Children

CU Wizards Bring Magic to the Science Classroom

Anonymous — Tue, 16 Jul 2024 06:00:00 +0000

CU Wizards Bring Magic to the Science Classroom Anonymous (not verified) Tue, 07/16/2024 - 00:00

Jessica Winter

One Saturday per month throughout the academic year, children and their families gather at CU Boulder to witness the magic of science — hosted by the university’s very own “wizards.”

The CU Wizards program, a free science-education experience for children, unofficially began in the late 1970s and early 1980s when CU physics professor John Taylor, the original “Mr. Wizard,” started presenting two to three children’s science shows each year on campus. Eventually, he began traveling to Colorado schools and presenting his science shows up to 20 times per year.

In 1987, after years of sharing his passion for science with others, Taylor handed the torch to CU professor David Nesbitt, a Joint Institute for Laboratory Astrophysics (JILA) and National Institute of Standards and Technology (NIST) fellow and current director of CU Wizards. Since that time, the program has expanded in funding, frequency and faculty. The monthly show typically boasts over 400 attendees and has been attended by more than 100,000 children and family members over the past 37 years.

“The shows have a different sort of energy than a kids-only class because parents also participate,” said the program’s coordinator Candice Brown in an article she penned for NIST on CU Wizards. “It’s the perfect combination — an enthusiastic young audience plus the [adults] who get the chance to be kids again — all eager, curious and interested in learning.”

While the program has grown and flourished under the leadership of Nesbitt, the “Chief Wizard,” it is still centered on Taylor’s philosophy of science education: we cannot have science without joy.

“Joy and curiosity are the fundamental reasons each of us studies science,” said Nesbitt. “Kids are naturally curious and excited about learning new things. CU Wizards is a perfect venue for professors and their graduate students to expose young scientific minds to their own joy and delight in science.”

And the program does more than entertain — it’s also helping children to view themselves as scientists. In a 2022 survey of 120 adults and children who have attended presentations, 84 percent responded that CU Wizards allowed children to better identify with scientists.

Nesbitt describes the program as “running on a special kind of magic: the goodwill of a fantastic community.” From the professors who volunteer time to prepare the presentations, to the staff, postdocs and students, CU Wizards involves a whole community dedicated to sharing the magic of science.

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Photos courtesy CU Wizards

For over three decades, CU Wizards has engaged and informed children about the wonders of science.

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InsideU Helps Kids & Caregivers Build Emotional Literacy

Anonymous — Tue, 16 Jul 2024 06:00:00 +0000

InsideU Helps Kids & Caregivers Build Emotional Literacy Anonymous (not verified) Tue, 07/16/2024 - 00:00

Kelsey Yandura

“Have you ever thought about what’s going on inside your head?”

It’s no small question — and the first one school-aged users are asked to contemplate in episode one of InsideU, a web-based app that uses Pixar’s Inside Out as a platform for social-emotional learning.

Over the course of four animated episodes, a character dubbed “the Mind Worker” guides kids through real-world scenarios. Characters like Joy, Sadness, Fear, Anger and Disgust offer common language and frameworks to build emotional awareness in children and their caregivers.

“It's a platform for understanding some of our most difficult moments,” said Sam Hubley, an assistant research professor with CU Boulder’s Renée Crown Wellness Institute, whose vision for InsideU began nearly a decade ago with the release of the movie.

Hubley and his team at the Crown Institute have spent years in partnership with Pixar Animation Studios and the Boys & Girls Club of Metro Denver to create an accessible and free experience that is also fun.

“We wanted something that could be used in schools, as well as in less formal settings like after-school programs,” said Hubley. “I give this to six-year-olds who've never seen it and, within 10 seconds, they know exactly how to start playing.”

According to Marie Olivett, director of mental health programming at the Boys & Girls Club of Metro Denver, the app has become a vital part of their after-school programming.

“Technology is the language of kids,” said Olivett. “InsideU is very experiential and helps them gain control of how they want to make decisions in a way that's really empowering.”

Julia Zigarelli, deputy director of the Crown Institute, has seen tremendous results upon implementation.

“I could see a hundred clients in my office, but we'd never be able to reach this many kids at such a deep level,” said Zigarelli. “That accessibility and reach is really exciting to me. Our hope is that it reaches as many kids as possible.”

CU Boulder’s Renée Crown Wellness Institute has partnered with Pixar to launch a web-based application that can help kids better understand their emotions.

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Should Your Child Take Melatonin?

Anonymous — Mon, 04 Mar 2024 07:00:00 +0000

Should Your Child Take Melatonin? Anonymous (not verified) Mon, 03/04/2024 - 00:00

Some young children, including preschoolers, routinely take melatonin as a supplement for sleep, with nearly one in five school-aged children and preteens also taking it regularly, according to CU Boulder researchers. The hormone is produced naturally in a person’s pineal gland to signal sleep for the body, but chemically synthesized and animal-derived versions are also readily available in the United States.

This concerns CU Boulder researchers, who conducted a survey of melatonin use published by JAMA Pediatrics in November 2023. They found that use among children has soared since 2017, when only about 1% of parents reported that their children used it. In their paper, the authors note a lack of safety and efficacy data surrounding the products, which are not fully regulated by the Food and Drug Administration.

“We are not saying that melatonin is necessarily harmful to children. But much more research needs to be done before we can state with confidence that it is safe for kids to be taking long-term,” said lead author Lauren Hartstein, a postdoctoral fellow in the CU Sleep and Development Lab at CU Boulder.

In a previous study, researchers at Cambridge Health Alliance analyzed 25 melatonin gummy products and found that 22 contained different amounts of melatonin than indicated on the label, or even contained other unlisted substances such as serotonin.

CU researchers caution that while melatonin can be used as a short-term option for sleep aid under the guidance of a pediatrician, other options may be a better line of treatment for continued use.

To learn more, visit CU Boulder Today.

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Illustration by Polly Noakes

CU Boulder study says long-term effects and safety of the supplement are unknown.

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Megan Patterson’s Outdoor Preschool Blends Nature and Education

Anonymous — Fri, 05 Nov 2021 06:00:00 +0000

Megan Patterson’s Outdoor Preschool Blends Nature and Education Anonymous (not verified) Fri, 11/05/2021 - 00:00

Elisabeth Kwak-Hefferan

Drop by Megan Patterson’s Denver preschool, Worldmind, on any given day, and you’ll probably see a few children climbing trees. Others will be sorting pine needles, clambering around on a jumble of boulders and digging in the mud. Come winter, the action switches to making snow angels and playing with shovels. When it rains, you might see them mucking around for worms or splashing in puddles.

But one thing is constant: The kids won’t be sitting around indoors — and they’ll be thrilled about it.

Thanks to Patterson’s (Comm’05) efforts, many more Colorado kids might soon have access to this kind of school day.

Worldmind, which holds preschool in Denver’s City Park and adjacent sites year-round, is an outdoor, nature-based school where the kids only head inside to their space at Denver Museum of Nature & Science for bathroom breaks and naps.

Though such “forest schools,” or waldkindergartens, are commonplace in European countries like Germany and Sweden, they’re only beginning to catch on in the U.S.

Worldmind certainly stands out as a unique preschool option now, but Patterson hopes other programs will follow her lead and move the classroom outdoors.

“I like to think of it as using Mother Nature as a co-teacher,” Patterson said.

The Right Fit

Though Patterson never studied the outdoors, she spent much of her childhood in Grand Junction immersed in nature or hiking and backpacking across Colorado. So when she was looking for a university that fit her wilderness-loving personality, CU made sense.

“The second I stepped on campus, it felt like the right fit,” she said.

Patterson majored in communications, but couldn’t shake an interest in education. After graduation, she opted to continue with the teacher licensing program at CU’s School of Education.

She spent the next year earning her teaching license in elementary education. Next came a stint teaching English in Jordan with the Peace Corps, followed by a return to the U.S. as a charter school instructor in Commerce City, Colorado.

Then, her career took her north — way north — to teach second grade and coach basketball and cross-country in the tiny Native Alaskan village of Stebbins. Patterson thrived in the ultra-remote town on the Bering Sea, where the only way in and out was by plane.

“In Alaska, everything centered around the school,” Patterson said. “It brought back that community piece [for me].”

“I fell in love with the idea of learning outdoors, having students take risks and learn from Mother Nature.”

Next, she moved to Colorado and completed an online master’s thesis on the forest education model at Lesley University in Boston. Patterson’s research, combined with her teaching experiences, inspired the Worldmind model.

“I fell in love with the idea of learning outdoors, having students take risks and learn from Mother Nature,” she said.

While there are different versions of forest schools built around teaching children outside, she gravitated toward those that also teach kids ecological lessons while being in nature daily. In Colorado, she couldn’t find such a program in the Denver area for her son, Aiden.

She drew from her graduate school research to launch Worldmind as a nonprofit program in 2015. At first, children attended with their caregivers.

“I really didn’t know what to expect when I started it,” Patterson said. “I just knew that I wanted to connect kids with nature.”

Outdoor Benefits

Patterson found a burgeoning body of research that suggests outdoor preschools improve mental and physical health, reduce symptoms of attention deficit hyperactivity disorder (ADHD) and lead to better problem-solving skills and risk assessment.

When she started Worldmind, she was blown away by how enthusiastically kids and their caregivers responded to nature-based learning. She became determined to offer it to a wider population.

“After seeing all the benefits students can gain, I really wanted to make it accessible to more families,” Patterson said.

She had work to do.

Just a few years ago, there were no state child care licenses available in the U.S. for outdoor preschools. (Colorado has several such preschools, but none were officially licensed.) Worldmind hadn’t needed one because each child had a caregiver present, but that model wasn’t feasible for working parents. Another challenge — outdoor preschools can be expensive due to low student-teacher ratios needed to ensure safety. And, without state licensing options, parents couldn’t use state-based financial aid to pay their child’s tuition.

She decided to expand her program to make outdoor preschool an option for more families by attaining a state license.

"I think it’s exciting that this sort of program can gain legitimacy in the U.S., and great for Colorado to be a leader in that way.”

In 2018, she approached Colorado’s Office of Early Childhood about creating an official license for outdoor programs like hers. The state agreed to a pilot program, which kicked off in 2018. Over the course of the program, Patterson had a lot to prove — she had to convince regulators that outdoor preschools were safe for kids. She documented every animal encounter (off-leash dogs and geese) and run-ins with strangers (two minor incidents in three years) and conducted hourly weather and attendance checks.

She did have to bend on a few things — no outdoor naptime or learning to build fires — but was granted permission to keep kids outside down to 13°F with windchill and to let them climb trees.

In summer 2021, Patterson’s pilot licensing program was formally approved and Worldmind earned its permanent license — the state’s first outdoor preschool to do so.

The move makes Colorado only the second state to license an outdoor preschool, after Washington, and opens the door for other programs to earn similar bona fides.

“Outdoor preschool really aligns with so many of the values of our own teacher programs,” said Kathy Schultz, dean of CU Boulder’s School of Education. “Children are allowed to pursue their own questions and curiosities. It’s very immersive, which is what we look for in education, too. I think it’s exciting that this sort of program can gain legitimacy in the U.S., and great for Colorado to be a leader in that way.”

Since obtaining the pilot license, Patterson has expanded Worldmind’s offerings to include half- and full-day preschool programs, and in fall 2020, Patterson added an elementary school program up to fifth grade. This year, she added sixth grade.

Social-Emotional Skills

Patterson’s unique approach to early childhood education quickly earned Worldmind dedicated fans — as of fall 2021, the preschool had 40 students and a 40-deep waiting list.

In addition to the outdoor components, Patterson places special emphasis on social-emotional learning to help kids develop confidence, solve problems and interact with each other. A daily lesson for a preschooler could include playing games that teach boundary-setting or sorting horse chestnuts, whereas older children may build a model of their own community.

“I’ve found that, if you put those social-emotional skills first and build a community where kids feel safe, the academic learning naturally happens,” she said.

Stacy Grissom first sent her son, Oliver, to Worldmind’s preschool as a three-year-old; he’s now in first grade there.

“He absolutely thrives,” she said. “At four years old, he and his friends could solve conflicts without adult interaction. It was phenomenal to watch.”

Grissom said she’d send Oliver to Worldmind through high school if that becomes an option.

“I appreciate how much Worldmind really looks at each individual kid,” she said. “They let the kids be themselves and appreciate them for who they are.”

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Photos courtesy Megan Patterson

Worldmind in Denver is Colorado’s first licensed outdoor preschool.

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Are Our Kids Tech Obsessed?

Anonymous — Thu, 18 Mar 2021 06:00:00 +0000

Are Our Kids Tech Obsessed? Anonymous (not verified) Thu, 03/18/2021 - 00:00

Lisa Marshall

CU research finds technology use in children and teens may not be as dire as many assume.

“Put your phone away!” “No more video games!” “Ten more minutes of YouTube, and you’re done!”

Kids growing up in the mobile internet era have heard it all, often uttered by well-meaning parents fearing too much screen time could spur lasting problems.

But a series of studies by CU Boulder sociology professor Stefanie Mollborn suggests such fears may be overblown.

“What the data suggests is that the majority of American teens are not becoming irrevocably addicted to technology,” said Mollborn.

For her multi-year project, Mollborn analyzed national surveys, interviewed kids and young adults and followed 20 families over the years as their technology use changed.

Since 1997, she found, digital technology use has risen 32% among 2-to5-year-olds and 23% among 6-to-11-year-olds. Even before the pandemic, adolescents spent 33 hours per week using it outside of school.

Such trends have led to what Mollborn describes as a “moral panic” much like that which arose with the birth of comic books, radio and TV.

“We see that everyone is drawn to it, we get scared and we assume it is going to ruin today’s youth,” she said.

But as it turns out, teens have, in many ways, just swapped one form of tech for another — streaming YouTube instead of watching TV or texting instead of talking on the phone. Compared to 2002, teens spent only about 40 minutes more per week in technology-focused activities in 2016.

And in most cases, the research found, tech use does not crowd out sleep or exercise.

Surprisingly, things like setting time limits or prohibiting kids from watching shows during mealtimes appear to have no effect on how much those kids use technology as adults.

“What we do as parents matters less than most of us believe it will,” Mollborn said.

All this is not to say that no one ever gets addicted, or that parents shouldn’t talk to their kids about tech’s pros and cons.

But amid a pandemic, when even playdates have to happen on screens, her work suggests parents may have one less thing to worry about.

CU research finds technology use in children and teens may not be as dire as many assume. Kids growing up in the mobile internet era have heard it all, often uttered by well-meaning parents fearing too much screen time could spur lasting problems. But a series of studies by CU Boulder sociology professor Stefanie Mollborn suggests such fears may be overblown.

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Pluter and the Spectacular Spaceship

Anonymous — Tue, 09 Mar 2021 19:51:11 +0000

Pluter and the Spectacular Spaceship Anonymous (not verified) Tue, 03/09/2021 - 12:51

By Susan Fricke (Mktg'08)

(Independently Published, 49 pages; 2021)

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Pluter, named after Pluto the Greek god of money, wants to buy a spectacular spaceship. But with not enough money to buy one, he enlists his friend Tatin to teach him how compound interest can not only help him buy his spectacular spaceship -- but also build a new friend along the way. Every coin counts.

A children's book about compound interest.

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Sweeping Changes

Anonymous — Mon, 01 Jun 2020 14:04:00 +0000

Sweeping Changes Anonymous (not verified) Mon, 06/01/2020 - 08:04

Greg Forbes Siegman

After moving up the ranks from custodian to principal, Michael Atkins has his sights set on an even broader goal– transforming the education system.

From time to time, while Michael Atkins (MEdu’15) cleaned the floors of a classroom or hallway at Smiley Middle School in Denver’s Park Hill neighborhood, he overheard students stumbling over a word or two in a story. More often than not, he set down his dust mop and read with them.

Eighteen years later, as the head of Stedman Elementary School, he now shapes the education of an entire student body in the same district.

Atkins’ unlikely path from custodian to principal was not an easy one. In 2001, determined to work in Denver’s public school system but unable to land a role in the classroom, he accepted the custodial job at Smiley.

Adversity is guaranteed. Perseverance is a choice. Go be great!”

In the years that followed, Atkins gradually advanced through the system — eventually earning his shot to be a teacher and then moving into administrative roles such as assistant principal. Until finally, in fall 2019, Atkins became principal at Stedman. Atkins does not regret the long road he traveled to reach his current position. He believes each stop on the way helped prepare him for the next while also enhancing his ability to be effective as a principal who oversees nearly 60 employees and 350 students.

“Ultimately, all of the different hats I wore within the district were critical to my professional growth and current lens as a leader,” he said.

So much so, Atkins believes anyone who wishes to lead a school ought to spend time working in a non-academic role such as custodian or clerk instead of limiting themselves to administrative positions while they work their way up the professional ladder.

“I am a true believer of the phrase ‘walk a mile in someone else’s shoes,’” he said. “It helps you to develop sympathy and understanding for the daily grind and nuances of that particular position. It also allows you to navigate from experiences instead of assumptions.”

Atkins, who earned a master’s degree in educational equity and cultural diversity education in CU Boulder's School of Education between receiving a bachelor’s degree in behavioral science and elementary education from Metropolitan State University of Denver and an additional master’s degree in K-12 administration from University of Denver, credits his own education as another significant factor that shaped his approach as a school administrator.

“My time as a student has deeply impacted the way I carry out my daily responsibilities,” he said. “My work is technical, and my course work [at universities] supported my adaptive growth and mindset.” While it might be natural to view Atkins’ promotion to the principal’s office as the culminating moment in his story, the 39-year-old father of three insists he is just getting started.

Beyond leading Stedman Elementary School, he wants to spark fundamental changes in how “diversity is done” throughout the educational system.

“I think it is essential to build intercultural capacity within my educators and celebrate our differences while understanding we all react to cultural differences,” he said. “Knowing those reactions will allow us to foster authentic relationships and meet all students and community members exactly where they are.”

Atkins’ interest in this issue stems from his own experiences as a student growing up in Northeast Denver, when he was bused to school outside of his community as part of an effort to desegregate the schools.

“I distinctly remember my middle school teachers referring to us as the ‘bus kids,’” he said. “There was nothing in place to support the adults in adaptive change — professional development designed to shift mindsets while providing opportunities for intercultural development.” The application of Atkins’ philosophy has already led to tangible changes in the day-to-day experience of Stedman’s students.

“Our classrooms, for example, are distinctly different from a traditional one. Our classroom libraries are made up of culturally responsive books. We think it is important students can see themselves within the curriculum,” he said. “We also want classroom configurations to meet cultural orientations. It is critical that students are comfortable in their classrooms, and it feels similar to home. For example, there are designated areas within the classroom for students to bring pictures of their families.”

Drawing from his past, Atkins has tried to foster a different kind of environment for the employees at Stedman as well. One of his first priorities as principal was to ensure his custodial staff — and all other school staff who work outside of the classroom — are treated as full-fledged contributors to the students’ learning experience. They participate in all schoolwide professional development activities and are recognized at assemblies for the relationships they foster in the building.

“Custodians are a vital part of the education of our children. They interact with them during times when children develop their social intelligence and emotional competencies,” Atkins said. “They must have the capacity to build authentic relationships while modeling the school’s values.”

Stedman’s facility manager, Brandon Mercadel, oversees the school’s custodial staff and building maintenance. He appreciates the new principal’s efforts.

“Mr. Mike understands from personal experience that someone in my position can contribute a lot to the students’ lives,” Mercadel said. “If I have a thought or idea, I know he will listen. And he treats everyone here that way. It is a community-based environment. Everybody has a voice.”

Of course, Atkins’ central focus remains the students. His concern for them extends far beyond the responsibilities associated with his job. Stedman Elementary School happens to be located in Park Hill — the same neighborhood where Atkins was raised as a child.

“I see myself in my students, and I can relate to their experience inside and outside of school,” he said. “In a sense, in an earlier generation, my friends and I were those kids. Several of the students are the children of people I grew up with. So, long before I was their principal, I cared about these kids and their future.”

He also takes great pride in knowing his journey has motivated many young people to believe in the same core values that have guided him.

Said Atkins: “My students see me as their principal with a story of perseverance. Many of my students recite a quote of mine — ‘Adversity is guaranteed. Perseverance is a choice. Go be great!’”

Photos by Glenn Asakawa

After moving up the ranks from custodian to principal, Michael Atkins has his sights set on an even broader goal– transforming the education system.

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The Cryptid Keeper

Anonymous — Mon, 11 Nov 2019 18:09:29 +0000

The Cryptid Keeper Anonymous (not verified) Mon, 11/11/2019 - 11:09

by Lija Fisher (Thtr'97)
(Farrar, Straus and Giroux, 320 pages; 2019)

Buy the Book

Life has gotten complicated for thirteen-year-old Clivo Wren. After taking up his deceased father’s mission to find the extraordinary creature whose blood grants everlasting life, Clivo is spending his summer not at camp or hanging out with his friends, but jetting all over the world tracking cryptids—while keeping his aunt Pearl in the dark about his dangerous adventures. At the same time, a shocking development unveils the truth about Clivo’s enemies, and the cryptids themselves are posing trouble at every turn. With the help of his crew of Myth Blasters, Clivo is going to need all of the tools, gadgets, and training he has to prevent the immortal cryptid from falling into the wrong hands—and to keep Aunt Pearl off the case.

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Stop the Violence

Anonymous — Thu, 01 Mar 2018 21:09:00 +0000

Stop the Violence Anonymous (not verified) Thu, 03/01/2018 - 14:09

Christie Sounart

Beverly Kingston (PhDSoc’05) directs CU Boulder’s Center for the Study and Prevention of Violence (CSPV). Here she discusses preventive measures for children and mass shootings, and what needs to be done for the violence to end.

Do you define violence the way the rest of us do?

I use the Centers for Disease Control and Prevention’s definition of violence, which says youth violence occurs when young people between the ages of 10 and 24 intentionally use physical force or power to threaten or harm others. At our center, we don’t only focus on violence. We also look at anything that gets in the way of positive, healthy youth development.

What attributes do violent people tend to share?

We talk about risk and protection factors, similar to risk factors for cancer or heart disease. The more risk factors you have, such as a teenager engaging with delinquent peers or weak prosocial ties, and the fewer protective factors you have, such as supportive parents, the higher the likelihood of problems and violent behaviors.

America seems especially violent. Why?

We’re not systematically addressing the underlying root causes of violence. We need to put resources into supporting the healthy development of our kids, our schools and our communities.

What can we do about mass shootings?

I use the tip of the iceberg analogy. At the tip are the shootings — what make the news. We were called quite a bit after Las Vegas, and what we say is, ‘You’ve got to look underneath.’ We know 20 to 25 percent of middle school students report being bullied in the past 30 days. Eighteen percent of our high school kids have seriously considered suicide in the past year. In middle school, it’s about the same. Twenty-three percent of high school students reported being in a physical fight in the past year at school.

There’s a lot of hurting kids, and a lot of lower levels of violence going on. Mass shootings are going to keep happening if we don’t take a comprehensive public health approach to addressing youth violence and these sufferings of our children. The good news is we know a lot about what works to prevent violence. If we were able to put into place what works, we could reduce violence by 30 percent.

Your work focuses on violence prevention in young people. Why’s that?

The best violence prevention begins early and continues through childhood and adolescence — we’ve tested effective programs to prevent violence throughout the life course. We also have intervention programs for those youth already engaged in violent behaviors that can substantially reduce the likelihood of serious violence and offer enormous cost savings to society.

What do you make of the way we talk about violence in the U.S.?

We’ve talked about violence in a limited way over time. If we were actually to put in place the key aspects of what makes nurturing environments, we’d be taking action to reduce violence. We also need to have public conversations about how racial disparities have affected the social determinants of health and how those factors have impacted violence.

When confronted with violence, how should a person react?

What we’ve known since Columbine and these mass shootings is a lot of people have information about the shooter. They saw red flags and warning signs, but didn’t know what to do with them. In Colorado, we have Safe2Tell, an anonymous bystander reporting system answered by the Colorado State Patrol. They follow up on every report. Many incidents in our state have been prevented by taking that positive action.

Given your subject of study, how do you avoid feeling sad, overwhelmed or scared?

I can get discouraged because these shootings keep happening and we keep repeating the same information over and over again with little sustained change. But I get really excited and hopeful because we do know so much about how to prevent violence. After the Newtown shooting, I was new to my job and I reviewed the 2001 Surgeon General’s Report on Youth Violence to prepare for talking to the media. I was shocked to see that in the intro of the report, it said we have everything we need to know right now to prevent violence. I wonder what it is going to take to act on what we have.

I have a friend who works with victims. Her three-year-old son was killed in the ’90s in a drive-by shooting in Northeast Park Hill. She said one of the things she started asking herself afterward was, ‘What were the kids who shot my son not getting, and how can we give it to them?’ That drives me.

Condensed and edited.

Photo by Glenn Asakawa

Beverly Kingston directs CU Boulder’s Center for the Study and Prevention of Violence (CSPV).

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Children

CU Wizards Bring Magic to the Science Classroom

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InsideU Helps Kids & Caregivers Build Emotional Literacy

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Should Your Child Take Melatonin?

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Megan Patterson’s Outdoor Preschool Blends Nature and Education

The Right Fit

Outdoor Benefits

Social-Emotional Skills

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Are Our Kids Tech Obsessed?

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Pluter and the Spectacular Spaceship

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Sweeping Changes

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The Cryptid Keeper

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Stop the Violence

Do you define violence the way the rest of us do?

What attributes do violent people tend to share?

America seems especially violent. Why?

What can we do about mass shootings?

Your work focuses on violence prevention in young people. Why’s that?

What do you make of the way we talk about violence in the U.S.?

When confronted with violence, how should a person react?

Given your subject of study, how do you avoid feeling sad, overwhelmed or scared?

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