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Articles 1 - 16 of 16
Full-Text Articles in Education
Learning Through Play At School: Ukraine, 2019-2024 (Ukrainian Version), Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Learning Through Play At School: Ukraine, 2019-2024 (Ukrainian Version), Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Student learning processes
The Learning Through Play at School Research Study Ukraine was a four-year longitudinal intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The study was implemented between 2019 and 2024, during COVID-19 and the full-scale invasion of Ukraine by Russian armed forces. Despite, at times, insurmountable challenges, the professional learning intervention was successful in supporting most teachers to progress from a surface level understanding of learning through play to a deep level. In addition, almost all children’s literacy and social-emotional skills grew significantly from start …
Learning Through Play At School Ukraine: Final Research Report (Ukrainian Version), Rachel Parker, Amy Berry, David Jeffries, Prue Anderson, Oksana Zabolotna
Learning Through Play At School Ukraine: Final Research Report (Ukrainian Version), Rachel Parker, Amy Berry, David Jeffries, Prue Anderson, Oksana Zabolotna
Student learning processes
The Learning Through Play (LTP) at School Research Study Ukraine was a four-year intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three research questions which were revised following the full-scale invasion of Ukraine by Russian armed forces …
Learning Through Play At School Ukraine: Final Research Report, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Learning Through Play At School Ukraine: Final Research Report, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Student learning processes
The Learning Through Play (LTP) at School Research Study Ukraine was a four-year intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three research questions which were revised following the full-scale invasion of Ukraine by Russian armed forces …
Learning Through Play At School: Ukraine, 2019-2024, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Learning Through Play At School: Ukraine, 2019-2024, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Student learning processes
The Learning Through Play at School Research Study Ukraine was a four-year longitudinal intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The study was implemented between 2019 and 2024, during COVID-19 and the full-scale invasion of Ukraine by Russian armed forces. Despite, at times, insurmountable challenges, the professional learning intervention was successful in supporting most teachers to progress from a surface level understanding of learning through play to a deep level. In addition, almost all children’s literacy and social-emotional skills grew significantly from start …
Educators’ Perspectives Of Student Outcomes, Rikki Jean Cook
Educators’ Perspectives Of Student Outcomes, Rikki Jean Cook
Doctoral Dissertations and Projects
Individual experiences inform psychological adjustment, academic achievement, and trait-specific behaviors during adolescence. The formation of their identity is further dependent upon social and emotional interactions such as those experienced in the social learning environment. During the COVID-19 pandemic, mandated social distancing resulted in the closure of public schools state-wide, forcing students and educators to utilize online educational environments with no preparatory or transitionary periods to allow for adequate adjustment. It is necessary to assess and work toward an understanding of the consequences of this environmental shift, and of the adolescents’ modified social interactions. This descriptive qualitative phenomenological study explores the …
Research Snapshot: Unicef Philippines Early Childhood Education Kindergarten To Grade 4 Longitudinal Study, Rachel Parker, Jacqueline H. S. Cheng, Prue Anderson, Dan Cloney, Adeola Monty
Research Snapshot: Unicef Philippines Early Childhood Education Kindergarten To Grade 4 Longitudinal Study, Rachel Parker, Jacqueline H. S. Cheng, Prue Anderson, Dan Cloney, Adeola Monty
Early Childhood Education
The Philippines Early Childhood Care and Development (ECCD) Longitudinal Study was a major research investment by UNICEF, the Philippines Department of Education, and the Australian Government. It was designed to investigate the impact of one of the most significant education reforms in Philippines history: the introduction of the Kindergarten year as part of the K-12 Basic Education System. It offers useful insights into the impact of Philippines Mother Tongue-Based Multilingual Education (MTB-MLE) and key language transition points for students from Kindergarten to Grade 4. This longitudinal study measured not only the impact of Kindergarten, but also the contribution that preschool …
International Early Learning And Child Well-Being Study, Australian Council For Educational Research
International Early Learning And Child Well-Being Study, Australian Council For Educational Research
Assessment GEMS
The International Early Learning and Child Well-Being Study (IELS) assesses children at age 5, measuring key learning and development outcomes. The overall purpose of IELS is to help countries to better support the development and overall well-being of young children through improved early learning experiences. It achieves this by: providing robust empirical data on children’s early learning; identifying factors that enable and inhibit children’s early learning; and informing early childhood education centres and schools about skill levels of five year old children, as well as related contextual factors, which could be used to make more informed decisions about curriculums and …
The Impact Of The Ib Primary Years Programme (Pyp) On Student Wellbeing And Other Related Social-Emotional Learning Outcomes, Katherine Dix, Shani Sniedze
The Impact Of The Ib Primary Years Programme (Pyp) On Student Wellbeing And Other Related Social-Emotional Learning Outcomes, Katherine Dix, Shani Sniedze
Wellbeing
This study investigated the impact of the International Baccalaureate (IB) Primary Years Programme (PYP) on student wellbeing and related outcomes. The PYP, an educational framework for children ages 3–12, offers a holistic education focusing on whole-child development through an inquiry-driven approach. It does so through multiple programmatic elements that include leadership and teacher professional development, to deliver an inclusive curriculum in classrooms that builds transdisciplinary skills, culminating in the development of students’ international-mindedness, critical thinking and attributes of the IB learner profile.
The Science Of Social And Emotional Learning, Anantha Kumar Duraiappah, Nandini Chatterjee Singh
The Science Of Social And Emotional Learning, Anantha Kumar Duraiappah, Nandini Chatterjee Singh
Teacher India
Integration of social and emotional learning promises to be a win-win for education. This article discusses the importance of adopting a whole-brain approach to learning.
Supporting Social And Emotional Learning With Little J And Big Cuz: Case Study 3: Marion Primary School, Kathryn Moyle, Kevin Mcrae
Supporting Social And Emotional Learning With Little J And Big Cuz: Case Study 3: Marion Primary School, Kathryn Moyle, Kevin Mcrae
Little J and Big Cuz
Marion Primary School is located 10 kilometres south of the Adelaide CBD. There is a high level of student transience due in part to the mobility of families in short-term rental accommodation, which includes parents who are students at the nearby Flinders University. Students come from a diversity of cultural backgrounds with more than 14 countries represented in the school. In 2018, there were 21 students enrolled who identified as being of Indigenous descent. To support these Indigenous students and their families, the school has an Aboriginal Community Education Officer, Eileen Butler, known to everyone as ‘Aunty Eileen’. A team …
Little J & Big Cuz: A School Readiness Initiative: Final Report And Case Studies, Kathryn Moyle
Little J & Big Cuz: A School Readiness Initiative: Final Report And Case Studies, Kathryn Moyle
Little J and Big Cuz
The purpose of this study was to identify potential social and behavioural changes in individuals, schools and communities that could result from the implementation of the School Readiness Initiative (SRI) television project Little J & Big Cuz. This study comprised the preparation of a literature review, and the development of case studies drawn from early childhood, preschool and junior primary school settings. Little J & Big Cuz is a 13-part animated television series that was commissioned as a SRI television project to build the school readiness of children and to support the successful home to school transition of Indigenous children …
Developing Written Language With Little J And Big Cuz : Case Study 5 : Saint Augustine's School, Kathryn Moyle, Kevin Mcrae
Developing Written Language With Little J And Big Cuz : Case Study 5 : Saint Augustine's School, Kathryn Moyle, Kevin Mcrae
Little J and Big Cuz
St Augustine’s School is a Catholic primary school located in the town of Mossman in Far North Queensland. Jo Brooks is the Prep class teacher at St Augustine’s School, and she incorporated the Little J & Big Cuz television series into her teaching and learning program. Her Prep class has 21 students of whom five identify as being Indigenous; four as Aboriginal and one as a Torres Strait Islander. Jo found a valuable teaching resource in the Little J & Big Cuz series. This resource engaged her Prep class. It led to student directed conversations and to diverse student initiated …
Preparing Socially And Emotionally For Preschool With Little J And Big Cuz: Case Study 2: One Tree Community Centre Yera Children's Service, Kathryn Moyle
Little J and Big Cuz
The Yera Children’s Service in the Northern Territory is located within the campus of Batchelor Institute of Indigenous Tertiary Education (BIITE) in the township of Batchelor, 98 kilometres south of Darwin. Yera Children’s Service at Batchelor has 34 places for children from birth to three years of age and a ‘kindy’ room that caters for children aged three to six years of age. The early childhood educators prepare development programs for the children, including programs to develop children’s social and emotional wellbeing and prepare them for their transition to junior primary school. Keiryn Christodoulou has been an educator at the …
Building Effective School-Family-Community Partnerships Through Community Dialogues; And Super Friends, Super Readers! Engaging Community To Support Young Children's Social Emotional Development, Angel Fettig, Kaitlin Gould, Lauren Brodsky
Building Effective School-Family-Community Partnerships Through Community Dialogues; And Super Friends, Super Readers! Engaging Community To Support Young Children's Social Emotional Development, Angel Fettig, Kaitlin Gould, Lauren Brodsky
Office of Community Partnerships Posters
Super Friends, Super Readers! guides children through interactive shared reading sessions by using dialogic reading techniques that aim to support the development of social emotional skills. In a separate project, UMass Boston and the YWMC offered a series of community dialogues among a diverse group of parents and educators to instill a greater sense of trust and overcome unintentional racial divides that have impeded effective parent engagement and student achievement.
Mother-Child Interaction And Emotional Development Of A Child : Exploring The Connections, Salima Moosa Sadruddin Sewani
Mother-Child Interaction And Emotional Development Of A Child : Exploring The Connections, Salima Moosa Sadruddin Sewani
Institute for Educational Development, Karachi
This study explores the perceptions of mothers (working and stay-at-home) about their role in the emotional development of their children in early years (4-6 years). It also explores the impeding factors in mother-child interaction during the emotional development in early years of the children. The qualitative design was used to explore the effects of stay-at-home and working mothers‟ interaction on their children‟s early year (focusing 4-6 years) emotional growth and development. Through a purposive sampling, four participants (two working and two stay-at-home mothers) were selected whose children were 4-6 years of age and were enrolled in Kindergarten I and II. …
The Relationship Between Prekindergarten Social And Emotional Development And Academic Success Among Hispanic Children From Low-Income Families, Christina More Muelle
The Relationship Between Prekindergarten Social And Emotional Development And Academic Success Among Hispanic Children From Low-Income Families, Christina More Muelle
FIU Electronic Theses and Dissertations
Social and emotional development has been considered an important factor in child development which has been placed at the end of the learning spectrum due to high stakes testing. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has during an activity (Bandura, 1989). This study examined the relationship between Hispanic children’s prekindergarten social and emotional development and their academic success. Hispanic children from a large southeastern city whose parents were receiving subsidized child-care were followed from their prekindergarten year through third grade (N=1,978). Several …