Evidence in the conventional literature points to the prospects of children as active agents in decision-making processes. This has also been emphasised in the participatory neighbourhood and city planning discourse. However, literature connecting a pronounced methodology like the 'mosaic approach' to participatory planning with children in…

This paper considers the implications for teachers and teaching of the Ofsted Curriculum Research Review for Languages [Ofsted. 2021. OCRR Series: Languages. Published 7 June 2021. Available online OCRR series: languages -- GOV.UK (www.gov.uk). Accessed 8 June 2021.] (OCRR) and the content of 24 Languages Subject Inspections (LSI) in primary…

This study sought to investigate sixteen New Zealand primary student teachers in the second year of their three-year Bachelor of Teaching (Primary) initial teacher education (ITE) programme. Specifically, how these participating student teachers planned for science, technology, and the arts as they worked to be both more effective and culturally…

This article reports a praxeological study exploring educational practices and cooperation among teachers intended to create continuity between one preschool and one primary school in Reykjavík. The main participants were two preschool and two primary school teachers, with additional data obtained through interviews with the principals of the two…

The study aimed to see primary school leaders' practice of making schools as learning organisations. A qualitative approach with a phenomenological design was employed. Data was collected from 2 supervisors, 2 principals, 2 teachers, and 1 Education Office team leader via interview. The findings show (1) teachers and school leaders conceptualise…

This report offers insight into a reflective and critical practitioner's role in carefully planning an environment that reflects young children's need for independence. Education as an agent of liberation is the key to the child obtaining that freedom and achieving independence. It is argued that liberation can only be achieved when an effective…

Physically active lessons present a key paradigm shift in educational practice. However, little is known about the barriers to implementing physically active lessons. To address this, 31 practising primary teachers (23 = female) from 9 primary schools across West Yorkshire, England, were engaged in focus group interviews. Drawing on the…

Coming some four years after the introduction of the new National Curriculum, this article considers the media storm and debate around the concept of chronology and how it should be taught in schools. Drawing on empirical evidence, the article strongly suggests that young children are capable of grasping complex temporal concepts, specifically…

Previous studies have reported that generalist primary teachers lack the confidence and competence to teach Physical Education (PE). In response, schools have outsourced PE to external providers. This paper examines data from an online survey of 175 pre-service teachers (PSTs) in England and their perceived confidence to teach primary PE. Findings…

This article provides the transcript of Dr. Rupert Higham (University College London, Institute of Education) in conversation with Dr. James Biddulph (Headteacher of the University of Cambridge Primary School). Among the topics discussed are: What the University of Cambridge Primary School (UCPS) motto, "Releasing the Imagination: Celebrating…

The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information…

The school inspectorates of the four jurisdictions of the UK are sources of evidence about the quality of humanities teaching, learning and curriculum in primary schools. The term "humanities" usually refers to the subjects of geography, history and Religious Education, but here they are considered holistically, not separately. Discrete…

Forest School has become increasingly popular in the UK, although little is known about what actually happens in sessions and how these sessions are planned. Using observations of two sessions and semi-structured interviews with two adult leaders this article sets out to explore how the sessions are planned, alongside a young child (aged 2-4…

This paper examines the early childhood context of Hong Kong (HK) which is characterised by an entirely privatised system. The level of knowledge a child possesses in early childhood can be a determining factor in their admission into desirable kindergartens or primary schools. Given HK's privatised early childhood education system, the quality of…

The Forest School approach to Early Years education, originally developed in Scandinavia, is influencing learning outside the classroom in England. An inner city primary school in Yorkshire investigated the nature and purpose of Forest Schools in Denmark, through a study visit, prior to developing their own Forest School in the midst of an urban…