A new resource from Deans for Impact summarises current cognitive-science research related to how young children – from birth to age eight – develop skills across three domains: agency, literacy and numeracy.
It aims to
give guidance to anyone working in education who is interested in understanding
the science of how young children develop control of their own behaviour and
intentions, how they learn to read and write, and how they develop the ability
to think mathematically.
domain, the report identifies key questions about learning and provides a short
list of the principles from learning science that inform the answers to these
questions. The resource then connects these principles to a set of practical
implications for specific teaching strategies. The original research is clearly
referenced for anyone wishing to find out more.
Source: The science of early learning: How do young
children develop agency, literacy, and numeracy? (2019), Deans for Impact.
A new resource from Deans for Impact aims to give guidance to anyone working in education who is interested in understanding the science of how learning takes place and what that means for how we teach. The intention is that the publication will evolve over time, and as well as being periodically revised by the authors, they also hope that teachers and others will provide additional evidence that they can include.
This first version summarises existing research from cognitive science around six key questions:
- How do pupils understand new ideas?
- How do pupils learn and retain new information?
- How do pupils solve problems?
- How does learning transfer to new situations?
- What motivates pupils to learn?
- What are some common misconceptions about how pupils think and learn?
The findings for each question are then divided into “cognitive principles” and “practical implications for the classroom.” In both cases, the original research is clearly referenced for anyone wishing to find out more.
Source: The Science of Learning (2015), Deans for Impact.