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Amadio, M. (2013) A rapid assessment of curricula for general education focusing on cross-curricular themes and generic competences or skills. Background paper for EFA Global Monitoring Report. (Report)

Abstract:

This paper presents the results of a quick mapping of a range of curriculum frameworks, policies and provisions around the world. The mapping shows that environmental and sustainability issues are reflected in the general goals of education in many countries and that cross-curricular themes related to environment and sustainability are one of the most
common transversal themes of general education curricula. It also shows that generic competences or skills are increasingly emphasised as broader learning outcomes that all students are expected to develop beyond the conventional subject-based learning. Concluding remarks highlight some of the complex and not yet resolved issues related to the implementation
of these innovative approaches.

Author/s:
Date:
January 2013
Publisher or Journal:
Volume:
Page/s:
28
Keyword/s:
Synonyms:
Relevant age group/s:
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Baker, C. (2014) African American Fathers' Contributions to Children's Early Academic Achievement: Evidence from Two-Parent Families from the Early Childhood Longitudinal Study-Birth Cohort (Journal Article)

Abstract:

Research Findings: This study utilized a large sample ("N" = 750) of 2-parent families from the Early Childhood Longitudinal Study-Birth Cohort to examine the contributions of African American fathers' home literacy involvement, play activities, and caregiving at 24 months to children's reading and math achievement in preschool. After family characteristics and child characteristics were controlled for, both mother and father characteristics predicted child achievement. Mother age predicted math achievement but not reading. Furthermore, even after mother predictors were entered into the hierarchical regressions, fathers' education and home literacy involvement also significantly predicted achievement. African American fathers who engaged in more frequent shared book reading, telling stories, singing songs, and provided more children's books in their homes at 24 months had children with better reading and math scores in preschool. Practice or Policy: These findings support growing evidence that fathers contribute to child development. Implications for research on early academic achievement in ethnically diverse samples are discussed.

Author/s:
Date:
January 2014
Publisher or Journal:
Volume:
25
Page/s:
19-35
Synonyms:
  • Academic outcomes
  • Literacy
  • Longitudinal
  • Numeracy
  • Parent/Guardian play
  • Physical play
  • Play with Father
  • Socio-economic background
Relevant age group/s:

Baker, F. (2014) Tensions in Policy and Practice: Influences on Play in Abu Dhabi's New School Model KG Framework (Journal Article)

Abstract:

This article reports on three salient socio-cultural and systemic factors that are influential in play in Abu Dhabi Education Council's (ADEC's) kindergarten (KG) framework from the teacher perspective. Anecdotal evidence suggests that during ADEC's progressive educational reform, emphasis has reverted to academic performance outcomes rather than whole child learning through play. Tensions may then occur surrounding the nature and extent of play practices for early learning. Following semi-structured interviews with 60 KG teachers, three salient factors emerged. These are illustrated in this article and discussed in light of the international literature on play. Tensions in policy and practice highlighted in this article are: a focus on academic performance outcomes; children's readiness to engage in play and parent perspectives on play. The article then discusses what these tensions may mean for the future of play in ADEC KGs situated within a period of educational reform.

Author/s:
Date:
January 2014
Publisher or Journal:
Volume:
184
Page/s:
1830-1842
Synonyms:
  • Academic achievement
  • Academic outcomes
  • Playful learning
  • Pre-academic skills
  • Qualitative methodology
Relevant age group/s:

Barnett, W. et al. (2008) Educational effects of the Tools of the Mind curriculum: A randomized trial (Journal Article)

Abstract:

The effectiveness of the Tools of the Mind (Tools) curriculum in improving the education of 3- and 4-year-old children was evaluated by means of a randomized trial. The Tools curriculum, based on the work of Vygotsky, focuses on the development of self-regulation at the same time as teaching literacy and mathematics skills in a way that is socially mediated by peers and teachers and with a focus on play. The control group experienced an established district-created model described as a “balanced literacy curriculum with themes.” Teachers and students were randomly assigned to either treatment or control classrooms. Children (88 Tools and 122 control) were compared on social behavior, language, and literacy growth. The Tools curriculum was found to improve classroom quality and children's executive function as indicated by lower scores on a problem behavior scale. There were indications that Tools also improved children's language development, but these effects were smaller and did not reach conventional levels of statistical significance in multi-level models or after adjustments for multiple comparisons. Our findings indicate that a developmentally appropriate curriculum with a strong emphasis on play can enhance learning and development so as to improve both the social and academic success of young children. Moreover, it is suggested that to the extent child care commonly increases behavior problems this outcome may be reversed through the use of more appropriate curricula that actually enhance self-regulation.

Date:
January 2008
Publisher or Journal:
Volume:
23
Page/s:
299-313
Synonyms:
  • Academic outcomes
  • Developmental outcomes
  • Experimental
  • Language
  • Learning
  • Literacy
  • Pretend play
  • Self-regulation
Relevant age group/s:

Becker, B. (2014) How Often Do You Play with Your Child? The Influence of Parents' Cultural Capital on the Frequency of Familial Activities from Age Three to Six (Journal Article)

Abstract:

Many studies have demonstrated a positive association between familial activities (e.g. reading to the child) and children's development in different domains. It is also well-known that social and ethnic differences exist regarding the frequencies of such activities. However, the mechanism behind these differences is less clear. This article analyses the role of parents' cultural capital as a mediating factor between families' social and ethnic background and the frequency of stimulating familial activities in early childhood. Using the data from the German longitudinal study "Preschool Education and Educational Careers among Migrant Children", it is shown that parents' cultural capital completely mediates the effect of mother's education and part of the ethnic origin effect. Additional longitudinal analyses reveal that the influence of parents' cultural capital changes over time and is most pronounced at the earliest measurement.

Author/s:
Date:
January 2014
Volume:
22
Page/s:
4-13
Synonyms:
  • Games with rules
  • Longitudinal
  • Parent/Guardian play
  • Play with Mother
  • Socio-economic background
Relevant age group/s:
Research discipline:

Brockman, R. et al. (2010) The contribution of active play to the physical activity of primary school children (Journal Article)

Abstract:

Objective
To examine associations between active play and the physical activity of 10- to 11-year-old children.
Method
Cross-sectional study of 747, 10- tot11-year-olds, conducted between February 2008 and March 2009 in Bristol, UK. Mean minutes of moderate to vigorous physical activity (MVPA) and mean activity levels (counts per minute, CPM) were assessed by accelerometer. Frequency of active play was self-reported.
Results
Regression models indicated that frequent active play (5 or more days per week) was associated with mean daily activity levels (CPM) (girls: p = < 0.01; boys: p = <0.01), but was only associated with mean daily MVPA for girls (p = < 0.01). For leisure-time physical activity, active play was associated with children's CPM (girls: p = 0.02; boys: p = < 0.01) and MVPA (girls: p = < 0.01; boys: p = 0.03) on weekdays after school, but was only associated with weekend day CPM for boys (p =<0.01).
Conclusion
Active play is associated with children's physical activity with after-school potentially being a critical period. Strategies to promote active play may prove to be a successful means of increasing children's physical activity.

Date:
January 2010
Publisher or Journal:
Volume:
51
Page/s:
144-147
Synonyms:
  • Free play
  • Outdoor play
  • Physical health
  • Physical play
  • Well-being outcomes
Relevant age group/s:
Research discipline:

Bulotsky-Shearer, R. et al. (2012) Peer Play Interactions and Readiness to Learn: A Protective Influence for African American Preschool Children From Low-Income Households (Journal Article)

Abstract:

Guided by a strengths-based resiliency framework, this article reviews a body of research on the positive influence of interactive peer play for African American preschool children from low-income households. This literature provides evidence for positive associations among interactive peer play experiences at home and in school, and childrens early childhood social and academic skills. It presents the development and validation of three distinct dimensions of interactive peer play with African American children attending Head Start. It reviews research examining associations between these 3 dimensions and childrens academic and social outcomes, as well as evidence-based interventions designed to foster interactive peer play for this population. It highlights challenges and directions for future research, with emphasis on the likely research needed to extend our understanding of interactive peer play experiences for Latino and Asian American children and the complex mechanisms through which positive peer interactions during early childhood may support childrens early learning and development.

Date:
January 2012
Publisher or Journal:
Volume:
6
Page/s:
225-231
Synonyms:
  • Academic outcomes
  • Cultural context
  • Developmental outcomes
  • Language
  • Literature review
  • Peers play
  • Pre-academic skills
  • Social play
  • Social-emotional
  • Socio-economic background
Relevant age group/s:

Bulotsky-Shearer, R. et al. (2016) The validity of interactive peer play competencies for Latino preschool children from low-income households (Journal Article)

Abstract:

In accord with a strength-based, eco-cultural model, the present study examined the validity a the Penn Interactive Peer Play Scale-Teacher report (PIPPS-T; Fantuzzo, Coolahan, Mendez, McDermott, & Sutton-Smith, 1998) for use with Latino preschool children from low-income backgrounds. Capitalizing upon a large, statewide sample of Latino children (N=824, M age = 52.54 months (SD = 8.73)), exploratory and confirmatory factor analyses identified three reliable and distinct dimensions of peer social competence: Play Interaction, Play Disruption, and Play Disconnection. Findings from multilevel models controlling for program, family, and child demographic variables, provided criterion-related validity for the three dimensions with some differential associations to concurrent assessments of children's learning-related and pre-academic skills at the end the Head Start year. Study findings extend prior research, supporting the utility of the PIPPS to assess the construct of peer social competence for Latino children from low-income backgrounds. Implications for early childhood research, practice, and policy are discussed. (C) 2015 Elsevier Inc. All rights reserved.

Date:
January 2016
Publisher or Journal:
Volume:
34
Page/s:
78-91
Synonyms:
  • Academic outcomes
  • Cultural context
  • Developmental outcomes
  • Literacy
  • Play assessment
  • Pre-academic skills
  • Scale validation
  • Social play
  • Social-emotional
  • Socio-economic background
Relevant age group/s:
Research discipline:

Care, E. et al. (2017) Skills for a Changing World: National Perspectives and the Global Movement (Report)

Abstract:

The Skills for a Changing World project presents evidence
of a movement of education systems globally
toward a more explicit focus on a broad range of skills
that our 21st century society needs and demands. This
movement can be seen in the vision and mission statements
of education systems as well as through their
curricula. Although clearly endorsed at the policy level,
implementation is just beginning in some countries.
The issues surrounding this, particularly in the context
of within-country social and economic changes, are
brought to light in this report by a study of education
stakeholders in four countries—Mexico, South Africa,
Kenya, and the Philippines.
To read more, please click on the URL below.

Date:
January 2017
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Qualitative methodology
Relevant age group/s:
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Carver, A. et al. (2008) Playing it safe: The influence of neighbourhood safety on children's physical activity—A review (Journal Article)

Abstract:
Date:
January 2008
Publisher or Journal:
Volume:
14
Page/s:
217-227
Synonyms:
  • Literature review
  • Outdoor play
  • Physical health
  • Physical play
  • Playground
  • Well-being outcomes
Relevant age group/s:
Research discipline: