LATEST STORIES

Forest schools: how climbing trees and making dens can help children develop resilience

Despite all the research that tells parents how good it is for their children to spend time playing outside, they are spending more time indoors than ever before. It seems that concerns about the dangers of climbing trees or getting lost means that many parents are nervous about allowing their children to engage in risky play.

3 days ago

by Janine Coates, Loughborough University and Helena Pimlott-Wilson, Loughborough University

Let them play! Kids need freedom from play restrictions to develop

You may have heard of play. It’s that thing children do – the diverse range of unstructured, spontaneous activities and behaviours.

24 days ago

by Brendon Hyndman, Charles Sturt University

Is child development an art or a science?

My twin brother recently celebrated the birth of his first baby.

a month ago

by Andrew Whitehouse, University of Western Australia

When do children learn to write? Earlier than you might think

We typically think of writing as something that is out of reach for preschool children. After all, young children can’t write recognisable letters, and they can’t spell words.

2 months ago

by Rebecca Treiman, Washington University in St Louis and Lori Markson, Washington University in St Louis

A Tale of Four Cities – a comparative AEDC analysis

By age five, around 300,000 children are starting school, but more than one in five children are not as prepared as their peers, says Megan O’Connell, Honorary Senior Fellow, Melbourne Graduate School of Education and Director of Megan O’Connell Consulting in presenting her analysis of the recently released 2018 Australian Early Development Census (AEDC) data. The information shared below with The Sector outlines Ms O’Connell’s interpretations and perspectives.

2 months ago

by Megan O'Connell, Honorary Senior Fellow, Melbourne Graduate School of Education and Director of Megan O’Connell Consulting