Word learning depends on attention -- children must focus on the right things at the right times. However, autistic children often display restricted interests, limiting their intake of stimuli during word learning. This study investigates how category interests influence word learning in autism and neurotypical development. Autistic and…

Rocks and fossils appear in the National Curriculum of England science programmes of study for children in year 3 (ages 7-8). A frequently asked question is "How do you make the classification of rocks engaging?" In response to this request from a school, a set of interactive activities was designed and organised by tutors and students…

This study presents a comparative study of the free-time activity preferences of 9- to 11-year-old children in the UK and USA, as drawn by them in art workshops. Six themes emerged relating to sport, outdoor play, family/peers, media, special occasions and other (indefinable) activities. The children's talk about their drawings revealed additional…

The early twenty-first century is characterised by rapid change. Commentators note how permeating digital technologies engage increasing numbers of children, young people and adults as consumers and also producers. In the shifting technological landscape, childhood and youth are changing. Connectivity around the clock, with a parallel existence in…

This paper reports the findings of study into children's self-perceptions of reading, with a particular emphasis on the perceived use of reading scheme material. Using a collective case study approach, two cohorts of children (six in Nursery and six in Reception) were followed over the course of one academic year. This study employed a range of…

Recently in the UK there have been dramatic changes in the state provision of early years education and care, most notably the introduction of the Qualifications and Curriculum Authority's "early learning goals" in 1999 and "curriculum guidance for the foundation stage" in 2000. Outlining the context in which these changes came…

Maintains that pictures are one constant aspect of children's books. Reviews research on whether pictures hinder or facilitate the development of reading skills in young children. Provides suggestions on when and where pictures might provide instructional support. (CFR)

Examines the role of cultural background on children's education opportunities. Suggests that today's diverse, heterogeneous societies demand culturally responsive education practices and programs that can actively engage young learners and help them build upon their own sense of identity. Calls for the development of early childhood education…