Category: Latest Blogs

4-minute read


Cynthia B. Kaye
Early Education Advocate | CEO, Alive Studios

There is an important conversation happening right now about children and technology.

Parents are asking questions. Educators are asking questions. Schools are reconsidering how much technology belongs in a child’s day.

And as a mother, grandmother, and someone who has spent years developing learning experiences for young children, I believe those questions are not only reasonable. They are necessary.

I recently read the American Psychological Association’s Expert Report on Children’s and Adolescents’ Learning With Educational Technology, and much of it deeply resonated with me.

One of the APA’s most important messages is simple:

Engagement is not the same as learning.

A child can be clicking, watching, responding, and appearing completely engaged with a digital experience without necessarily learning something they can retain and use later.

The report encourages us to look beyond whether children are simply engaged with technology and consider what they actually understand, retain, and can apply.

What happens after the screen?

To me, that leads to a much better question:

What can the child do after the technology is off?

For years, my own philosophy has been very simple:

Child First.

Not technology for technology’s sake.

Not engagement designed simply to hold attention.

Not the newest feature just because it is new.

The child first.

We believe in engagement deeply. But the goal is meaningful engagement that opens the child to learning, connection, curiosity, and participation.

It should never replace the things children need most: caring adults, conversation, movement, imagination, books, hands-on exploration, relationships, and play.

Instead, when technology is used, I believe it should help open the door to those experiences.

Another important point in the APA report is that we should consider what technology may be replacing in a child’s day.

That distinction matters.

Purpose Matters

A few purposeful minutes of technology that spark a child to talk with a teacher, manipulate objects, practice a new sound, count real objects, move around the room, or continue learning away from the screen are very different from passive consumption.

The number of minutes alone does not tell us the whole story.

Purpose matters. Design matters. What happens next matters.

The APA also emphasizes the importance of adult involvement in educational technology. For young children especially, I believe that is critical.

The Teacher Still Matters

I don’t want technology taking the teacher out of the learning experience.

I want technology giving the teacher another way to reach a child.

There is a big difference.

The Questions We Should Be Asking

So, as parents, educators, and school leaders evaluate educational technology, I believe we should be asking questions like these:

What is the learning goal?

Is the experience developmentally appropriate?

Is there evidence that children actually learn from it?

Does learning continue beyond the screen?

Does it encourage conversation, movement, hands-on exploration, or interaction with others?

Is the teacher or parent still an important part of the experience?

Does it respect and protect the child?

What is this technology replacing in the child’s day?

Those questions tell us much more than simply asking whether something is digital or whether children enjoy using it.

The APA report also cautions against overly stimulating design and features created primarily to capture attention. That is an important distinction for everyone involved in educational technology.

Design For Learning, Not Just For Attention

We should not be designing technology to keep children on technology.

We should be designing technology to help children learn.

Sometimes the greatest evidence that educational technology has done its job is what happens when the screen is no longer the center of attention.

A child sounds out the letter they just learned.

They find something in the classroom that begins with that sound.

They count real objects.

They explain an idea to a friend.

They ask their teacher another question.

They take what they experienced and carry it into the real world.

Technology opens the experience. Children take the learning further.

As someone who leads an educational technology company, I believe our industry should welcome this scrutiny rather than resist it.

Parents should ask questions.

Teachers should ask questions.

Schools should ask for evidence.

And those of us creating educational technology should be prepared to explain not simply why children enjoy our products, but how those products contribute to meaningful learning.

I understand the growing concern about technology and young children.

I share many of those concerns.

I don’t believe the answer is simply more technology.

And I don’t believe every technology experience deserves a place in a young child’s day.

I believe we need to look carefully at each tool and ask whether it truly benefits the child.

Purposeful technology. Thoughtfully chosen. Used in the right moments. With caring adults involved and the child at the center.

Because childhood is precious.

Technology should add to it, not take away from it.

Child first. Always.

Cynthia Kaye
Founder & CEO, Alive Studios

I’d love to hear your thoughts on this article!

 

3-minute read


Cynthia B. Kaye
Early Education Advocate | CEO, Alive Studios

A Response to “Kindergartners’ Math and Reading Scores Can Predict Their 3rd Grade Performance”

Recently, I read an article titled Kindergartners’ Math and Reading Scores Can Predict Their 3rd Grade Performance by Sarah Schwartz of EducationWeek, and it stopped me in my tracks.

The article shared some sobering data: children who start kindergarten behind in reading and math often continue to struggle through 3rd grade. For some students, the window to catch up starts closing far too early.

As an early education advocate, I believe this is a call to engage children earlier, especially our 3-, 4-, and 5-year-olds. These early years are not just preparation for school. They are the foundation for confidence, curiosity, and future success.

As someone who has spent years focused on early learning, I know how important those first school experiences are. But I also know something else: young children are capable of incredible growth when learning feels joyful, meaningful, and engaging.

I think about my own children and how excited they got when they experienced the magic of Disney World. Their eyes lit up. They were fully engaged. They were curious, excited, and ready to explore.

And I found myself asking: Why can’t learning feel magical like that?

Why can’t we equip teachers with tools and resources that make children excited to enter the classroom?

Why can’t instructional time feel like an adventure, where children learn foundational reading and math skills through joyful, memorable experiences?

This is the kind of learning environment I believe our youngest scholars deserve.

Imagine a classroom where augmented reality zoo animals come to life right in front of children. These animals become their learning friends. They guide children on a journey through letters, sounds, numbers, and problem-solving.

Children are not just watching or listening. They are participating, moving, laughing, wondering, and learning.

This kind of engagement matters.

When children feel excited about learning, their confidence grows. They begin to see themselves as capable readers, thinkers, and problem-solvers. They walk into kindergarten and 1st grade with stronger foundations and with the belief that learning is something they can love.

The data in this article is a reminder that early intervention is critical. But it is also a call to action.

We cannot wait until children are struggling in 3rd grade to respond. We must begin earlier. We must support teachers with innovative tools that make instruction effective, joyful, and unforgettable.

Reading this article encouraged me even more to continue creating, innovating, and advocating for the resources teachers need to engage young learners.

Because our little scholars need wonder.

They need confidence.

They need learning experiences that help build the foundations for a successful future.

And yes, it is good to have a little magic, too.

Thank you to Sarah Schwartz and Education Week for spotlighting this important data and reminding us why the early years matter so much.

I’d love to hear your thoughts on this article!

 

4-minute read


Cynthia B. Kaye
Early Education Advocate | CEO, Alive Studios

 

The latest news is hard to ignore.

Across the country, we are not just talking about learning loss anymore. We are talking about a learning recession.

Reading scores are not where they need to be. Too many children are moving through the early grades without the foundational literacy skills they need. And by the time students reach upper elementary, middle school, or high school, the gaps become harder and more expensive to close.

This should concern all of us.

But it should also push us to ask better questions.

A recent opinion piece by Shawn Datchuk raised an important point: even when schools adopt new reading textbooks and states move toward evidence-based reading laws, children’s reading scores are not automatically rising.

That should make all of us pause.

Maybe the next question is not only: Are we using the right materials?

But also: Are we implementing instruction in a way young children can actually engage with, remember, and apply?

For years, many education conversations have centered around:

What curriculum should we buy?

What program should we implement?

What intervention should we add?

Those questions still matter.

But I believe the conversation is evolving into something deeper:

What actually gets young children engaged enough to learn?

Because the reality is this:
Children do not learn deeply from what simply passes in front of them.

They learn from what captures their attention, sparks their curiosity, activates emotion, and creates meaningful experiences they remember.

And in early childhood especially, engagement is not separate from learning.

It is part of how learning happens.

Across the country, states are investing heavily in Science of Reading initiatives, literacy coaching, dyslexia screening, high-quality materials, and evidence-based instruction.

That work matters.

We absolutely need explicit, systematic, research-based reading instruction.

But the Science of Reading gives us the instructional foundation.

Implementation determines whether that instruction reaches the child.

And for young learners, implementation has to include attention, emotion, movement, language, participation, and meaningful experience.

That is why I believe we need to ask:
• How do we implement the Science of Reading in a way that truly reaches our youngest learners?
• How do we make instruction clear, structured, and evidence-based — but also memorable?
• How do we make sure state-approved lists and literacy initiatives leave room for proven supplemental solutions that help teachers engage children and improve outcomes?

Because sometimes the question is not only, “Are we using the right list?”

The question is, “Are we giving educators access to every proven tool that can help children learn?”
Especially in Pre-K and Kindergarten, we cannot separate instruction from attention, emotion, movement, language, and participation.

Young children are not passive learners.

They learn through interaction.

Through conversation.

Through wonder.

Through multisensory experiences.

Through moments that make them want to lean in and participate.

That idea has stayed with me for years.

I had the opportunity to study under Dr. Judy Willis, a neurologist and educator, and one of the biggest takeaways I carried with me was this:

“Young children learn differently when they are emotionally connected to the experience. When curiosity and wonder are activated, attention increases. And when attention increases, the opportunity for learning and memory grows.”

This is especially important right now.

If we are serious about raising literacy outcomes, we have to support teachers with instruction children can actually remember.

Instruction that children experience.

Instruction that activates curiosity.

Instruction that strengthens neural pathways by engaging multiple senses.

Instruction that helps children connect emotionally to language, letters, sounds, stories, and discovery.

The future of early literacy cannot only be about delivering information more efficiently.

It must also be about creating learning experiences children remember.

In this learning crisis, we need both.

Evidence-based instruction AND learning experiences children never forget.

Teachers can feel the difference when children are fully engaged. When they light up. When they participate. When they move, respond, laugh, wonder, and connect with learning.

Those are not distractions from instruction.

Those moments are often the doorway into deeper learning.

At the same time, educators are overwhelmed.

They are navigating increased expectations, staffing challenges, rising student needs, and constant initiatives. The best early learning tools today should not add more burden to classrooms.

They should create more connections. More participation. More joy. More opportunities for children to experience success.

That’s why I believe the future of early education belongs to approaches that successfully combine:
research-based instruction, brain science, meaningful engagement, and emotionally memorable learning experiences.

We should not have to choose between rigorous instruction and engaging learning experiences.

Young children deserve both.

Because in the end, young children may not remember every lesson we teach… but they will remember how learning made them feel. And those feelings can shape confidence, curiosity, and a lifelong relationship with learning itself.

I’d love to hear your thoughts on this article!

 

6-minute read


Cynthia B. Kaye
Early Education Advocate | EdTech Innovator | CEO, Alive Studios

 

I’ve been thinking a lot about screen time lately, especially after recording a session for teachers working with our youngest learners — PreK through 2nd grade.

The more I read, the more I believe we are at an important turning point in early education.

Across the country, parents, educators, district leaders, and policymakers are asking hard questions about how much screen time is too much for young children. And honestly, they should be.

In April 2026, Los Angeles Unified School District approved a resolution to limit student screen time across the district. The resolution calls for a districtwide screen-time policy, a review of classroom technology contracts, limits on student-led use of YouTube and other streaming platforms, and developmentally appropriate guidance for different grade levels.

That matters.

When one of the largest school systems in the country says it is time to rethink screen use, education leaders everywhere should pay attention.

But this conversation should not be about being “for technology” or “against technology.”
It should be about being for children.

The Real Question Is Not Screen Time. It Is Screen Quality.

For years, we have talked about screen time as if all screen experiences are the same.

They are not.

A child passively watching short videos is not having the same experience as a child using a teacher-guided literacy activity.

A child clicking through random content is not having the same experience as a child creating a story, hearing letter sounds, practicing phonemic awareness, or using assistive technology to access learning.

A screen can be a tool. But it can also become a substitute for play, conversation, movement, handwriting, books, imagination, and human connection.

That is where we have to be honest.

Common Sense Media’s 2025 census found that children ages 8 and under spend about 2.5 hours a day with screen media. It also found that 40% of children have their own tablet by age 2, and children’s media habits are shifting toward more digital use, including gaming, short-form video, and emerging AI tools.

That should make all of us pause.

Not panic.

Pause.

Because early childhood is not just preparation for school. It is the foundation for language, attention, emotional regulation, motor development, problem-solving, creativity, and relationships.

Those things cannot be downloaded.

They are developed through interaction.

This Is Not Just My Opinion

The framework I use for thinking about screen time is not based on personal preference. It is grounded in guidance from respected early childhood and pediatric experts.

The American Academy of Pediatrics has moved away from a one-size-fits-all screen-time number for every child and instead emphasizes a more thoughtful approach to media use, including content, context, co-viewing, communication, and whether media is crowding out sleep, physical activity, family connection, and learning.

The NAEYC/Fred Rogers Center joint position statement also gives us an important foundation. It says technology and interactive media can support effective learning and development when used intentionally by early childhood educators, within developmentally appropriate practice, and in support of learning goals for individual children.

That is the balance.

Not all screen time is harmful.
Not all screen time is helpful.

The difference is in the purpose, the design, the adult guidance, and what the screen is replacing.

A Framework for Good Screen Time vs. Bad Screen Time

When we talk about screen time for young children, the better question is not only how much. The better question is: what kind?

This is the conversation we need to have.

Not just, “Should children be using screens?” But:

• What is the screen asking the child to do?
• Is the child consuming or creating?
• Is the child isolated or interacting?
• Is the teacher guiding the experience, or has the device taken over?
• And most importantly: what is this screen replacing?

Why This Matters Even More in the AI Era

Now we have another layer entering the conversation: artificial intelligence.

AI is already showing up in classrooms, educational apps, literacy tools, assessment platforms, family communication systems, and teacher planning tools.

So the question is not whether AI will touch early education. It already has.

The question is whether we will use it wisely.

And the same questions we ask about screen time and technology should apply here as well:
• Is this improving the learning experience for the child?
• Or is it simply adding more screen time without meaningful value?

For PreK through 2nd grade, I believe AI should support the adults around the child. It can help teachers plan lessons, differentiate instruction, organize observations, support family communication, and find new ways to meet individual student needs.

What Education Leaders Should Be Asking

For principals, district leaders, policymakers, and workforce leaders, this moment calls for thoughtful decision-making.

Before approving a new digital tool for young children, we should ask:
• Does this strengthen the teacher-child relationship?
• Does this support early literacy, language, creativity, or access?
• Does this protect student privacy?
• Does this reduce teacher workload in a meaningful way?
• Does this require more screen time for children, or does it help adults teach better?
• Does this replace a hands-on learning experience children still need?
• Does this tool build human capacity, or does it outsource human responsibility?

Those are the questions that matter.

The Future Workforce Still Begins With Childhood

I often think about this from the perspective of my grandchildren and the world they will grow up in.

Like it or not, they are growing up in an AI-driven economy. We want them, and all children, to be digitally literate. We want them to be future-ready.

But future-ready does not mean screen-saturated.

The future workforce will need people who can think critically, communicate clearly, collaborate, regulate emotions, solve problems, adapt, create, and lead.

Those skills begin in early childhood.

They begin when a child listens to a story, explains their thinking, builds something and tries again, learns to share, asks questions, imagines, and persists.

Technology can support that.

But it cannot replace it.

We Need Balance, Not Extremes

I understand the screen-time backlash. In many ways, it is a necessary correction.

But we have to be careful not to throw out meaningful digital learning with harmful screen habits.

• There is a difference between a child being parked in front of random videos and a teacher using a short, intentional digital tool to support phonics.
• There is a difference between passive consumption and active learning.
• There is a difference between technology that distracts and technology that gives access.
• There is a difference between replacing childhood and strengthening instruction.

That is the conversation we need to have now.

Not more technology for the sake of technology.

Not no technology out of fear.

But the right technology, at the right time, for the right reason, guided by the right adults.

Because good technology should strengthen childhood.

It should not replace it.

And when we get that balance right, we are not just protecting young children today.

This isn’t just an investment in a child’s education, it’s an investment in the future strength of our workforce and the very communities these children will one day lead.

I’d love to hear your thoughts on this article!

 

6-minute read


Cynthia B. Kaye
Early Education Advocate | EdTech Innovator | CEO, Alive Studios

“What you do in your child’s first five years of life… profoundly influences how he or she will behave as an adult.” That compelling statement, articulated by developmental molecular biologist Dr. John Medina, is no longer just a nice idea, it is a proven fact backed by decades of hard numbers. The evidence comes from one of the most extraordinary social experiments ever conducted: the HighScope Perry Preschool Study, which patiently followed more than 100 low-income, at-risk preschoolers for over four decades. For businesses and education leaders alike, the findings offer the unshakeable data we need, showing the profound and lasting impact of giving every child the foundation they need for a successful life.

The Unshakeable Proof: A 40-Year Look at the Perry Preschool Project

Back in 1962, a visionary group led by psychologist David Weikart in Ypsilanti, Michigan, started the HighScope Perry Preschool Project. They asked a simple, yet profound question: “Does participation by underserved children in a high-quality early education program actually improve their long-term outcomes?”

They followed 123 children over four decades. The findings are no longer a theory; they are irrefutable proof that when we invest early, we unlock a lifetime of potential for a child, securing a stronger future for all of us.

The Dual Return: Dignity and Dollars

The HighScope study confirms that an investment made in a three- or four-year-old yields life-long results that pay immense dividends for everyone. This success isn’t just about early academics; it’s about developing the non-cognitive skills like perseverance, self-control, and motivation that drive success decades later.

The longitudinal study tracked participants through age 40 and found that those who experienced the high-quality preschool program were dramatically better off.

They were:

   • More likely to graduate from high school (65% vs. 45% for the control group).

   • More likely to maintain employment and have higher earnings.

   • More likely to own a home and a car, reflecting true economic stability.

   • Less likely to commit crimes and be involved in the criminal justice system.

   • Less likely to experience teenage pregnancy, a massive factor in reducing intergenerational poverty.

Now, let’s look closer at the human and economic outcomes that translate into a massive ROI for society:

Educational Attainment & Unlocking Potential
The ultimate goal is to equip every child with the tools they need to pursue their dreams. Program participants were substantially more likely to graduate from high school and required significantly fewer special education services. This is about building confidence and capability from day one.

Economic Stability & Self-Reliance
By giving children a strong start, we give them the path to a stable, contributing adult life. Participants were more likely to be employed (76% vs. 62% at age 40) and reported higher lifetime earnings, increasing their personal wealth by an estimated $156,490 more per person. This translates into dignity, homeownership, and true economic self-reliance.

Crime Prevention & Community Safety
The most powerful illustration of societal impact is the staggering reduction in crime. By investing in guidance and structure early, participants were far less likely to commit crimes, leading to enormous cost reductions in the criminal justice system. The study calculates that a massive $171,473 in crime savings alone was generated for society per participant.

When you add up the benefits, higher tax revenue, education savings, and crime reduction the study indicates an astounding $12.90 return for every $1 invested in the program.

The Heckman Curve: The Power of Timing (and WHY We Must Act Early)

While the HighScope Perry Preschool Study provided undeniable proof of staggering long-term benefits, it was Nobel laureate Dr. James Heckman who provided the profound economic framework in the Heckman Equation, which explains why these early investments yield such extraordinary, multigenerational returns. His meticulous analysis of the Perry data and other human development research led to the creation of the Heckman Curve.

This powerful concept fundamentally reshaped our understanding of human capital development, revealing the critical window for impact.

This curve shows that the rate of return on investment is highest at the earliest ages (birth to five) and steadily declines as children get older. Why? Because skills beget skills. Investing early builds the cognitive and socio-emotional foundation (the “hard wiring”) that makes future learning in school, in college, and on the job easier, cheaper, and more effective.

This proves that an investment in high-quality early learning is not just one investment; it is a catalyst for every subsequent positive investment made in a child’s life.

A Legacy That Lifts Generations

Dr. Heckman’s research also confirmed the profound truth of intergenerational success. The stability and positive outcomes achieved by the original Perry participants resulted in them creating more supportive and enriching home environments for their own children. This powerful second-generation effect means that by lifting up one child through early education, we set the trajectory for an entire family, successfully breaking the cycle of generational disadvantage.

As leaders, we must stop viewing early learning as an expense or a separate charitable effort. It is a strategic and critical investment in human capital. The Perry Preschool Project, reinforced by Dr. Heckman’s essential economic analysis, stands as a powerful testament to the fact that when we prioritize and invest in providing high-quality early education for all children, we are ensuring the success, dignity, and future prosperity of our entire community.

Points to Ponder

Consider the impact you could have: What conversations can you initiate? What partnerships can you find within your local school system or business community to make this foundational investment a reality?

You can start with something as simple as sharing this article.

We’d love to hear your comments or questions below:

5-minute read


Cynthia B. Kaye
Early Education Advocate | EdTech Innovator | CEO, Alive Studios

In the high-stakes world of education, few questions resonate as profoundly as: “How do we truly engage our youngest learners?” While the answer can seem elusive, neuroscience offers a powerful roadmap. By understanding how the brain naturally thrives, we can design early educational experiences that aren’t just fun, but are deeply impactful, laying robust foundations for lifelong literacy and numeracy.

When students are completely engaged, their minds are open for learning—that’s brain science. The role of the amygdala is like a gate, and creating the right environment and experiences is what opens that gate, allowing the mind to learn.

Leading experts in brain science, such as developmental molecular biologist Dr. John Medina and neurologist-turned-educator Dr. Judy Willis, consistently point to a few core principles. These aren’t just theories; they are the brain’s “secret sauce” for optimal engagement, fostering environments where learning isn’t just possible, but inevitable.

1. Emotional Safety: The Foundation of All Learning
Perhaps the most critical, yet often overlooked, ingredient in the engagement sauce is emotional safety. The human brain, particularly in its earliest stages, prioritizes survival above all else. If a child feels stressed, anxious, or threatened, their brain’s alarm system—the amygdala—takes over, shunting resources away from the prefrontal cortex, the hub of higher-order thinking, memory, and learning.

Dr. Judy Willis frequently emphasizes this in her work: “Learning will always be compromised when students feel threatened or stressed because the brain’s priority is survival.”

This means that before any academic content can be effectively absorbed, children need to feel secure, valued, and understood. A warm, predictable, and supportive classroom environment is not a luxury; it’s a neurological prerequisite for genuine engagement. When children feel safe, their brains are open to novelty, curiosity, and the vulnerability required for true learning.

2. Novelty and Curiosity: The Brain’s Natural Drive
The young brain is a relentless explorer, constantly seeking new information to make sense of its world. Novelty acts as a powerful stimulant, grabbing attention and initiating the learning process. Dr. John Medina highlights this innate drive in Brain Rules for Baby, discussing how children are scientists at heart: “Children are natural scientists, driven by curiosity to experiment and explore.”

Speaking of novelty, meet Randy Rooster, an engaging “3D augmented reality” friend making the letter ‘R’ unforgettable! When learning is this much fun, children aren’t just memorizing; they’re connecting with content in a way that truly sticks.

When educators introduce concepts through varied approaches—a different sensory experience, a new game, an unexpected story, a hands-on experiment, or —they tap into this natural curiosity. This isn’t about constant overstimulation, but about strategic moments of surprise and fresh perspectives that capture and sustain attention. Novelty helps release dopamine, a neurotransmitter associated with pleasure and motivation, further solidifying the learning experience.

3. Active Participation & Experiential Learning: Wiring the Brain Through Doing
Passive reception of information is rarely effective for deep, lasting learning, especially in early childhood. The brain learns by doing, by interacting with its environment, and by constructing its own understanding. This principle is central to many brain-based learning advocates.

Dr. Willis champions active learning strategies that engage multiple senses: “The brain learns by linking new information to prior knowledge and through active engagement. When students are physically and emotionally involved, learning is more robust.”

This translates into hands-on activities, collaborative play, movement, and opportunities for children to explore, manipulate, and experiment. For example, rather than just telling a child about shapes, allow them to build, cut out, or draw shapes, which can wire their brains to understand geometric concepts more completely. Similarly, for literacy, engaging children in dramatic play builds essential neural pathways. Some ideas for this are: storytelling, interacting with letters, words, and sentences in a fun way, or having children “write” their own short stories.

4. Intentional Language and “Serve and Return”: Building Robust Neural Pathways
While not explicitly named as a “secret sauce” principle in isolation, the quality and quantity of language interaction is a cornerstone of early brain development, directly impacting literacy. Dr. John Medina emphasizes the profound impact of parent-child “serve and return” interactions—the back-and-forth dance of communication—on a child’s brain architecture: “The number and variety of words a parent speaks to a child directly impacts the child’s IQ and vocabulary.”

This concept extends seamlessly into the early education environment. Educators who engage children in rich conversations, ask open-ended questions, describe observations, and read aloud with expressiveness are actively building the neural pathways for language acquisition, vocabulary development, and comprehension—all crucial precursors to strong literacy. This intentional use of language helps bridge the gap between spoken words and their eventual written form.

Conclusion
A Recipe for Success: Investing in early education, guided by these neuroscientific principles, is not just a noble cause; it is a strategic imperative for improving literacy and numeracy scores for all children. By creating emotionally safe environments, fueling curiosity with novelty, facilitating active, hands-on participation, and immersing children in rich language, we provide the brain with precisely what it needs to flourish. The “secret sauce” for engagement isn’t a complex, expensive formula; it’s a commitment to understanding and respecting how the young brain is wired to learn, ensuring that every child has the strongest possible start.

Call to Action
I invite you to take these brain-based principles back to your classroom. As you work with your students each day, observe and see for yourself: When are they most engaged? Which activities spark the most curiosity? By seeing these principles in action, you can continue to create the kind of learning environment that helps every child thrive.

We’d love to hear your comments or questions below:

3-minute read


Cynthia B. Kaye
Early Education Advocate | EdTech Innovator | CEO, Alive Studios

As a parent and a grandparent, I often think about the skills our children will need to succeed in a world defined by AI and constant technological change. A strong foundation is what they’ll need to build their lives on—a foundation rooted in solid literacy, numeracy, and a set of critical human skills.

What skills will they need to master to interact and be successful with AI and with other people? While we can’t predict the future, we can prepare our children by equipping them with a foundational set of timeless, human-centric competencies. These skills are not just technical, but deeply social, emotional, and cognitive. Let’s call them the “7 C’s of Future Readiness”:

Curiosity
A deep desire to learn and explore, which fuels lifelong learning and innovation.

Critical Thinking
The ability to analyze information, question assumptions, and form reasoned judgments.

Creativity
The capacity to generate new ideas and solutions, a uniquely human trait that AI cannot replicate.

Collaboration
The skill of working effectively with others to achieve a common goal, an essential part of any team.

Communication
The ability to articulate ideas clearly and listen actively, both with people and with technology.

Character
The capacity to understand and share the feelings of others while making ethical decisions, a moral compass for a world of advanced technology.

Cognitive Control
The ability to manage attention, emotions, and thoughts to achieve goals and navigate challenges. This is the foundation of emotional intelligence and resilience.

These competencies are not just buzzwords; they are the bedrock upon which our children will build a future where they are not just users of technology, but its thoughtful creators, collaborators, and masters.

Why Start So Early?
Think of a child’s learning like building a house. You don’t want to find yourself in the fourth grade, frantically trying to fix a crumbling foundation that should have been built years earlier. We all know that a house with a weak foundation will never be truly sound. The same is true for a child’s learning.

We frequently hear about the skills gap, the need for workforce development, and the challenges facing our colleges and trades. Yet, the conversation often begins too late. The truth is, the foundation for tomorrow’s successful college student, skilled tradesperson, and innovative employee is laid long before kindergarten. It begins in the earliest years of life.

This perspective is also shared by my colleague, Dr. John Green of JPG Consulting, Dr. Green adds to this conversation by highlighting that: “Early learning from birth to five plays a crucial role in nurturing natural intelligences of emotion and imagination, which leads to the development of what Cynthia terms as the ‘7 C’s for future readiness.’ This period lays the foundation for children to trust their instincts, express feelings, and dream creatively. By supporting these core aspects of development, we empower children to adapt, form healthy relationships, and approach challenges with innovative thinking throughout their lives.”

For too long, early childhood education has been viewed primarily as a social service or a benefit for families. While it is certainly both, this perspective misses its most profound economic truth: investing in early learning is the most strategic workforce development initiative our nation can undertake. It is imperative that we ensure our youngest learners build strong foundations in literacy, numeracy, and these 7 C’s from the start. It is not just a moral imperative; it’s a strategic workforce development priority that prepares our children for a life of purpose and success in a world we can only begin to imagine.

Call to Action
I encourage educational leaders, business executives, and policymakers to initiate conversations and forge partnerships that will strategically invest in early learning initiatives. Let’s build a robust talent pipeline by empowering our youngest learners with literacy, numeracy, and the vital 7 C’s.

We’d love to hear your comments or questions below:

4-minute read


Cynthia B. Kaye
Early Education Advocate | EdTech Innovator | CEO, Alive Studios

As an educator, I know you face immense pressure to improve literacy scores and manage behavior. It’s a national crisis that weighs on all of us. I felt this deeply when I was trying to teach my own children to read, and I discovered that the traditional tools simply weren’t enough. That experience led me on a journey to find a better way, and what I discovered is that the solution isn’t just about trying harder, but about trying differently.

From Personal Struggle to Unexpected Discovery
My journey began with a personal struggle. My husband and I adopted two boys from an orphanage in Latvia. I had an optimistic view of our future, but teaching them to read was an enormous challenge. As an elementary education graduate, I tried everything—public and private schools, interactive whiteboards, and the latest phonics software. But the resources were passive and not engaging enough, and we often ended up in tears, not breakthroughs.

It was during this time that a young support technician at my old company introduced me to something that would change my life: augmented reality (AR). He slid a piece of paper with a black square under a document camera, and the Eiffel Tower appeared in 3D. In that moment, I had a wild idea. What if we could use this technology to make learning come alive for kids? What if a giraffe could pop out of a card to teach the letter “G”? This idea became my “why,” and it led to the creation of Alive Studios.

Beyond the Gimmick: The Power of Augmented Reality
Augmented reality isn’t like virtual reality (VR), which requires a headset and closes you off from the world. AR integrates digital content into a real-world environment. It takes something not-real, like a 3D animal, and brings it into your classroom right in front of your students. But does it actually work?

When a professor from the University of West Georgia approached me to conduct an independent study on my new program, Letters alive®, I agreed. The condition was that they would publish the results, whether positive or negative. I was prepared to close up shop if it didn’t work. The results, however, were astonishing. The study revealed:

• 48% increase in letter naming and a 112% increase in letter sound knowledge compared to non-users
• All students in the study experienced learning gains
• Improved student behavior and increased attention spans

These weren’t isolated findings. Subsequent studies from various institutions have shown that AR develops peer relationships, fosters collaborative problem-solving, and keeps children from passively “staring and pecking” at a screen. Instead, they are actively engaged and facilitating the learning process together.

The Brain Science of Joyful Learning
Dr. Judy Willis, a renowned neuroscientist, has reinforced the power of AR. Dr. Willis teaches that the more modalities we use to teach, the more neurological pathways we create in the brain, leading to better memory and recall. AR engages multiple senses at once:

• Visual: Seeing a 3D animal appear in their space
• Auditory: Hearing the letter sound or a story
• Kinesthetic: Physically holding the card and interacting with the scene
• Emotional: The element of surprise and delight when an animal comes to life triggers a positive response that strengthens memory

This is all tied to the amygdala, the “gatekeeper” of our brain’s learning centers. When students are bored, stressed, or disengaged, the amygdala closes the gate, blocking learning. But when they feel safe, joyful, and connected, that gate opens wide. AR creates this state of joyful engagement, leading to increased confidence, better focus, and a willingness to participate.

Many of us use scripted Science of Reading (SOR) lessons with movement, which is highly beneficial. However, what if we could add an additional layer of engagement to that instruction? This AR technology is designed to do just that—to totally pull children into the learning experience and open the gate to their minds. It’s not a replacement for proven methods, but an enhancement that makes them more powerful.

My boys did become good readers, and I am incredibly proud of that. While their journey was filled with challenges, their ability to connect with learning through Letters alive was a profound victory. Their struggles and eventual breakthrough were my motivation.

If it wasn’t for their challenges, I wouldn’t have had the drive to develop this new approach. Their personal story is the reason Alive Studios exists. It taught me that genuine success isn’t always easy or perfect; sometimes it’s the quiet victory of a child finally making a connection. That is the mission that continues to inspire us every day.

We’d love to hear your comments or questions below:

4-minute read


Cynthia B. Kaye
Early Education Advocate | EdTech Innovator | CEO, Alive Studios

Like many parents and grandparents, I’m always thinking about the best ways for our children to interact with technology. It’s becoming a bigger part of our lives every day, and with 90% of a child’s brain developing by age five, figuring out how to use it appropriately is incredibly important. We all want joyful learning experiences in our classrooms, and we want to use the best tools to make that happen.

Working alongside countless educators and researchers in this field, I’ve come to believe something profound: not all screen time is created equal. While passive, isolated screen time can be a distraction, the right kind of technology can be a powerful catalyst for connection, collaboration, and learning.

Redefining Screen Time: From Passive Consumption to Active Collaboration
This is where we must distinguish between two very different types of screen time. The NAEYC/Fred Rogers Center position statement on technology and interactive media confirms a critical truth: the effectiveness of technology depends on how it is used.

The “Me” Screen (Limited Use)
This is the passive, individual screen time that educators and parents are rightly concerned about. It can lead to isolation and is best used sparingly and with a specific purpose.

The “We” Screen (The Classroom Catalyst)
This is the model that prioritizes human connection. In this model, technology is used to facilitate group experiences and is led by the teacher.

This approach creates a teacher-as-guide model, which the NAEYC/Fred Rogers Center supports, as it allows educators to build stronger relationships with their students because they are navigating and experiencing the content together, asking questions, and discussing what they see.

The Brain Science of Engagement
The key to understanding technology’s role lies in brain science. As neurologist Dr. Judy Willis explains, a child’s brain is highly sensitive to stress and boredom. When students are disengaged, their brains can trigger a stress response that blocks effective learning and memory.

However, the brain also seeks pleasure and novelty. The right kind of interactive technology can trigger a dopamine release—the brain’s feel-good chemical—by creating a shared experience that involves prediction, choice, and positive social interaction. This is the foundation of joyful learning.

The right kind of technology prompts movement and discussion. For example, children might move their bodies to act out a story from a large screen or discuss a character’s emotions with their peers. This active participation keeps their brains engaged and minimizes the opportunity for disruptive behavior. It also encourages collaborative problem-solving. When a well-designed program is used, students can work together to solve a problem on screen or share ideas with their classmates, strengthening both social-emotional and cognitive skills.

The NAEYC document states that effective uses of technology are active, hands-on, engaging, and empowering. By making technology integrated and intentional, the learning activity becomes the focus, not the device itself. This seamless approach supports the social and cultural contexts of children, reinforcing the idea that technology should always foster community and shared experiences.

The Result: Engaged Students, Happy Teachers
When technology is used to spark curiosity, movement, and dialogue, it creates a joyful classroom climate. It also offers a powerful, research-backed solution to one of the biggest challenges in education: student behavior. When children are actively engaged in learning, there is less misbehavior, which directly reduces teacher stress and burnout.

The right technology is not a distraction; it’s an engagement engine that turns potential behavioral problems into learning opportunities. It helps educators build not just stronger students, but stronger relationships with those students, creating a better experience for everyone.

I’d love to hear your comments or questions below:

3-minute read


Cynthia B. Kaye
Early Education Advocate | EdTech Innovator | CEO, Alive Studios

I’ve spent years developing educational technology, but the biggest lesson I’ve learned isn’t about software or apps. It’s about people—specifically, the incredible potential of our youngest minds. Our most critical investment isn’t in technology, but in the brains of our youngest citizens.

Our country’s future hinges on the foundation we build for our children, and that foundation is laid in the first five years of life. This isn’t just a feel-good statement; it’s a matter of proven brain science.

The Brain’s Astonishing Growth Spurt: Birth to Age 5
From the moment of birth, a child’s brain is an incredible, active construction site. By age three, a child’s brain has reached nearly 90% of its adult size. During this period, synapses—the connections between neurons—are forming at a rate of over one million per second. This rapid-fire development is a “use it or lose it” process, meaning that the experiences a child has will directly shape the architecture of their brain.

This is the period of “synaptic pruning,” where the brain strengthens the pathways that are used frequently and eliminates those that aren’t. Positive, stimulating, and nurturing interactions—like talking, reading, and playing—literally build a stronger, more resilient brain. Conversely, a lack of such stimulation can have a lasting negative impact. The early years are a unique window of opportunity that we cannot afford to miss.

From Brain Science to National Success
So what does this mean for us as a society? It means that investing in high-quality early education isn’t a luxury; it’s a strategic necessity. By providing children with rich learning environments during this critical period, we are:

Lifting Literacy and Academic Scores
Early exposure to language, books, and interactive learning tools, directly strengthens the neural pathways for reading and comprehension, setting the stage for lifelong academic success.

Fostering Social and Emotional Intelligence
A quality early education program teaches children how to interact with peers, share, problem-solve, and manage their emotions. These skills are essential for success in school and beyond.

Building a Stronger Workforce and Economy
Numerous studies have shown that for every dollar invested in early education, we see significant returns in the form of reduced crime rates, lower health costs, and a more productive and skilled workforce.

Promoting Equity
Quality early education helps to close the achievement gap before it even has a chance to widen. It gives every child, regardless of their background, a fair shot at a successful future.

A Call to Action
We have the knowledge and the technology to make a difference. The conversation about our country’s future must begin with our youngest learners. It’s time to move past the rhetoric and make a unified, national commitment to investing in early education—not just as a moral obligation, but as the smartest economic and social decision we can make.

This isn’t just a national issue; it’s a personal one. My commitment extends to the local level right here in my community. Organizations like Building Babies Brains in Gwinnett County are doing incredible work, and I’m proud to be part of this effort. It’s a powerful reminder that supporting local groups can make a direct impact on our communities.

And on a national level, we have a responsibility to act. Congressional leaders are making key decisions for FY2026, and programs like Head Start and IDEA early childhood services are at stake. It’s time to add our voices to this conversation. You can join me and NAEYC and its partners in telling Congress to protect these critical investments.

Take Action Today: Tell Congress to invest in our kids’ future.

Let’s work together to build the strongest possible foundation for every child’s brilliant mind.


We’d love to hear your comments or questions below:

2-minute read
Includes FREE Downloadable Resources



Gretchen Doll
Educational Consultant / Early Ed Teacher

Counting the Days!
The end of the 2024-25 school year is in sight and you can count the number of days left on one hand. You have worked so hard to make sure your students met their goals and benchmarks set by others.


Summer Learning Loss! Make it STOP!
How do you keep your Pre-K and Kindergarten students from losing the proverbial months of learning over the summer break and get them ready for the next school year? During the pandemic, teachers, parents and districts saw monumental loss when students were receiving instruction virtually. Early learners do not have any room for learning loss over this and subsequent summers and you, as their teacher, don’t have time to create something that will keep their recent learning in the forefront. It is easy to tell parents to read to their children, talk to them about math at the grocery store, in the kitchen, in the car, counting socks to put in pairs, and the list goes on. Parents have really good intentions, but as a parent I know life takes over and often good intentions slide.


No-Prep, No-Print – Simply Download and Send!
Using my experience in early education, special education, and instructional technology, I compiled calendar ideas in an easy, no-prep summer calendar with activities that are simple to facilitate by parents and are engaging for kids.

A parent letter, instructions, and links are provided for easy activities parents can do with their children over the summer. Just download the one that fits your needs, and send it out to your parents. There is no printing, gathering supplies, or explanation. It is all done for you and ready to send!

Take a breath! You are almost there!

FREE Downloadable (pdf) Resources
Get Ready for Kindergarten – Calendar
Get Ready for First Grade – Calendar
Summer Calendar – Parent Letter

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Need more ideas for a learning-filled summer? Message us!

7-minute read




Cynthia B. Kaye
Early Education Innovator, EdTech Pioneer, CEO – Alive Studios Zoo

The latest NAEP results (Nation’s Report Card) bring alarming but unsurprising news – reading scores have dropped again. Fourth-grade literacy proficiency is continuing to decline, reinforcing a growing crisis in early literacy.

As an educator, you see this firsthand. Students enter your classroom with a wide range of abilities, some struggling to recognize letters or connect sounds to words. You work tirelessly to meet their needs, but traditional methods alone aren’t enough to fully engage today’s learners. So, how can we turn this around?

What’s Holding Students Back?
Early literacy is the greatest predictor of future academic success. When children don’t develop strong foundational reading skills in their earliest years, they fall behind – not just in reading, but across all subjects.

Despite best efforts, many students still struggle with:
???? Limited engagement – Worksheets and rote memorization don’t spark curiosity.
???? Difficulty retaining phonics and word recognition – Some learners need multi-sensory experiences to make connections.
???? Short attention spans – Keeping young students focused is harder than ever.

The challenge isn’t what we’re teaching – it’s how we’re reaching students. What if we could make reading feel like an adventure instead of a task?

Using Interactive, Play-Based Learning to Boost Literacy
Research consistently shows that active, engaging learning experiences help students grasp and retain literacy skills more effectively. When children see, hear, and interact with content, their brains form stronger connections.

One approach that is gaining traction in early literacy is Augmented Reality (AR) – a tool that brings letters, words, and sounds to life in ways that feel like magic to young learners.

What Does the Research Say?
A recent study in Preschool Education found that Augmented Reality:
✅ Creates an engaging, interactive learning environment
✅ Boosts motivation, attention, and concentration
✅ Improves phonics, word recognition, and memory retention
✅ Helps students grasp literacy concepts more quickly

This isn’t about adding more technology for the sake of it – it’s about using research-backed tools to make early literacy instruction more effective.

Bringing Learning to Life in the Classroom
Imagine this: A child struggling to identify letters and letter sounds suddenly sees the letter “Aa” transform into an 3D animated alligator, which moves, hisses, and interacts. Instead of trying to memorize new information, the child is now actively engaging with phonics in a way that makes connections, and sticks.

Teachers who have introduced interactive, play-based learning – including Augmented Reality tools report:
???? Stronger letter and sound recognition
???? Higher engagement and motivation
???? More focused and excited learners

In another Independent Study, students using AR-enhanced literacy tools saw a 48% improvement in letter naming and a 112% boost in letter sound recognition.

What Can You Do to Help Your Students Right Now?
The literacy crisis is growing, and we can’t afford to wait for change. But there are steps you can take right now to better support your young learners:
???? Incorporate multi-sensory learning – Look for ways to include movement, visuals, and hands-on activities in your literacy instruction.
???? Make phonics instruction interactive – Instead of static worksheets, introduce playful, engaging activities that reinforce letter-sound connections.
???? Explore research-backed tools – Whether it’s Augmented Reality, storytelling, or play-based learning, find tools that make reading fun and meaningful for your students.

Let’s Turn Early Literacy Around – Together
Your role as an educator is more important than ever. You have the power to ignite a love for reading and set students on a path to success.

Want to explore how interactive learning can help your students? Let’s chat! We’d love to share research, classroom ideas, and ways to make early literacy more engaging.

???? Click here to connect and explore even more creative, research-backed ways to support your young learners. ???? ???? ????

This article was generated with the assistance of AI and reviewed by our Zoo Crew to ensure accuracy and relevance.

7-minute read




Mr. Greg Warren
Kindergarten Teacher / Early Ed Influencer / Guest Blogger

We all know how much technology in the classroom can engage and excite our students. I mean, do you all know how much people love Pokemon Go?! Did you know that Pokemon Go uses augmented reality technology? Imagine if you could bring that augmented reality technology into your classroom with a research-based technology tool.

Technology In The Classroom: Augmented Reality With Alive Studios
Eight years ago, I was introduced to Alive Studios, an amazing company. This company created 3D augmented reality tools called Letters alive® and Math alive® to help students improve their reading and math skills. After seeing the technology at a conference, I had to have it.

So, basically, augmented reality is 3D without glasses. Letters alive brings letters and sounds to life in amazing 3D using animals. For each letter, an animal comes to life, and you learn uppercase and lowercase letters, sounds, and letter formation. You can then use the animal to build interactive sentences!

Letters alive® In The Classroom
Eight years ago I was fortunate enough to bring Letters alive into my classroom. I knew my students would love this technology in the classroom because the tech blew my mind…so I could only imagine a 5-year-old reaction to the software. But the response from my kids was even more than I dreamed of!

We started using the original Letters alive Plus in conjunction with our science of reading-aligned ABC BOOTCAMP curriculum, and the results were astounding. We compared the data from ABC BOOTCAMP without Letters alive and the data after using Letters alive, and we found a 48% increase in letter recognition and a 112% increase in sound fluency. Below is the data from my classroom for over 4 years. Alive Studios also has independent research results showing the effectiveness of the software, and the software is research-based and backed by teachers, literacy experts, and more!

After seeing the amazing results of ABC BOOTCAMP and Letters alive together, we have partnered with Alive Studios to combine the best tools into a new resource called Letters alive 8.0. This combines Letters alive with ABC BOOTCAMP! You get the new Zoo Keeper ABC Boot Camp in an exclusive Zoo Keeper theme that’s only available when purchasing Letters alive!

How Do You Use Augmented Reality In The Classroom?
We use Letters alive in a whole group setting to practice our letters and sounds. We build and read sentences but use them during our center/workstation/time. Yes, I let my students use the technology on their own. After all, it is THEIR technology! In these videos, you see the students using CVC word picture cards (from my What Does The Fox Say CVC word creation) and building the words using Letters alive! As they place the cards, the software says the sound, then the students push the letters together, and the software BUILDS the word on the screen (in 3D) and reads them the word! So they’re practicing blending CVC words. And then they write the words. They can also do word families, blends, and digraphs.

Click Here to Learn More About Letters alive

Technology In The Classroom: Math alive®
With Math alive, students can build number sense, add, subtract, compare numbers, and more! And it all happens in 3D thanks to the augmented reality technology! The exclusive Zoo Keeper 123 Boot Camp is included with Math alive and the results are astounding! Letters alive and Math alive as sold together as Learning alive™. Look at these before and after case study results using Zoo Keeper 123 Boot Camp:

Click Here to Learn More About Math alive

Technology In The Classroom: Rugs alive™
Yes, it’s true. Alive Studios has classroom rugs or carpets that also use augmented reality technology, so the animals in the rug come to life using a free app. Check out this cool tidbit: this rug is THE FIRST one ever made. True story. The first. And now, Alive Studios has completely redesigned the rugs to make them even better.

The new rugs were designed with teacher input to be more kid-friendly (and classroom-friendly). And guess what? I got the FIRST ONE to be put into a classroom! And don’t worry—I still have the original one! The new rug has blue in the middle, and the logo has been replaced with seven animal habitats! One of the best features of the rug is the animals because it makes sitting on the carpet easier. My directions to the class are either “Put your feet on an animal” or “Sit on an animal,” and the kids know immediately where to sit!

The rugs work with a free app and come with Habitat Cards and Animal/Habitat Fact Sheets. You scan the Habitat Card and animal, and the animal appears on your device. Then, you can move the animal and place it anywhere in the classroom!

Click Here to Learn More About Rugs alive

Technology In The Classroom: Journals alive™
Alive Studios also offers My Letters alive Journals and My Math alive Journals. These journals allow students to work independently on letters, sounds, and math skills using the FREE Journals alive app with 3D augmented reality.

Click Here to Learn More About Journals alive

So, that’s how we use Letters alive and augmented reality in our classroom to increase achievement and engagement while working on literacy and math skills! After using this program for 8 years, I can vouch for the effectiveness of these tools and the fun and engagement they bring! This is a MUST HAVE classroom resource approved by Mr. Greg!!!

Video length: 15:36
Includes history of student engagement



Stephanie Dowlearn and Gretchen Doll
Educational Consultants / Early Ed Teachers

Join Stephanie and Gretchen, two former early ed teachers, as they discuss five common challenges facing early education and take a deeper dive into student engagement. In this second episode, Stephanie and Gretchen walk through the history and importance of engagement and they leave you with practical solutions and resources for your classroom.

The 5 Early Education challenges that are being discussed in this VLOG series:

Early Literacy
Student Engagement
Math
Student Well-Being
Special Education
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<Outline and Partial Transcription:>

“Engagement in the Classroom: A Look Back and a Path Forward”

I. Introduction
A. Introduction of the topic of engagement in classrooms
B. Importance of engagement in learning
C. Overview of the history of engagement in American classrooms

II. The Evolution of Engagement in American Classrooms
A. The first speller and its limitations
B. McGuffey’s Reader and its impact
C. The effects of technology on engagement

III. The Challenges of Engagement in Modern Classrooms
A. The impact of technology on classroom engagement
B. Instant gratification and its effects on student engagement
C. The difficulty of engaging students during COVID-19

IV. The Future of Engagement in American Classrooms
A. The importance of social interaction and conversation
B. The role of technology in promoting engagement
C. Strategies for improving engagement in modern classrooms

V. Conclusion
A. Recap of the importance of engagement and its evolution
B. Discussion of the challenges and opportunities for improving engagement
C. Final thoughts and call to action for improving engagement in American classrooms.

Hi, I’m Stephanie, and I’m Gretchen. We’re with Alive Studios.

Today, we’re back to discuss the second challenging problem in classrooms across America, and that is engagement. According to an ED Week research survey, 70% of teachers said their students misbehave more now than before COVID. Engagement is so important because if they’re not engaged, they’re not learning.

One of the things that teachers are concerned about is how to improve engagement in classrooms. And that’s something that has been a question for a long time. But you know, our world has changed, and I think it’s good to look back at where schools started and what they started doing in America in the 1700s.

So, we will show you what engagement has looked like over the past 100 years. Well, since 1734, I believe, was the first one, Noah Webster wrote a speller and published it back in 1734. It was called something like the Grammar Institute of National Something. I don’t remember, but it was long, so if you can imagine being in a classroom, your kids would lose engagement by the time you got to the end of the name of that book, so they called it the Blue Book speller. It taught words, letters, and sounds. The stories were patriotic, and they were about citizenship. That was what kids started with. That was the very first speller in America. Then we got to McGuffey’s Reader, and it was more entertaining. It has lovely pictures and discusses phonics, which were letters, then words. It was a moral book. So the stories were Moral Stories, and that and the blue-backed reader were what American students had in the 1800s to 1900s.

Why is engagement different nowadays? That’s what we want to take a look at.

If you think about it, back in the day, that was what a schoolroom looked like; everybody was in rows, and you had certain textbooks. Then came along technology, and things changed. We have lots of fun things here that probably are like a walk down memory lane for some people who might be watching, and for some people, it might be pure history that you’ve only ever seen in a museum. That is not the case for me. I have been through them all. Oh, the Oregon Trail! Yeah, I remember playing that in elementary school.

There have been so many changes in technology from way back when until now. We have amazing computers, and right in our hands, we have phones that can do pretty much anything. Technology has changed, which has an effect, and that effect is huge. I’ve heard this, and you’ve heard this when we’re at conferences or when we’re at training.

Kids are no longer engaged because they are constantly staring at a screen. Everything is instant gratification, you know when they are watching TV or watching their videos and want their games to do something. They get instant gratification, and so as a teacher, when you’re in front of the classroom, trying to pull things out of them and trying to get them to listen. It has become harder and harder, especially since COVID. I had to do a song and a dance and my songs and my dances weren’t working anymore! We tried everything!

At home, kids have access to technology 24/7 if they want it. Unfortunately, when you go to the classroom, there is also a lot of screen time, and kids are being subjected to enormous amounts of technology at home in the classroom. People are hesitant to want to talk about bringing more technology into the classroom.

Well, and the reason is I think, of course, you hear all over the news that you know kids being on-screen time is not good if it’s all the time, and so parents and teachers don’t want their kids on the screen on screen all the time. They’re losing that social interaction they used to have; if you notice in these pictures and the ones before, they are isolated, and we need to engage children in conversations and social interaction.

How do you do that with technology?

You use it for a good reason and get kids talking again and working together. How do we do that, though? You know education has changed. The challenge of educating kids is already tough. But with all of our technology, things have evolved, and just like technology evolves, education has to constantly evolve to meet the needs of our students. I’ve been looking at different research. I found some interesting things you may already know, but it’s worth repeating.

So, number one, if a child is feeling emotional trauma or emotional stress or they don’t feel safe. For whatever reason, they are uncomfortable, their brain shuts down for learning, and it’s hard to get through that gate. The amygdala is your gatekeeper, and when your instruction is not getting through because the gate is closed, kids are not learning.

The way that we have to engage students these days is to make sure that their needs are met as much as possible in the classroom and let them know. It’s a safe environment. The next thing we can do is make sure that when we’re introducing something, we’re introducing something that is a surprise or really evoking an emotional response. Aha moments that everybody talks about because once your brain intakes that aha moment, it goes to another part of the brain.

That part of the brain, I believe it’s the hippocampus, decides this information is interesting, entertaining, and novel enough for me to keep. Do I want to know more, or am I going to discard it? And we must get past the amygdala and then the hippocampus detector. And that is how you can begin engaging students with that novel surprise, something different and something kids can relate to.

How do we do that? We need to make them feel safe, and most kids would say that their teachers are safe with them. We’re all doing a great job making our kids feel safe and in a welcoming environment for them to learn. We are all doing a really good job of making kids feel safe at school, but sometimes, you can’t do anything about what goes on at home, but when they get to school, that’s the time when they can feel good about themselves and begin to learn. That’s the beautiful part of having that relationship with your students. They can learn and grow under your watch.

Education has to evolve with the times.

We can’t keep sending home McGuffey readers or blue-backed spellers. We’ve got to do something different, and we have to make the technology we’re using purposeful because we don’t want stare and peck. We want something that kids can interact with.

Going back to the brain science part, we’re teaching, and that’s part of brain science, you know, it’s shown that the more connections they have, their hippocampus is going to say. “Oh, yeah, let me keep that information!” So, seeing these kids surprised and excited creates a wave of emotion that imprints and stays in their brains. So they’re hearing it. They’re seeing it. They’re experiencing learning, and we like to say that we make learning come alive.

And that’s what’s going to engage your kids. When you’re using 3D augmented reality from Alive Studios’ resources, it’s very different from virtual reality. In virtual reality, you go into another universe, usually with a headset on that shuts you out of the real world.

To the contrary, 3D augmented reality layers into the real world, making something abstract for kids become something real. They can interact with and think about when they’re young children, and they can interact and do things with our technology, creating that novel experience. That emotion, just being able to see a sentence come to life in front of you to see an animal and understand that animals make sounds, and letters make sounds too. It’s brilliant!

We have independent research that Dr. Tamara Ogletree performed at the University of West Georgia, and you can see the results here. The 90-day study showed a 48% increase in letter naming fluency, and letter sound fluency increased as well. But what was the most exciting was something that wasn’t even studied, right, Gretchen? It was just a side effect. The classroom management problems decreased. Some teachers even reported that students who were having extreme difficulty focusing on tasks and learning were engrossed in what was going on when Letters alive was in action.

So that’s great news! It’s going to help them learn. It’s going to help them grow as a reader, and it’s going to keep them engaged and have fewer problems or opportunities for misbehavior.

The main thing that we want you guys to know is just make it fun in your classrooms. And one of the ways that you can make things fun is with augmented reality and purposeful technology. Look for another chat in a month or two. Regarding math, because that is our next topic we’re going to be discussing.

We’ll see you next time!

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Want to submit an idea for discussion? Message us!

6-minute video
Includes FREE Downloadable Resource



Stephanie Dowlearn and Gretchen Doll
Educational Consultants / Early Ed Teachers

Join Stephanie and Gretchen, two former early ed teachers, as they discuss five common challenges facing early education and introduce an upcoming 5-part VLOG series. In this intro video, Stephanie and Gretchen walk thru how to use the Zoo Crew Alphabet Show which is a FREE early literacy resource with over 6 hours of educational and entertaining content.

And, be sure to watch until the end for free access to our downloadable Interactive Alphabet Chart (pdf), which directs you to the 26 Episodes of the Zoo Crew Alphabet Show.

Topics that are being discussed in our 5 part VLOG.

Student Engagement
Early Literacy
Math
Student Well-Being
Special Education
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Hello! We are Stephanie and Gretchen, Education Consultants from Alive Studios!

Over the past year, we’ve talked to over a thousand teachers at 15 different conferences across the country. We’ve discovered that teachers face similar challenges, such as keeping students engaged and motivated, improving literacy and reading skills, and addressing low math scores.

Additionally, COVID has brought up concerns about student well-being and social-emotional learning. As a company, we have a unique approach that can help with all of these issues. Our company uses 26 lovable zoo animals to teach children letters, sounds, and more, using 3D augmented reality technology. This innovative approach makes a novel, brain-based connection and helps children learn in a fun and engaging way.

We offer resources for teachers with big or small budgets, including a FREE Interactive Alphabet Chart that leads to each of the 26 episodes of our Zoo Crew Alphabet Show. Each episode takes children on a tour through the Alive Studios Zoo in 3D augmented reality to explore a letter, its sound, and one of our lovable zoo animals.

Even if you don’t have our resources, you can still use our show to engage children and teach them about letters and sounds. The show is also available publicly, so children can learn and engage with their families at home. During COVID, we wanted to help teachers, so we created the show as a quick and easy way to give back to early educators.

All of our animals have a social-emotional story, and we have these 26 stories available as a free download here on our website.

We are committed to helping teachers improve their students’ reading and learning skills and want to hear from you about any specific struggles you are facing.

You can email us via our website under Education Consultants, or use the form below, and we’ll be happy to help you. If you’re struggling, chances are other teachers are too, and we want to help!

Follow us at Alive Studios Zoo across all social media platforms. We’ll be back next month to talk more about student engagement. Thanks for listening!

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7-minute read
Includes FREE Downloadable Resources



Gretchen Doll
Educational Consultant / Early Ed Teacher

As educators, we know targeted small groups that provide explicit instruction are a crucial component for young learners. To determine placement and keep groupings fluid according to skill for systematic and explicit instruction that moves students forward, you also need time to assess. There are several good online assessment tools available to teachers such as ESGI, Lexia, and iStation.

However, time to observe students and have conversations to fine tune your understanding of what students know is paramount. But, what do you do with the other twenty-something students that are not with you? Here are a few tips for creating and maintaining accountable, engaging stations that manage behavior and promote time on task.

Make Stations Easy on YOU

Take time in the beginning to make multiple stations. I organized my stations using 5 colors. For every color, I had 4 boxes containing 4 different ways to practice the skills for the week. I divided students into groups and each group was assigned a color each day.

For example, if Lola is assigned the color red on Monday, she can choose from one of the four activities that are in the red tubs or labeled with red.

Keep the color tubs the same for the month, just change the skills for the week. Some tubs are applicable all year and do not need to be changed. (i.e. letter/number stamps, Wiki Stix, Play-doh with letters/shapes cookie cutters, Lego or snap cubes, sand trays, magnetic letters) This cuts down on prep time and teaching students new activities. Below are 5 great resources for stations:

1. Teach, Play, Learn!: How to Create a Purposeful Play-Driven Classroom by Adam Peterson
2. Make, Take, Teach Blog
3. 40 Literacy Center Ideas
4. Kaboom Sticks
5. Alive Studios Zoo Letters alive Journals and Math alive Journals

***Include a science or social studies station to help with meeting the required minutes. I often found it hard to get the minutes met in those areas. This can be done with leveled informational picture books. One example of a station would be sorting and counting animals according to color, habitat, diet, etc. Or let the kids choose their own way to sort and explain their sort. This can be easily organized using the journals from Alive Studios Zoo.

Make Behavior Manageable From the Beginning

Introduce two stations on Monday of each week by modeling how to complete the station and expectations for getting it out, playing and cleaning up. This is the time to introduce and reinforce the social emotional growth skills (SEL) needed to function as little learners in a community.

Time Management: Getting started quickly, focusing on the task at hand, and cleaning up so that the next group is able to have the same experience.

Social Awareness/Relationship Skills: Learning to take turns and use manners when communicating. Learning how to listen to and help others.

Self Awareness: Accepting that making mistakes can lead to success. I always ask kids if I can share their mistakes by saying something like, “Wow! Can I share your mistake because that is one I think others are making but aren’t brave enough to share it. Want to help me teach everyone? I can tell you are pushing your learning.” Sometimes kids say no, and that is fine, too. But eventually everyone would share mistakes in my class.

Self Management: Learning to self control and commit to excellence. Guiding students in finding their gifts and their areas for growth.

Lay down the law and practice, practice, practice! Just like making multiple stations to save your sanity, take the time to practice transitions, cleanup, and expectations. If things are going awry, stop immediately, assess why, and regroup.

Do not introduce new stations until previous ones are running like well oiled machines. I realize that there will be years and groups that will test everyone’s limits, but be consistent and don’t let little things slide those first weeks. Be overly regimented in the beginning, so that you can relax the rules and be flexible while managing the controlled chaos throughout the year.

I am a huge fan of Love and Logic resources for learning to set firm limits and boundaries in a logical, loving way. Centervention offers a subscription to online interactive stories, but they also have 95 Free SEL Activities available. One resource for free SEL short learning videos for kids is Cosmic Kids Zen Den. I used these in the morning right before we started our day, or before certain activities that I knew could become potential roadblocks. Alive Studios Zoo offers 26 Rhyming SEL Stories as a free resource. The stories connect lovable animals to everyday lessons in life.

Make Stations Accountable and Save Yourself Time

I learned several tips along the way to help students be accountable. If you have taught more than one year, you know that what works one year often has to be tweaked or completely reworked the next. Here are a few ways I rotated accountability throughout the years.

Any task that needed to be checked was completed in the station directly before that group came to work with me. Students would bring it with them to our small group, we’d do a quick check, and then they could put it in their mailbox to go home. I could reteach at that moment if multiple students didn’t understand, or save it for one-on-one/small group later.

If students had station journals or folders, I rotated the ones I checked. For example, check group 1 on Mondays, group 2 on Tuesdays, etc. I am sure you also know that a couple of students require daily checks. If you are consistent and go wild with celebration when they complete any task, the need for that can become less. Some years, the struggle to be consistent was very real for me!

Use an iPad to take pictures of creations that are not paper pencil. If your students use a device in the classroom during a station time, they can upload their game, number understanding, etc. by uploading a picture to SeeSaw and talking about it using the language of the discipline. If you do not use SeeSaw or another platform, have the students write their name on a sticky note and include it in the picture they take. Then, check the camera roll on the devices.

If you are using a tub choice system similar to the one mentioned above, make some of the tubs which give you the best picture of student understandings the “must do” tubs.

Do the Work, Be Consistent, Keep It Simple

Stations are an indispensable part of the classroom. They develop not only academic skills, but more importantly, life skills. Tackling them can sometimes give educators combat fatigue. Here are the takeaways I have learned.

Keep stations simple and versatile by repurposing the same tubs and manipulatives, but change the skill. Take extra time to set up your classroom management and redirect students until you have the desired outcome before introducing other stations. Realize that certain stations just may not work for some learners or groups of learners. Save your sanity and put it in the closet for a while. Consistently holding students accountable gives you information and provides students the gift of responsibility!

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Need more help creating super-effective centers? Message us!

2-minute read
Includes FREE Downloadable Resources



Gretchen Doll
Educational Consultant / Early Ed Teacher

Counting the Days!
The end of the school year is in sight and you can count the number of days left on one hand. You have worked so hard to make sure your students met their goals and benchmarks set by others.


Summer Learning Loss! Make it STOP!
How do you keep your Pre-K and Kindergarten students from losing the proverbial months of learning over the summer break and get them ready for the next school year? During the pandemic, teachers, parents and districts saw monumental loss when students were receiving instruction virtually. Early learners do not have any room for learning loss over this and subsequent summers and you, as their teacher, don’t have time to create something that will keep their recent learning in the forefront. It is easy to tell parents to read to their children, talk to them about math at the grocery store, in the kitchen, in the car, counting socks to put in pairs, and the list goes on. Parents have really good intentions, but as a parent I know life takes over and often good intentions slide.


No-Prep, No-Print – Simply Download and Send!
Using my experience in early education, special education, and instructional technology, I compiled calendar ideas in an easy, no-prep summer calendar with activities that are simple to facilitate by parents and are engaging for kids.

A parent letter, instructions, and links are provided for easy activities parents can do with their children over the summer. Just download the one that fits your needs, and send it out to your parents. There is no printing, gathering supplies, or explanation. It is all done for you and ready to send!

Take a breath! You are almost there!

FREE Downloadable (pdf) Resources
Get Ready for Kindergarten – Calendar
Get Ready for First Grade – Calendar
Summer Calendar – Parent Letter

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Need more ideas for a learning-filled summer? Message us!

Below is a recent Press Release announcing our Proficient by 3rd Grade District Level Volume Bonus Program:

Alive Studios Helps School Districts Win the Reading Challenges for At Risk Students

Alive Studios is introducing a Proficient by 3rd Grade Volume Bonus program for school districts to test and prove the Letters alive early learning reading program.

Alive Studios has structured a program that allows school districts to test and prove the effectiveness of teaching with Letters alive within eight classrooms. “We encourage districts to test and compare student outcomes between classes using Letters alive and those not using Letters alive.” stated Cynthia B. Kaye, CEO and Chief Zoo Keeper of Alive Studios. The volume program comes with a full-year of free online digital assessments for measuring, tracking, and reporting the progression of students. The generated reports can be shared with teachers, principals, and even parents in English or Spanish. The Alive Studios’ team will also come on-site and trains the participating teachers how to most effectively use Letters alive with their students and how to track their outcomes. Says Kaye, “We’re convinced that once districts try the bonus program and see the results for themselves they’ll want to make this available to all their at risk students.”

“We’ve been busy spreading awareness of our game-changing supplemental reading program, Letters alive, by introducing it to teachers around the country.” added Kaye. “What we’re finding at trade shows and during demos is that teachers love our solutions, but 74% of them don’t have the purchasing authority to obtain it. We realized we needed to take our solutions to the district level.”

America has a literacy crisis among our early learners and serious solutions are in demand. “An alarming number of children—about 67 percent nationwide and more than 80 percent of those from low-income families—are not proficient readers by the end of third grade. This has significant and long-term consequences not only for each of those children but for their communities, and for our nation as a whole,” cited Ralph Smith, Managing Director of The Campaign for Grade-Level Reading.

With almost 7 out of 10 students not proficient in reading by 3rd grade, early intervention with a proven solution is crucial for establishing the foundations for high school graduation and career success. Alive Studios’ difference maker is a mind-boggling technology called Augmented Reality. It creates a 3D experience without glasses and provides off-the-charts engagement that increase student outcomes. Now, over 1,500 classrooms are learning letters, letter sounds, sight words and sentence building in a revolutionary way.

The program is especially effective with At Risk students including ELL, ESL and Special Needs. Independent Research has proven a 48% increase in letter naming fluencies and 112% increase in letter sound fluencies by implementing Letters alive in the classroom. “My students love seeing a new animal each day and their reactions to the animals coming to life is priceless! Letters alive brings a whole new engagement level to our ABC BOOTCAMP!” stated Greg Smedley-Warren, Kindergarten Teacher at JE Moss Elementary, a Title I school in Nashville, Tennessee.

The Proficient by 3rd Grade Volume Bonus Program is available to any school district. Interested teachers and principals are encouraged to inform their district leaders about the program. Details about Letters alive and the bonus program can be found here.

So, after a long wait and a lot of pleading you finally got that new computer, or that new smartboard. Now what? Do you have the really cool content you need to engage students?

As we make the trade show tour, we have the pleasure of seeing all the latest educational technology; fast, streamlined computers and big, crystal-clear displays. Like kids in a candy store glaring at the shiniest and most colorful lollypop, we all fall into the “I have to have this” category. But when we get it into our classrooms, we realize it doesn’t solve any of the major problems we face with early learners. Are they now learning letter sounds and letter naming more effectively? Does the new tech reach both ends of the learning spectrum? Are At Risk students now achieving better results? Can ELL students grasp the English language any quicker?

One common void we discover amongst the hardware tech crowd is the lack of content. Sure they offer the ability to do “it” quicker, bigger, and with more wow.. but do what? It’s the content ON the device that makes the difference. It’s the software application that brings the device to life and solves problems in classrooms.

It reminds me of a story about a little boy who had a $5 bill and wanted to buy a wallet. After shopping several stores, he found the perfect one. It fit his pocket, it felt good in his hand, and it only costed $5. You can guess the rest of the story. Having spent his $5, the little boy had nothing to put into his new wallet. Just like the wallet with no money, a new computer or smartboard just isn’t that impressive without content.

So, if you’re given the green light for new technology, remember to save some funds for engaging content that will help make a positive difference in your classroom.