PEDAL Hub Library

This is a free teacher’s handbook based on the work of Dr David Whitebread, Dr Marisol Basilio, and their team. You can view the handbook via the link provided below. To find out more about the PLaNS project, click here: https://goo.gl/Wk9aef Linked with PEDAL, the overall aim of the PLaNS project was to investigate the influence that a playful learning approach could have on 5-10 year olds’ narrative and writing skills. Being able to construct a clear narrative, in fictional form as a story, or in a non-fictional form as a descriptive account or a set of instructions, is a crucial skill, within educational contexts and beyond. There is a major concern that many children do not master these skills as well as they might, having implications for their oral and written narrative skills, and on aspects of their text comprehension (for example, the ability to identify the main points in a story or a factual text). Using LEGO sets, primary school teachers had free rein to develop playful activities to inspire children’s narratives and writing during a full academic year. Children worked together in groups to create stories and develop their writing in several ways – through comic strips, movies, 3D storyboards and more besides. The PLaNS research team evaluated children at the beginning and end of the school year to measure the impact of this teaching approach on a range of skills: writing, oral narrative skills, vocabulary, self-regulation and creativity. Children and teachers were also observed in the classroom throughout the academic year, and interviewed by the research team in order to understand learning experiences from the participant’s perspective.

Part of the seminar on the relationships between dialogue and children’s self regulation, July 2016

This is a must-read book for all students studying early childhood at a range of levels and practitioners who are looking to deepen their understanding of play and playful practices.

This paper has 2 aims: (a) identify pedagogical practices and classroom arrangements that foster self-regulated learning (SRL) on the basis of extant research and (b) illustrate, through the description of 2 intervention studies conducted in the United Kingdom, how those SRL promoting features can be used to design educational interventions appropriate for young students. Through a purposive sample of primary schools, both studies investigated the effects of collaborative problem solving, play, and dialogue on children’s SRL and academic achievement, following quasiexperimental pre- and post-test designs, comprising concurrent (Study 1) and retrospective (Study 2) comparison groups. Assessment and intervention data was video recorded and coded. In Study 1 the intervention group (57 1st grade students) participated in 8 collaborative problem-solving activities. ANOVAs analysis revealed improvements in declarative and monitoring aspects of SRL with enhanced improvements for initially low SRL students. In Study 2 (ongoing; 108 1st, 3rd, and 5th grade students) participants engage in 12 episodes of pretence and constructional play involving LEGO©, used to stimulate the generation of different genres of texts. Preliminary findings indicate positive uptake of the programme by students and teachers.