customer

Five Stars

2017年3月2日にインドでレビュー済み

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Good read

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Helping Children Succeed: What Works and Why Audible版 – 完全版

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