Theories of learning developed in education and psychology for the past 100 years are woefully inadequate to support the design of schools and classrooms that foster deep learning and equity. Needed is learning theory that can guide us in creating schools and classrooms where deep learning occurs, where learners' full selves are engaged, and that…

In an article adapted from his latest work, "Play: A Basic Pathway to the Self,"published by The Strong in 2020, the author offers a wide-ranging review of play studies--and the thinkers, philosophers, and scholars who led to the creation of the discipline. He also reviews and seeks to explain for both specialists and more general…

The use of touchscreen mobile devices in early childhood education has gained considerable attention. Several studies have been conducted to investigate the impacts of touchscreen mobile devices on children's cognitive and affective development. Researchers have further indicated the need to probe in which contexts children can learn effectively…

Teachers face a growing call for implementing inquiry-based teaching and learning in a current pedagogical environment that contradicts this through educational practices that silo content, disseminate knowledge, and produce classrooms of passive learners. We address a hot topic in the United States on how a push for more "academics" is…

Across a number of countries, play-based learning is the mandated pedagogy in early years' curricula. However, a lack of consensus remains both in research and practice regarding the value and role of play in children's learning. This scoping review analyses 168 articles addressing play-based learning for 4-5 year old children divided into three…

Pedagogical documentation within early childhood centres is a key component of pedagogy and teacher accountability. In Singapore, documentation is a requirement specified under legislative policies included in the national Pre-school Accreditation Framework, with parents often perceived as the main audience. This paper reports on a study utilising…

Honoring the variation theory principle that meaning springs from differences, in this article we will show how two different strands of theorizing emerging from the mutual base of phenomenography have developed into developmental pedagogy and variation theory, respectively. Through looking at texts from these two strands, we will illustrate how…

Children's mindsets about intelligence (as a quality they can grow vs. a trait they cannot change) robustly influence their motivation and achievement. How do adults foster "growth mindsets" in children? One might assume that adults act in ways that communicate their own mindsets to children. However, new research shows that many parents…

This article addresses the issue of the plurality of theories and perspectives in education research, and introduces postperspectival theory as a means to work with this plurality. Three pieces of research are discussed, all focusing on children's learning of numbers, one taking a cognitivist perspective, the other two a more sociocultural…

What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, "Taking Science to School" provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of…

The study's purpose is to identify the origin and theoretical aspects of open education. In addition, the study applies the theoretical basis to the practices used by the facilitator and the learner in the industrial arts laboratory. Chapter 1 introduces the topic of open education and its implications for industrial arts. It presents the…

A research study examined how elementary school children learn music. Among the findings is that any musical activity is impossible without the development of musical auditory images. (Author/RM)

Authors described how the arrangement of physical space in an open education setting could facilitate the accomplishment of the teacher's instructional goals. They stressed the process of planning in the physical realization of theoretical assumptions about learning and offered concrete examples to support their thesis. (Editor/RK)

Describes the results of comparative study of Russian elementary students' learning of spelling under an experimental didactic system and under traditional methods. Findings confirmed the hypothesis that sophistication in spelling depends on the overall development of pupils. (Author/RM)

An overview and analysis of the use of learning hierarchies in instruction and research, examines some current research on learning hierarchies, and considers the implications of this research for instructional psychology and for theories of cognitive development. (Author)