The dates for the week of closure in August are TENTATIVE and will be finalized after JCPS confirms the first day of school for the 2024-25 year. The ELC Family Handbook is a detailed overview about the facility, its programs, application information and much more. Hours of operation are 7:30 AM - 5:30 PM, close at 5 PM on 3rd Thursdays. The ELC is located at the corner of 5th and Bloom Streets, (behind or just north of Betty Johnson Hall on UofL's Belknap Campus). The facility is accredited by the National Association for the Education of Young Children (NAEYC) and offers full day curriculum for children aged six weeks to prekindergarten. We serve all families and children regardless of race, color, national origin, sex, disability, or age. Instead of devoting time to explaining how a game works, let kids explore and carve out time for reflection and sharing instead.The Early Learning Campus (ELC) is part of the Gladys and Lewis 'Sonny' Bass Louisville Scholar House Campus and is an exemplary early child development center for children of UofL faculty, staff and students, and residents of the Louisville Scholar House.

Cutting out computer time isn’t just cutting back on screen time but could also limit social interaction. Recognize that these games provide children with a chance to build social connections and that during the pandemic, online games have been a major social support.Games provide a valuable opportunity to reinforce social emotional learning in addition to academic competencies. Emphasize skills like persistence or working through frustration.A great starter question is “what have you figured out?” Talk to kids about what they’re playing on their computers.To better support game-based learning, educators and caregivers can: Adults can also add structure and depth to games by providing opportunities for reflection and conversation. Instead, the challenge may not just be to find a high-quality game, but to find ways to support kids in making meaningful connections between their play and the world around them. Many adults have a tendency to truncate or limit game time, but it’s important to understand that fun and learning can often be one and the same. Helping players make connections with real systems and authentic problems - for example, focusing on conceptual math, rather than drilling addition facts.Providing feedback to a player so they can form their own understanding of the game’s systems.Spending time on playing and figuring things out for themselves, rather than instruction or explanation.Instead, games that put authentic learning first focus on deeper concepts, exploration and experimentation, and developing a sense of accomplishment by building skills and applying them to real-world contexts by: But these features are often separate from the learning experience, serving to “trick” kids into learning. Importantly, games with structures that promote these features avoid the trend of “gamification” - a superficial way of spicing up a learning task with extraneous elements like points, badges, and leaderboards. Provide “hard fun” - an appropriate level of challenge that is engaging and satisfying.Spark curiosity, making players ask more questions and wonder how things work.Give players agency or choice in the way they play or their goals in the game.While not an exhaustive list, Rosenheck notes that good games will: Parents and educators need to be able to navigate a tremendous amount of content and options when selecting games that will engage children in authentic learning. With this in mind, Rosenheck and a team of other researchers at the Education Arcade Lab developed a series of design principles that inform the development of what they term “ resonant games” - games that are open ended, exploratory, allow learners to make connections to bigger systems and concepts, and promote deeper learning overall. “Humans like to learn, and we like to get better at things.” But, she observes, many games used in classrooms or that are deemed “educational” tend to focus on content and procedural skills, and don’t necessarily encourage learning that sparks intrinsic motivation and genuine engagement.

“What’s really motivating about a good learning game is the learning,” says Louisa Rosenheck, researcher at MIT’s Education Arcade Lab and a an adjunct lecturer at HGSE. Why are some games more “fun” than others? Parents and educators alike may wonder why a child can spend hours playing Minecraft but can’t engage with an app that runs through multiplication facts with the same focus.

Edu kids room