The Professional Development Programme (PDP) was designed to provide high-quality Continuing Professional Development (CPD) to pre-reception early years practitioners to improve their practice. The first two phases of PDP were delivered between 2019 and 2022. The third phase of the programme (early years Professional Development Programme…

Critical thinking in university studies is the cornerstone for the development of research processes at the doctoral level; it becomes the vector of this action, whose processes in the management of learning will require that the competencies understood are developed by teachers and students, for the achievement of the goals proposed by the actors…

The world is rapidly changing, and the systemic shifts have the potential to affect the nature of work. To prepare the workforce, it is crucial to develop the skills that will be necessary for the unpredictable landscape of the future. Before these skills can be developed, however, they have to be identified and quantified through some form of…

Students' inadequate 21st century skills are the outcome of teacher-centered learning activities. Previous studies have shown that collaborative inquiry learning improved their generic skills. This experimental research investigated the effect of Local Wisdom-Based ELSII Learning Model (LWB-ELSII) on students' problem-solving skills (PSS) and…

Dressing is a fundamental independent living skill (ILS). Vision is an integrative sense which affords learning via sighted observation. Visual impairment (VI) denies/restricts access to learning via sight. As a result, children with VI and conditions where VI may be a component (e.g. Down syndrome (DS)) require structured, systematic support to…

Changes have been made in education systems within the changing and developing structure of our age. In this context, while achieving 21st century skills is among the most important achievements, determining the activities to be prepared for students to acquire 21st century skills and arranging the classroom environments according to these…

In this article Dan Jazby also explores the issue of noticing, but this time from the teacher's perspective. Dan argues that teacher noticing is a purposeful activity that requires both the technical skills to recognise how students are thinking and the tactical skills to know when and where to look for particular cues.

Each year, an increasing number of science teachers integrate modeling into their instructional repertoires, and in the process, they see how this disciplinary practice helps students reason and revise their thinking about complex events in the natural world. The NGSS Science and Engineering Practice of developing and using models is intended to…

Background: Traditional math instruction that emphasizes procedures and rote memorization is common in math classes, particularly within the United States. Students may be able to perform steps and recite information, but flexible thinking in math is also an important ability. Lay theories assume that extensive experience in math would lead to…

Developing communication skills is critical for all young children, especially for those receiving early intervention (EI) services. Thus, many researchers have investigated evidence-based practices for teaching social communication skills. In an attempt to minimize the gap between research and practice, research investigating training caregivers…

Purpose: This study aims to investigate whether soft-skills trainers and hard-skills trainers have different perspectives regarding their required instructional knowledge and skills. Design/methodology/approach: An online questionnaire was completed by 129 soft-skills trainers and 61 hard-skills trainers. The authors used 14 items covering…

Developing computational thinking (CT) skills at a young age is critical for preparing preschool children to engage with the technologies that have become central to nearly every occupation and for improving achievements in STEM, literacy, and other disciplines. This paper builds on foundational research in early childhood math and CT by reporting…

In this paper, we offer a comparative review of research on understanding and promoting students' mathematical thinking. The sources for the review are papers that were published in "Educational Studies in Mathematics" ("ESM") during two windows of time: 1994-1998 and 2014-2018. Selection of these two time periods enables us to…

This article explores how the philosophy for children (P4C) pedagogical model might be well positioned to support the educational strategies associated with the prevention of violent extremism, through early intervention in children's concept development. Specifically, it considers how the stereotyping of concepts risks interfering with children's…

Making activities and environments have been shown to foster the development of computational thinking (CT) skills for students in science, technology, engineering, and math (STEM) subject areas. To properly cultivate CT skills and the related dispositions, educators must understand students' needs and build awareness of how CT informs a deeper…