Scott Brody Founder of Everwood Day Camp Director of Camps Kenwood & Evergreen Vice President of the American Camp Association

Transcription

1 Scott Brody Founder of Everwood Day Camp Director of Camps Kenwood & Evergreen Vice President of the American Camp Association

2 Our History Recreation Youth Development Summer? Learning

3 What Keeps Parents Up At Night?

4 What Keeps Parents Up At Night?

5 What Keeps Parents Up At Night?

6 What Keeps Parents Up At Night?

7 What Does The Research Tell Us? In any culture, the development of self-control is crucial. This ability provides the basis for mental flexibility, social skills and discipline. It predicts success in education, career and marriage.

8 What Does The Research Tell Us?

9 What Does The Research Tell Us? In this experiment from the 1970s known as The Marshmallow Test 4-year-olds were given the choice of having a marshmallow immediately, or having two marshmallows in 15 minutes. Only 20 percent could wait the full 15 minutes, even for double the reward. The ability to delay gratification measured by those toddlers who could or could not keep their hands off the sweets correlated strongly with their standardized test performances later in life.

10 What Does The Research Tell Us? The difference between a 4-year-old who can wait 30 seconds for a marshmallow, and one who can wait 15 minutes was 210 points on the SAT.

11 What Does The Research Tell Us? Indeed, childhood self-control is twice as important as intelligence in predicting academic achievement. willpower_predicts_academic_success_seligman

12 What Does The Research Tell Us? Conversely, poor selfcontrol in elementary school increases the risk of adult financial difficulties, criminal behavior, and drug dependence. Moffitt_child_selfcontrol_adult_outcomes.pdf

13 What Does The Research Tell Us? Self control is powerfully shaped by children themselves. The key is to harness the child s own drives for play, social interaction and other rewards. stress_memory_wolf

14 What Does The Research Tell Us? Effective approaches for building self-control combine fun with progressively increasing challenges. Diamond_Science pdf

15 What Does The Research Tell Us? When children develop self-control through their own pursuit of happiness, no parental hovering is required. Play allows children to practice skills that are useful in adult life. Diamond_Science pdf

16 What Does The Research Tell Us? The connection between selfcontrol and social skills seems to be a two-way street. Helping children to identify their emotions and think through possible consequences before reacting improves selfcontrol, in the classroom and at home.

17 What Does The Research Tell Us? According to an analysis of 213 studies involving more than 270,000 students from kindergarten through high school, programs to enhance social and emotional development accelerate school achievement as much as interventions targeted at academic subjects. social_skills_interventions_meta_schellinger.pdf

18 What Does The Research Tell Us? Aerobic exercise, which increases prefrontal cortex activity, is a way to build cognitive flexibility. Though parents often worry that physical education takes time away from the classroom, an analysis of multiple studies instead found strong evidence that physical activity improved academic performance. exercise_academics_meta_singh.pdf

19 WHERE WE VE BEEN RECENTLY CAMP AS YOUTH DEVELOPMENT

20 Youth Development Research Moving Beyond Anecdotes: Youth Development Outcomes of the Camp Experience Directions--Enhance the Quality of the Camp Experience Between 2001 and 2004 the American Camp Association conducted research with over 5000 families from 80 ACA-Accredited camps to determine the outcomes of the camp experience as expressed by parents and children.

21 Research About Camp: Developmental Supports and Opportunities of Youths' Experiences at Camp Inspirations Enhance the Quality of the Camp Experience In the American Camp Association conducted research with over 7600 campers (aged 10-18) from just over 80 ACA-Accredited camps to determine the degree to which developmental supports and opportunities were reported/received by those campers.

22 Research About Camp: Parents, camp staff, and children reported significant growth in: Self-esteem, Peer relationships, Independence, Adventure and exploration, Leadership, Environmental awareness, Friendship skills, Values, Decision-Making, Social comfort, Spirituality

23 Youth Development The results of this research demonstrate that: Camps, more than schools and most afterschool and community-based experiences, provide positive developmental environments for youth, especially in providing supportive relationships with adults and peers, and in skill building.

24 What We Do: Environmental Stewardship Equipping young people with the attitudes, knowledge and skills they need to be stewards of the environment today and green leaders of tomorrow.

25 What We Do: Leadership Helping children learn to overcome obstacles and to believe in their own prospects for success.

26 What We Do: Health and Wellness Promoting physical activity, reducing childhood obesity, and encouraging healthy lifestyles.

27 What We Do: Academic Enrichment Reducing summer learning loss and preparing children for learning; engaging them experientially, and encouraging them to think critically.

28 What We Do: Workforce Development Helping young people set goals, learn responsibility, develop interpersonal skills, and develop an entrepreneurial spirit.

29 Where Do We Stand? What value do can the Camp experience add in this changing world? What questions keep parents up at night? Will our children be able to thrive and succeed as they become adults? Can I help prepare them?

30 Making the Case: We know what we do has developmental value for youth. We know that we help in the education of the whole child. We believe that our work has never been more relevant. How can we communicate this to parents in a way that they will care about and hear?

31 21 st Century Skills:

32 21 st Century Skills: P21 Members:

33 21 st Century Skills:

34 21 st Century Skills: Basic Skills The 3Rs (reading, writing, mathematics, history, and others) Applied Skills The 4Cs (critical thinking and problem solving, communication, collaboration and creativity)

35 21 st Century Skills: Partnership for 21 st Century Skills

36 21 st Century Skills: New Context Global Competition: Global Cooperation: Information Growth: More Jobs & Careers: Growing Service Economy: Skills Required Global Awareness Self-Direction Global Awareness Collaboration Critical Thinking Problem Solving Critical Thinking & Problem Solving Innovation & Improvement Flexibility & Adaptability Communication Skills Life and Career Awareness Skills

37 21 st Century Skills: 20 th Century Education Model

38 21 st Century Skills: 21 st Century Skills Framework

39 21 st Century Skills Framework: Information, Media & Technology Skills Information Literacy Media Literacy ICT (Information, Communications & Technology) Literacy

40 21 st Century Skills Framework: Learning & Innovation Skills Critical Thinking & Problem Solving Creativity & Innovation Communication & Collaboration

41 21 st Century Skills Framework: Life & Career Skills Flexibility & Adaptability Initiative & Self-Direction Social & Cross-Cultural Skills Productivity & Accountability Leadership & Responsibility

42 21 st Century Skills: Partnership for 21 st Century Skills

43 21 st Century Skills: What Employers Are Saying: Source: Are They Really Ready to Work: Employers Perspectives on the Basic Knowledge & Applied Skills of New Entrants to the 21 st Century Workforce Partnership for 21 st Century Skills

44 21 st Century Skills: What Employers Are Saying: Source: Are They Really Ready to Work: Employers Perspectives on the Basic Knowledge & Applied Skills of New Entrants to the 21 st Century Workforce Partnership for 21 st Century Skills

45 What Businesses Are Saying:

46 What Businesses Are Saying:

47 What Businesses Are Saying:

48 What Businesses Are Saying: Four Year College Grads

49 What Businesses Are Saying: Deficiencies in Leadership Source: Are They Really Ready to Work: Employers Perspectives on the Basic Knowledge & Applied Skills of New Entrants to the 21 st Century Workforce Partnership for 21 st Century Skills

50 What Businesses Are Saying: Skills Expected to Become More Important

51 21 st Century Skills: Singapore

52 21 st Century Skills: Singapore

53 21 st Century Skills: Singapore

54 21 st Century Skills: Singapore

55 Conclusion: How can Camps be understood for the ways in which we help prepare youth for the new global economy?

56 Conclusion: Are our campers critical thinkers and problem solvers? Are our campers self-directed? Are our campers globally aware? Are our campers good collaborators?

57 Conclusion: Are our campers flexible and adaptable? Are our campers effective communicators? Are our campers innovative?

58 Conclusion: Can we be even more intentional about strengthening these outcomes and measuring results? Can we use these messages to reach new markets?

59 A Call to Action for Camps: Decision-Makers, including Parents, are demanding Outcomes! How Intentional Is Your Camp? How Strong Are Your Outcomes? Are You Measuring Your Outcomes? If you are simply selling recreation or program, how can you compete? Can We Afford To Be Complacent?

60 Our History: A sharpening focus Recreation Youth Development Summer Learning 21 st Century Skill Development

61 KEY QUESTIONS: 20 MILLION CAMPERS BY 2020: What can we do to achieve strong outcomes and to demonstrate our efficacy as 21 st Century Educators? Is this a strong enough strategic opportunity that it merits significant consideration and focus?