Aims: This systematic literature review aimed to explore how school-based mindfulness programmes have been adapted for use with young children in education settings, from ages three to nine years old. Method: School-based mindfulness interventions were assessed on quality using qualitative and quantitative frameworks. Important attitudinal…

The Plowden Report drew heavily on Piaget's theories of cognitive development, especially his concepts of activity and discovery learning and readiness. But Piaget's theory is not a pedagogical one and it has little to say about teaching content and methods. Recently, criticism of his theory has grown. (Author/SJL)

Examines the contributions of free play, the role of the teacher in planning and promoting free play, and the experiential background of children that promotes play activities. Discusses the importance of providing a variety of play materials, and lists the criteria for selecting equipment. (RS)

The two purposes of this paper are to provide the uninitiated reader with a skeletal overview of Piaget's cognitive development theory and to identify general educational implications, especially for the development of early childhood industrial arts (ECIA) programs. The "Piaget Primer" for ECIA educators overviews such topics as (1) the…

A life-span human development model of learning in early childhood is presented. Learning is viewed as a human enterprise which spans the entire lifetime and involves interaction among people. The bounds of interaction are derived from philosophy and from the biological and social behavioral sciences. (JN)

Overviews the philosophy and theory of camp experiences and discusses the special benefits of camps, including experiences that can lead to significant life-changing outcomes, sound educational goals, a sense of psychological and physical safety, and helping children to deal with social problems such as the degradation of the environment and human…

Summarizes research examining the potential impact of year-round schooling on organized camping, and research on the developmental needs of children ages 8-11. Implications for camp include stressing the educational value of camp, adjusting camp schedules to accommodate year-round schooling, educating camp staff on child development, and including…

Reviews research on the early development of symbolic play. Suggests that symbolic play begins to emerge near the beginning of the child's second year and continues to play an important role in his or her development throughout the preschool years. Proposes basic techniques caregivers can use to facilitate and promote the development of symbolic…

Reviews evolution of "good practice" and "child-centered" primary education. Discusses matching students' abilities to learning tasks. Examines study of selected teachers' classroom techniques in terms of pupil self-management, group teaching, active learning, and social confidence promotion. Questions value of matching,…

This book presents an integrated theory of cognitive development in infancy and early childhood, emphasizing the role of language in memory, processing narratives, forming concepts, and understanding others' intentions. Chapter 1, "Language, Cognition, and Culture in Developmental Perspective," presents the experiential theoretical…

Recommends that drama be included in early childhood education, emphasizing preschool education. Cites research linking drama with enhanced language acquisition in children, ages 3-8. Emphasizes drama's effectiveness as a multisensory learning medium. Notes programs offering drama training for teachers. Suggests changes in teacher education and…