The authors of this post are contributors to Bloomsbury Education and Childhood Studies. Dr Pamela Malins, Assistant Professor, University of New Brunswick, Education, explores early childhood curriculum, literacies, and identities. Dr Rachel Heydon is Professor, Faculty of Education, Western University, where she studies early childhood curricula, literacies, and educator professional learning. Dr Emma Cooper, Instructor, […]
This blog was written by Pauline Rose, professor of international education at the Faculty of Education at the University of Cambridge, and director of the Research for Equitable Access and Learning (REAL) Centre, and Justin w. van Fleet, president at Theirworld and executive director at the Global Business Coalition for Education. It was originally published […]
By Dr Elizabeth Spier (American Institutes for Research), Hirokazu Yoshikawa (New York University) and Paul Oburu (New York University and Maseno University, Kenya). This blog was originally posted on the UNICEF website on 29 May 2018. Quality pre-primary education is critical to a child’s cognitive, social and emotional development, growth, school readiness and future economic […]
This blog was written by Dr Sally Brinkman, Head of Child Health Development and Education at Telethon Kids and a Senior Research Fellow at The University of Western Australia, and Alanna Sincovich, Research Assistant at Telethon Kids. The drive to monitor children’s development has, in recent years, been enhanced by the world’s endorsement of the […]
This blog was written by Anna Murru, Adèle Dachy and Filip Lenaerts, VVOB How can a pre-school teacher make sure that all children in the class are learning? At first glance, it may seem that all pupils are learning… But by observing each one of them in a more systematic way, teachers can determine who is really […]
