Algorithms are a key component of computational thinking, and the foundations for developing these skills starts in the early years. What are some of the day-to-day ‘unplugged activities’ that offer teachers easy opportunities for emphasising and building these skills?
Families will often engage in the shared reading of picture books about starting Kindergarten to help children with their transition. But, how are Kindergarten teachers demographically represented in the books that children read during this time? And importantly, who is missing from these representations?
Researchers have used an Indonesian folktale setting to explore how young children take up and experience different gender roles during early years play, and how teachers can support their learning and development by moving beyond traditional gender stereotypes.
Preschools use playful pedagogies to help prepare children for school, but learning through play continues to be of value as students move through the primary years and beyond.
A study of children participating in book talks in libraries has shown differing lines of priority between classroom teachers and librarians when it comes to reading, and suggests they should work together more cohesively.
A new research-based series encourages early years educators to take advantage of everyday teaching and learning opportunities to improve young children’s scientific understanding, and shares four step-by-step activities for the classroom or learning at home.
In today’s reader submission, Dr John Langrehr discusses how teachers can develop student mindsets for ‘3C thinking’ and shares examples of questions and statements you can use in the classroom.
How one Adelaide primary school has used Australian Early Development Census data to improve its transition and orientation to school programs.