Home' Trinidad and Tobago Guardian : July 30th 2015 Contents turn it in. Studies show that par-
ents are doing 75 to 80, 90 per
cent of the homework. That s not
how a child is going to learn. I d
go to the teacher and say: Here s
how much my child can do. I m
going to have him do that.
Where does technology fit into
your model of intuitive parent-
Technology is not frivolous, but
we don t want to turn our chil-
dren s minds over to technology.
We want to include that in our
parenting but we want to make
sure that children aren t psycho-
logically imprinted on screens. I
completely agree with those who
don t recommend screen tech-
nology too early.
I don t want to see a child left
alone in a corner with a device.
A parent should be there and
interacting in the same way they
would with a book. You need to
be actively involved. You want to
wire their brains to be able to take
advantage of technology.
We all use technology all the
time and love it.
What are the dangers of "reg-
ularising" the school experience,
meaning approaching all kids
the same way regardless of
Teaching children in an assem-
bly line fashion doesn t work.
Children are not Toyotas or Nis-
Because schools are struggling,
there s more and more pressure
to regularise things, which makes
the situation worse.
We also have this fascination
with accelerating development.
Well, you don t really want to
accelerate that. You want to let
it unfold. Children are going to
have natural strengths and weak-
Parents are in a high-stakes
game when it comes to education,
and some states are exacerbating
that. One of the consequences is
parents feel like they don t have
I blame the system that rations
a good education. I want to give
parents the chance to hear that
little voice in their head that s
saying: Is this really what I
should be doing? (AP)
Guardian ww.guardian.co.tt Thursday, July 30, 2015
High performance Emergency Medical Service (EMS) provider is currently seeking
a qualified person for Clinical Manager. The incumbent is responsible for daily
management of the Clinical Department, as well as clinical education programs,
this position is based in Port of Spain. Responsibilities of the position include; clin-
ical oversight of all field care providers (ALS and BLS), participate in protocol
development, management of clinical quality assurance programs, function as the
Program Director and Lead Instructor of a EMS Training Centre that provides EMT
and Paramedic certification instruction, establish curricula and course schedules,
recruit and select instructional faculty, monitor faculty performance and effective-
ness, establish strategic plans for the Clinical Department, lead a team of clinical
support staff, participate in system design discussions leaning on years of experi-
ence in high-performance EMS.
The qualified candidate shall possess a BS/BA in General Studies or equivalent,
minimum of 15 years experience within a high profile and high-volume EMS sys-
tem, minimum of 10 years field experience with a minimum of eight years as a field
Paramedic, and a minimum of 4 years in Emergency Medical Technician and
Paramedic education (initial certification) as a Program Director or member of fac-
ulty. Must have demonstrated progressive responsibility in management of an
Advanced Life Support EMS system in a high-volume, metropolitan EMS system.
The qualified candidate must possess a current and valid certification as an
Emergency Medical Technician -- Paramedic through the National Registry of
Emergency Medical Technicians (NREMTP) and must also possess provider-level
certifications in Advanced Cardiac Life Support (ACLS), Pediatric Advanced Life
Support (PALS), Advanced Medical Life Support (AMLS) and pre-hospital Trauma
Life Support (PHTLS). Instructor certification for ACLS, PALS and PHTLS is pre-
ferred, however, the candidate must be eligible to obtain such instructor certifica-
tions within 30 days of selection.
Qualified persons are asked to submit their resume to:
Director of HR
PO Box 1649
92A Wrightson Road
Port of Spain
With mandatory copy to:
Ministry of Labour & Small & Micro Enterprise Development
Port of Spain
CLOSING DATE OF APPLICATIONS: AUGUST 7, 2015
Parents should lose the flash cards,
learning apps and other educational
gadgets and strategies de jour, advises
Stephen Camarata, a child develop-
ment researcher and professor who
thinks they need to rediscover their
inner "parenting voice" instead.
He s had plenty of practice himself.
He has seven kids, ages 19 to 35.
The Vanderbilt professor spanning
the fields of speech and language, psy-
chiatry and special education built a
reputation as an expert in speech and
language disorders in children. Last
year, he put out a book, Late-Talking
Children: A Symptom or a Stage? His
follow-up in August has a broader
focus, titled The Intuitive Parent, pub-
lished by Penguin s Current imprint.
Camarata takes on the marketing
frenzy aimed at ensuring educational
success, the neuroscience of learning
and the heightened anxiety that has
made parenting today a competitive
sport in the following conversation.
Has this generation of parents lost
the ability to follow their instincts in
Camarata: They haven t lost their
ability, but outside pressures are derail-
ing that. Marketing is one factor, and
there s a distortion of what neuroscience
has told us.
Another factor is simply that our
lives are busier and busier. A parent
may have big job commitments and
other things that lead to a lot of self-
inflicted guilt and pressure to rush
things along more quickly than they
Much is made of a "sweet spot" for
young children in learning and brain
development. You say there s no such
thing. Can you explain that?
When you look at the science behind
the notion of critical periods that you
have to wire something completely
before a certain age, be it two or three
or whatever it is, that is a complete
misrepresentation of what the science
In a general sense, the studies on
neuroplasticity show us that you have
to have at least some exposure to hear-
ing things, seeing things and so on for
the brain to get acclimated. That s cer-
tainly true, but it doesn t have to be
this specific, highly tailored kind of
influence. That s a complete misrep-
resentation. The evidence for critical
periods is really, really weak.
What is whole-brain learning?
It means that multiple parts of the
brain are activated while the child is
having a new experience. So one
approach to learning is to try to really
highlight and emphasise a certain area,
like visual processing of letters for learn-
ing how to read, which really only acti-
vates primarily one area of the brain.
Whole-brain learning actually takes
in multiple senses, so learning to read
could mean sitting with a parent and
holding the book. They re seeing it,
they re getting touched, they re hearing
the story. That s what computer games
can t do.
How does a parent of a child not
responding to traditional American-
style schooling advocate effectively?
I think many parents feel powerless
in the face of worksheets, too much
sitting still, teaching to the test, rote
memorisation of facts and so on.
It s really important that the parent
enter into a dialogue with a teacher
pretty early on. Parents have a lot more
ability and a lot more authority than
they might think at first blush.
When I would do homework instead
of my child because it wasn t appro-
priate for them, I would sign it and
Use intuition, parents told
Parents should engage
their children in
reading rather than
simply letting them
learn with devices like
tablets and computers.
Dr Camarata urges parents to use a more instinctive
approach to parenting.
"Technology is not
frivolous, but we
don't want to turn
minds over to
want to include
that in our
parenting but we
want to make sure
that children aren't
with those who
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