Drawing on data from preschools in Australia and the United States, the authors highlight strategies to help teachers demystify the process of engaging young learners with tangible technologies and showcase how robotic manipulatives serve as catalysts for peer collaboration, socio-emotional development, and creative problem solving.

Objective: This pilot study sought to better understand what can be achieved by an evidence-based classroom social and emotional education programme. Design and Methods: A 10-lesson, classroom-based programme that taught about emotional literacy, personal strengths, coping and problem-solving strategies, stress management, emotional regulation and…

There has been a major shift in educational learning goals--as seen most recently by Goal 4.7 of the Sustainable Development Goals--focused on global citizenship education and education for sustainable development. The shift concerns recognition of the need for education systems to equip learners with competencies such as problem solving,…

This study set out to explore how high school teachers perceive their resilience as they teach a scripted social and emotional learning program to students with the goal of promoting the resilience skills of the students in their pastoral care classes. In this emerging field of research on teacher resilience, there is a paucity of research…

As schools become living sites of evidence-based practice, teachers increasingly accumulate large quantities of observations and records. In these times of an overabundance of documentation, there is a need to find the "unit of analysis" that determines the essence of what matters for assessment. In drawing upon cultural-historical…

This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme ("n"?=?10) or a non-programme…

Early childhood is an important time for the development of resilience. A recently completed study has followed three cohorts of resilient children and young people living in disadvantaged areas in Victoria, Australia, through different transitions in their educational careers. This paper focuses on the early childhood cohort, where we have…

Although the term "risk-taking" often has negative connotations, the reality is that the willingness to engage in some risky activities provides opportunities to learn new skills, try new behaviours and ultimately reach our potential. Challenge and risk, in particular during outdoor play, allows children to test the limits of their…

The "Research in Practice Series" is published four times each year by Early Childhood Australia. The series aims to provide practical, easy to read, up-to-date information and support to a growing national readership of early childhood workers. The books bring together the best information available on wide-ranging topics and are an…

Children who are deficient in social skills or who have developed inappropriate communication skills may be at risk in school and disruptive to family dynamics. To prevent crises developing in adolescence, the Stop-Think-Do social skills program, first developed in Australia, provides a method of reinforcing cooperative behavior and…