Education Communicating

Social & Emotional Cognitive

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What about the What? Finding the Deeper Meaning in Pedagogical Documentation (07/01/17)

When documentation has meaningful content that depicts learning and development, early learning teachers share it with children, families, the community, and with each other as a way to demonstrate children’s competency and capacity. This is a form of assessment of children’s learning as it is visible, transparent and meaningful. During this process, educators seek to...



We Learned A Lot In 2016 About How Preschool Can Help Kids (27/12/16)

One of the most controversial questions in education has been whether preschool — and specifically Head Start — helps kids succeed as they...


How Investing In Preschool Beats The Stock Market, Hands Down (12/12/16)

What if the investment is in children, and the return on investment not only makes economic sense but results in richer, fuller, healthier lives for the entire family?

HowInvestingInPreschoolBeatsTheStockMarketHands Down

 A Nobel Prize winner says public preschool programs should start at birth (12/12/16)

Nobel Prize winner James Heckman’s research has played an important role in establishing that high-quality public preschool for 3- and 4-year-olds can more than pay for itself over the long term, as low-income children who attend are more likely to live productive lives. It’s an economic argument that has persuaded lawmakers from both parties to support early education initiatives.


Let’s keep play “Unstructured” (08/12/16)

What is Play???

Giving your child a toy and constantly showing how to use the toy!!! giving them a paintbrush and telling them how to hold, what to paint!!!, Giving them play dough and telling them how to use it and what all they can make from it!!!.



A Lesson For Preschools: When It's Done Right, The Benefits Last (17/11/2016)

Is preschool worth it? Policymakers, parents, researchers and us, at NPR Ed, have spent a lot of time thinking about this question.


The Culture of Childhood: We’ve Almost Destroyed It (31/10/16)

I don’t want to trivialize the roles of adults in children’s lives, but, truth be told, we adults greatly exaggerate our roles in our theories and beliefs about how children develop. We have this adult-centric view that we raise, socialize, and educate children.


What does leadership look like in early childhood settings? (06/09/16)

The requirement for leadership in early childhood education and care (ECEC) settings has and always will be a priority because of the link between high-caliber leadership and better outcomes for young children.


Obesity, aggression, developmental delays: what tablets and mobiles are doing to our children (17/08/2016)

ot long ago I was sitting on a train going from Dublin to Galway. A mother and baby came to sit across the aisle and began feeding. In a wonderful display of dexterity, she held the bottle in one hand and clutched a mobile phone in the other...


Observations: What works? What is too much, too little? What are they for and how often should they happen? (03/08/16)

In my opinion the staff/child ratios we are allocated do not allow for the type of in depth observation documented in Aistear, Regulation 5 or the NCCA. So we must do what we can, make it count, make it work and ultimately make sure it is worthwhile and benefits the child.

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Outdoors – Simply Spectacular (12/07/2016)

Do you find yourself watching travel shows and longing for the pleasure of sinking into that azure sea, or practically eating that scrumptious dish with Jamie Oliver as he tantalisingly raves about its taste? You can almost feel the frustration of sensory deprivation. I feel the same frustration when I try to write about the sensorial wonderland of outdoors.


What will new regulations mean for early years services? (28/06/2016)

Three years and one month after secretly filmed footage in three childcare centres shocked the country and highlighted the urgent need for improved standards, new regulations for early years services will come into effect from June 30th.


On the Wildness of Children (April 2016)

At the turn of the twentieth century educational theorists were quite open about the fact that they were designing schools for the purpose of adapting children to the new industrial order. Children must shed their “savage” wildness, these pedagogues maintained, and develop “civilized” habits like punctuality, obedience, orderliness, and efficiency.


Why kids should go barefoot more (and probably adults, too)(29/02/2016)

As far as picking up an illness or disease from going barefoot, our skin is designed to keep pathogens out, and you are far more likely to spread or contract an illness through your hands (think public doorknobs, sinks, keyboards, and hand rails) where germs are most plentiful.


Kids Gone Wild (23/02/2016)

Children are running wild in the mud, climbing high into trees and playing with knives, but no one is telling them off!!


Participating in creating open spaces close to nature, with and for children (16/06/2016)

Planning and designing open spaces close to nature, with and for children, is more than just having nice open spaces for children. The participatory process is at least as valuable as the utilization of these spaces. The reasons for the process are related to topics such as education, health, competences and resources, spatial-societal identification, awareness of nature and experiencing democracy.


Washington Post. Why forcing kids to do things ‘sooner and faster’ doesn’t get them further in school (11/01/16)

Emily Kaplan is an elementary school teacher living in Boston. In this post, she writes about her experiences working at a no-excuses charter school and raises the question about whether a relentless focus on academic achievement for even the youngest students is counterproductive.

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The Courier. Call for children to start school at the age of 7 (21/01/2016)

A radical campaign to keep children out of school until the age of seven is being tabled in Tayside and Fife.


Peter Gray Ph.D.Children Educate Themselves I: Outline of Some of the Evidence (16/06/2008)

As adults we do have certain responsibilities toward our children and the world's children. It is our responsibility to create safe, health-promoting, respectful environments in which children can develop. It is our responsibility to be sure that children have proper foods, fresh air, non-toxic places to play...


Children Educate Themselves II: We All Know That’s True for Little Kids (23/06/08)

Have you ever stopped to think about how much children learn in their first few years of life, before they start school, before anyone tries in any systematic way to teach them anything? Their learning comes naturally; it results from their instincts to play, explore, and observe others around them.


Psychology Today. The Human Nature of Teaching II: What Can We Learn from Hunter-Gatherers? How hunter-gatherers taught without coercion. (02/05/2011)

In my last post I defined teaching, very broadly, as behaviour that is conducted by one individual (the teacher) for the purpose of helping another individual (the pupil) to learn something. I presented examples showing that, by this definition, teaching can be found even among non-human animals. Now I wish to examine teaching as it occurs, or occurred, in hunter-gatherer bands.


Elsevier SciTech. Changing Minds – The Divisions of the Brain (20/10/15)

Dr. Rea is a Senior University Teacher in Human Anatomy at the University of Glasgow. In this article, he explains different parts of the brain, their structure, and functions of it. The human brain is broadly divided into these three main regions – the forebrain, midbrain, and the hindbrain.


Education Communicating

Social & Emotional Cognitive

Theorists Music Autism