<p><b>Gill Connell</b> is a globally recognized presenter and child development authority, specializing in the foundations of learning through movement and play. She provides developmental expertise to parents, preschools, schools, and companies such as Hasbro, Inc., based on her more than thirty years in preschool and primary education.</p><p>She is the former national director of Gymbaroo Preschool Activity Centers and the founder of Moving Smart, Ltd., which offers resources, tools, trainings, and workshops. She coauthored the book <i>Moving to Learn: An Essential Guide for All Parents, Carers and Educators</i>, <i>A Moving Child is a Learning Child: How the Body Teaches the Brain to Think</i>, and <i>Move, Play, Learn with Smart Steps: Sequenced Activities to Build the Body and the Brain</i>.</p><p>Gill lives in Christchurch, New Zealand, and travels regularly to the United States.</p><br><p><b>Cheryl McCarthy</b> is a former vice president of intellectual property development for Hasbro, Inc.</p><p>She is a thirty-year veteran of the world of children’s play, specializing in young children’s storytelling and entertainment. As executive producer, she managed the creative development of properties such as My Little Pony, Candy Land, Mr. Potato Head, and many other beloved children’s icons.</p><p>She is currently the creative director at Moving Smart, Ltd. Cheryl lives in Attleboro, Massachusetts.</p><br>
Description
<p class="MsoNormal"><b>List of Figures </b></p><p class="MsoNormal"><b>List of Reproducible Forms </b></p><p class="MsoNormal"><b>Foreword by Marcia Gentry </b></p><p class="MsoNormal"><b>Introduction </b></p><p class="MsoNormal"><b>Chapter 1: Giftedness Defined in Diverse Groups </b></p><ul> <li>Definition of Gifts and Talents</li> <li>Identifying Giftedness Across Cultural, Linguistic, and Socioeconomic Communities</li> <li>Twice-Exceptional Learners: Gifted Students with Learning or Behavior Challenges</li> <li>Chapter Summary</li></ul><p class="MsoNormal"><b>Chapter 2: Using Brain Research to Improve Differentiation</b></p><ul> <li>Brain Research and Giftedness</li> <li>Putting the Research to Practice</li> <li>Chapter Summary</li></ul><p class="MsoNormal"><b>Chapter 3: The Common Core State Standards and Gifted Education </b></p><ul> <li>How Common Core State Standards Affect Gifted Students</li> <li>Responding to the Common Core</li> <li>Considerations in Reframing Curriculum for Gifted Students</li> <li>Chapter Summary</li></ul><p class="MsoNormal"><b>Chapter 4: Defensible Programs and Services</b></p><ul> <li>General Characteristics of Gifted Elementary Students</li> <li>General Characteristics of Gifted Secondary Students</li> <li>Gifted Programming Models</li> <li>Effective Grouping Practices within Gifted Program Options</li> <li>Chapter Summary</li></ul><p class="MsoNormal"><b>Chapter 5: Creating Authentic Honors Courses </b></p><ul> <li>Articulation: Clearly Defining the Rigors of an Honors Course</li> <li>Differentiating an Honors Course</li> <li>Alignment: Effective Practices in Student Selection</li> <li>Accountability: Continuous Review for Continuous Improvement</li> <li>Chapter Summary</li></ul><p class="MsoNormal"><b>Chapter 6: Changing Roles for Educators of Gifted Students</b></p><ul> <li>Defining the Role of the Teacher</li> <li>Teacher as Mindset Shifter</li> <li>Teacher as Knowledge Guide</li> <li>Chapter Summary</li></ul><p class="MsoNormal"><b>Chapter 7: Co-Teaching: A Collaborative Approach to Differentiation </b></p><ul> <li>The Roles of Classroom Teacher and Gifted Specialist</li> <li>Co-Teaching Strategies for Addressing Learning Differences</li> <li>Co-Planning Lessons for Gifted Learners</li> <li>Chapter Summary</li></ul><b>Chapter 8: Understanding and Reversing Underachievement </b><br><ul> <li>Defining Underachievement</li> <li>Factors That Influence Academic Achievement Potential Risks for Underachievement</li> <li>Reversing Underachievement</li> <li>Chapter Summary</li></ul><p class="MsoNormal"><b>Chapter 9: Assessment and the Gifted Learner </b></p><ul> <li>Types of Assessment</li> <li>Integrating Assessment into Instruction</li> <li>Using Assessment with Gifted Students</li> <li>Assessment That Builds Autonomy</li> <li>Chapter Summary</li></ul><p class="MsoNormal"><b>Chapter 10: Leadership</b></p><ul> <li>Gifted Education Specialist: Administrator or Teacher Leader?</li> <li>Embedding Differentiation for Gifted Learners into Classroom Practice</li> <li>Instructional Coaching</li> <li>Lesson Study</li> <li>Chapter Summary</li></ul><p class="MsoNormal"><b>Chapter 11: Next Steps</b></p><p class="MsoNormal"><b>References and Resources </b></p><p class="MsoNormal"><b>Index </b></p><p class="MsoNormal"><b>About the Authors </b></p>
“Everyone knows that a healthy diet is important for a growing child, but did you know that physical activity is absolutely essential for brain development? Many don’t, but Gill Connell and Cheryl McCarthy aim to fix that with <i>A Moving Child Is a Learning Child</i> . . . With a wealth of information and a plethora of ideas for implementation, this book is a must-read for parents as well as anyone working with young children.”