Preschool instructional approaches and age 35 health and well-being

Ernst, Jasmine R.; Reynolds, Arthur J.

doi:10.1016/j.pmedr.2021.101498

Cited by 5 publications

(3 citation statements)

References 29 publications

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“…Intergovernmental organizations such as the United Nations recognize that the skills, knowledge and values children need to thrive in the future far exceed proficiency in traditional learning areas such as literacy and numeracy (UNESCO, n.d.). As technology advances and workplaces evolve, governments and education systems are realizing that a more holistic view of education and learning is required, in order to best equip children to thrive, and ultimately, reach their full potential as adults in society (Foundation for Young Australians [FYA], 2017; Ernst and Reynolds, 2021).…”

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confidence: 99%

Learning Through Play at School – A Framework for Policy and Practice

2022

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Learning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. Policy makers, researchers and educators have promoted the notion that learning though play is developmentally appropriate—as it leverages school-age children’s innate curiosity while easing the often difficult transition from preschool to school. However, there is a dearth of evidence and practical guidance on how learning through play can be employed effectively in the formal school context, and the conditions that support success. This paper addresses the disconnect between policy, research and practice by presenting a range of empirical studies across a number of well-known pedagogies. These studies describe how children can foster cognitive, social, emotional, creative and physical skills through active engagement in learning that is experienced as joyful, meaningful, socially interactive, actively engaging and iterative. The authors propose an expanded definition for learning through play at school based on the science of learning, and summarize key findings from international studies on the impact of children’s learning through play. They identify four key challenges that underpin the considerable gap between education policy and practice, and propose a useful framework that addresses these challenges via a common language and structure to implement learning through play.

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confidence: 99%

Learning Through Play at School – A Framework for Policy and Practice

2022

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“…Similar results were found for preschoolers on an externally cued EF task (card sorting; Stucke et al, 2022). In keeping with a constructivist perspective, child-initiated (e.g., Montessori) or guided play–based learning activities in early childhood have been associated with improved performance compared with direct instruction, including task switching (Lillard et al, 2017; Skene et al, 2022) and with outcomes at age 35, including higher wages and lower criminality (Ernst & Reynolds, 2021), which have been traced to childhood self-control by Moffitt and colleagues (2011) in a separate sample. Together, these findings align with the proposal that having and making choices supports EF and its sequalae.…”

Section: Choicementioning

confidence: 88%

Let Me Choose: The Role of Choice in the Development of Executive Function Skills

Carlson

2023

Curr Dir Psychol Sci

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Executive function (EF) skills, including working memory, inhibition, and cognitive flexibility, form the neurocognitive basis for conscious, goal-directed behavior and self-control. Young children are notoriously deficient in such skills, but EF improves most rapidly in the preschool period. Individual differences in EF are predictive of a host of important life outcomes, and recent advances in measurement and intervention are promising. Caregivers play a key role in the development of EF, particularly with respect to supporting the child’s autonomy. I take a closer look at agency and discuss theoretical and empirical support for the notion that giving children a sense of choice in how to act, think, and feel is essential for healthy EF skill development in early childhood.

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“…The student's capacity to record and comprehend available language features, language tools, and text structure, as well as to analyze and evaluate the text's content, are all critical reading skills. A competent reader is a person who is able to carry out the reading process at the proper level, processing texts of different functional orientations (Allee-Herndon & Roberts, 2020), (Ernst & Reynolds, 2021).…”

Section: Discussionmentioning

confidence: 99%

Formation of Students’ Reading Competence in the Conditions of Integrated Learning

Stepanenko,

Suriak,

Trubacheva

et al. 2023

Br. J. Ed., Tech. Soc.

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The modern global education system is undergoing significant changes due to globalization and integration, the development of innovative technologies, and the emergence of new approaches, teaching methods, new concepts and trends in the educational sphere. The issue of developing communicative competence, which includes the ability to express concepts, thoughts, feelings, facts and views through forms of language activity and, in particular, through reading and its interpretation, is particularly relevant. Given the outlined above, the problem of introducing innovative methods of teaching reading into the practice of a modern primary school is of particular relevance nowadays. Dynamic effective reading is extremely significant since teaching students to read correctly in a timely manner is the first step in achieving the main goal of teaching children to read thoughtfully, silently and at an acceptable level of dynamic reading as the basis for independent understanding of the information space an d the environment in general. The purpose of the academic paper is to determine the place of the student's reading competence in the system of pedagogical and educational objectives, to outline the features of developing this type of skill based on the resul ts of psychological, pedagogical, theoretical, literary and methodological studies of students' reading activity conducted by scientists. In addition, the research aims to outline the key trends in modern scientific studies on developing reading competence, as well as to highlight the features of effective development of students' reading competence in the conditions of integrated learning. In the course of the research, the analytical and bibliographic methods and the method of system analysis were used to study the concept and structure of forming the reading competence. Along with this, analysis, synthesis of information, detailing and com parison were applied to identify the major features of reading skills with a focus on their development in integrated learning. M oreover, logical and linguistic methods, abstraction and idealization were used to study and process the results of research by domest ic and foreign scientists on the formation of primary school students' reading competence. Based on the research results, the main most important theoretical aspects of the issue of forming students' reading competence, namely, the concept and structure of this type of skill, have been established. Another significant target direction of the scientific article is studying scholars' viewpoints on the key modern vectors of the process of teaching reading.Keywords: competent reader, reading competence, structure of teaching reading, innovative methods of teaching reading, integration of learning activities, integrated training courses.Resumo. O moderno sistema educacional global está passando por mudanças significativas devido à globalização e integração, ao desenvolvimento de tecnologias inovadoras e ao surgimento de novas abordagens, métodos de ensino, novos conceitos e...

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Preschool instructional approaches and age 35 health and well-being

Cited by 5 publications

References 29 publications

Learning Through Play at School – A Framework for Policy and Practice

Learning Through Play at School – A Framework for Policy and Practice

Let Me Choose: The Role of Choice in the Development of Executive Function Skills

Formation of Students’ Reading Competence in the Conditions of Integrated Learning

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