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