Tag Archives: Concerns in Education

Peter Gray on free play vs resume building in childhood

Peter Gray writes: “Children are designed, by nature, to play and explore on their own, independently of adults. They need freedom in order to develop; without it they suffer. The drive to play freely is a basic, biological drive. Lack … Continue reading

Posted in early years education, Metaphors and Narratives around children and learners, play, social and political contexts, Standardised Testing, Teaching excellence | Tagged , , , , , , , , , , , , , , , | Leave a comment

in education – open access education journal

http://ineducation.ca/ineducation/index

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“Why the school has been a largely unsatisfactory institution”

“If we want to improve our schools, it is with the abstract and awkward realm of ideas that we must begin.” ~ Kieran Egan (p.x) “Beginning with ‘the abstract and awkward realm of ideas’ might not sound so bad” Egan … Continue reading

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Freedom and education: some thoughts and discussion

I thoroughly enjoyed Nick Stevenson’s book, Freedom – enjoyed it too much to quote within legal or logical limits – but here are some points I took a particular liking to: “To become educated is to have access to a … Continue reading

Posted in Education in poverty, Literate Contexts, Metaphors and Narratives around children and learners, Mono- Bi- and Multi-culturalism, social and political contexts, The effect of multimedia on children/childhood | Tagged , , , , , , , , , , , , , , | Leave a comment

Children’s environmentalism; How do children contribute to a sustainable world?

Bengt Larsson, Magnus Andersson and Christina Osbeck present a review of the literature they considered relevant to any research into environmentalist practices among children. There are some quite complex issues in the article, so I confess to wanting to read it … Continue reading

Posted in education around food and meals, Literate Contexts, Metaphors and Narratives around children and learners, Parent and child, The effect of multimedia on children/childhood | Tagged , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , | Leave a comment

Making progress possible – Education Acts and dumb luck with decent politicians

An old article on RA Butler, architect of Britain’s ‘great’ 1944 Education Act (who succeeded in making changes in a tricky post – a portfolio given to him by Churchill with the intention of dropping him from view), offers up … Continue reading

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An evolutionary model of child development has become normalized in ECE

“In many European heritage communities, a significant amount of programme support material available to early childhood teachers has been developed on a child development model in which social, emotional, physical and cognitive development are privileged. Of significance is the assumption … Continue reading

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Assessment in ECE and alternatives to Learning Stories

Ken Blaiklock has expressed concern that “there is little empirical evidence that the widespread [and government funded] use of Learning Stories can be justified in terms of gains for children’s learning.” He has reflected critically (and publicly) on the Learning Story … Continue reading

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Performance-based pay? Based on what???!!!

Honestly, what I want to know is: When are the politicians of this country going to get performance-based pay reviews???!!! I’d like to be part of that review process! Our politicians don’t know what excellence in education requires – and … Continue reading

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Effects of poverty

“Abundant research indicates that children living in poverty are more likely to be at risk for future academic difficulties (Arnold and Doctoroff 2003; Chazan-Cohen et al. 2009) and the impact of poverty may be especially potent during the early childhood … Continue reading

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