№ files_lp_3_process_9_61171
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Guidance and framework for assessing and supporting the quality of play-based learning in early years, highlighting child-led, adult-led, and adult-initiated approaches as integral to developmental and educational outcomes.
Year:
2007–2020
Region / City:
Scotland
Theme:
Early childhood education, play-based learning
Document type:
Educational framework / guidance
Organization:
Scottish Executive; Education Scotland; Forth Valley and West Lothian Regional Improvement Collaborative
Author:
Practitioners from FVWL RIC; Julie Fisher (conceptual reference)
Target audience:
Senior leaders, early years practitioners
Legal / policy basis:
UNCRC Articles 29 and 31
Purpose:
Monitoring and improving quality of learning and teaching through play
Key concepts:
Child-led learning, adult-led learning, adult-initiated learning, play pedagogy, developmentally appropriate practice
Context period:
Early Level through Primary One and beyond
Reference documents:
Building the Curriculum 2 (Scottish Executive, 2007); Realising the Ambition (Education Scotland, 2020); Interacting or Interfering (2016)
Research basis:
Evidence on developmentally appropriate practice and play-based learning outcomes
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Note:
Year Level & Subject
Number of students:
16 students
Learning styles, strengths, interests, needs:
Love to work with real life examples – linking mathematical concepts to practical examples (Observation, Conversation with the Teacher)
Students know:
Logs and natural log (ln), The wheel of 360 (2pi), Real and imaginary numbers, Inverse functions, Limits and usage, Sequences
Students can:
Use functions in calculators, Draw and plot graphs, Solve complex numbers, Perform inverse functions, Solve functions with limits, Construct basic sequential functions
Year:
2016
Region / City:
Poole, UK
Subject:
Pedagogy, Voice Training, Dyslexia, Actor Training
Document Type:
Academic Article
Institution:
The Arts University at Bournemouth
Author:
Dr. Petronilla Whitfield
Target Audience:
Academics, Educators, Theatre Trainers
Period of Effect:
Ongoing research
Approval Date:
Not specified
Date of Last Update:
Not specified
Year:
2021
Region / city:
Global
Theme:
Social pedagogy
Document type:
Academic article
Author:
Not specified
Target audience:
Academics, educators, researchers in pedagogy and social sciences
Period of validity:
Not specified
Approval date:
Not specified
Date of amendments:
Not specified
Year:
2025
Region / city:
Global
Theme:
Education
Document Type:
Report
Organization:
United Nations Human Rights Council
Author:
Farida Shaheed
Target Audience:
Governments, Educational Authorities, Human Rights Experts
Period of Validity:
Until June 2026
Approval Date:
November 2025
Date of Changes:
Not specified
Year:
2024
Region / City:
UK
Topic:
Education
Document Type:
Guide
Organization / Institution:
Department for Education
Author:
Not specified
Target Audience:
Early Years Educators, Practitioners
Period of Validity:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Organisation:
Busy Bees Preschool
Document type:
Preschool curriculum
Date:
September 2021
Educational approach:
Child-led and adult-led play
Age range:
Mixed-age early years
Key themes:
Personal, Social and Emotional Development; Communication and Language; Physical Development; Literacy; Mathematics; Understanding the World; Expressive Arts and Design
Inclusion:
SEND support and individual educational plans
Parental involvement:
Online learning communication via Tapestry
Learning environment:
Indoor and outdoor continuous provision
Target audience:
Parents and early years practitioners
Note:
Year
Year:
2021
Region / City:
United States
Topic:
Accessible Pedagogy, Immersive Technology, Disability
Document Type:
Working Paper
Institution:
Center for Disease Control, Washington State University
Author:
Jasmine L. Clark
Target Audience:
Educators, Academic Institutions, Disability Service Providers
Period of Validity:
Ongoing
Date of Approval:
October 08, 2021
Year:
2025
Region / City:
New Delhi, India
Topic:
Literature and Pedagogy
Document Type:
Call for Papers / Journal Issue
Organization:
FORTELL, Forum for Teachers of English Language and Literature
Editors:
Dr. Mona Sinha, Dr. Anupama Jaidev Karir
Target Audience:
Researchers, Academics, Educators in English Literature
Submission Period:
November 1, 2024 – December 31, 2024
Publication Frequency:
Bi-annual (January and July)
Citation Style:
APA 7th Edition
Digital Access:
Electronic and print versions available
Year:
1
Semester:
1
Module type:
optional
Level of study:
second degree
Form of study:
stationary
Language of instruction:
English
ECTS credits:
1 (0.68/0.32)
Scientific title/degree, name and surname of the person responsible for the module:
Piotr Dziechciarz PhD
Unit offering the module:
Institute of Biological Bases of Animal Production, University of Life Sciences in Lublin
Module objective:
The student will receive knowledge of the most important theories, will become familiar with the associations and correlations of pedagogy with other disciplines, streams. Through getting to know the systems and even fashions in the pedagogy the student should "reach" understanding of the most important problems and possibilities of development together with contemporary multicultural and alternative approaches.
Prerequisites:
None
Module contents:
Insight into the most important concepts within general pedagogy, its disciplines, sub-disciplines. Introduction to the most important pedagogical theories; Links with related sciences (psychology, didactics), with scientific terminology and subject literature.
Note:
List of basic and supplementary literature
Slavin R. Educational Psychology:
Theory and Practice. Pearson, 2018
Milman N. B., Kilbane C. R. Teaching Models:
Designing Instruction for 21st Century Learners. Pearson, 2013
Walsh J. A., Sattes E. D. Quality Questioning:
Research-Based Practice to Engage Every Learner. Corwin, 2016
Planned forms/activities/didactic methods:
Lecture, discussion; also using distance learning methods and techniques
Ways of verification and forms of documenting the achieved learning outcomes:
Test, evaluation of participation in discussion
Semester:
Fall 2024- 802 (8 Weeks-Oct 21 to Dec 09)
Instructor Information:
Dr. Dan Heiman
Email:
[email protected]
Phone:
512-299-1889
Virtual student hours:
Wednesdays 10-2 or by appointment
Day/Time:
Asynchronous online course
Credits:
3
Course Description:
Translanguaging as the everyday ways of using language in bilingual communities, in and outside the classrooms, and translanguaging pedagogy will be examined. This course provides an exploration of dynamic bilingualism perspectives that interrogate rigid linguistic borders. It includes discussions on the monoglossic ideological approaches that circulate in schools, power, and privilege of particular speakers, and how they affect teaching practices. It includes research methodologies to collect and analyze empirical data of translanguaging as a practice and pedagogy in the borderland.
Required Readings:
Adams Corral, M., Krause, G.H., & Maldonado Rodríguez (2023). “Va a cambiar”: Identifying and border patrol pedagogies in a dual language classroom. Journal of Latinos and Education. https://doi.org/10.1080/15348431.2023.2257374
Year:
2026
Region / City:
Minneapolis, Minnesota
Subject:
Pedagogy, Legal Studies
Document Type:
Call for Papers
Organization / Institution:
Journal of Legal Studies Education (JLSE), ALSB
Author:
Dale Thompson
Target Audience:
Pedagogy scholars, legal education professionals
Start Date:
July __, 2026
End Date:
July __, 2026
Approval Date:
March 15, 2026
Modification Date:
Not specified
Year:
2015
Author:
Mark Miller
Type of document:
Perspective article
Field:
Education / Curriculum design
Target audience:
Teachers, educators, curriculum designers
Level:
Secondary and primary education
References:
Kirby 2015; Bransford et al. 2000; Ball et al. 2008; Young 2013; Roediger et al. 2011
Purpose:
To explore the design and effective use of knowledge organisers in education
Key concepts:
Knowledge organisation, retrieval practice, elaborative interrogation, cognitive load, pedagogy
Application period:
Current educational practice
Year:
2023
Region / City:
USA
Theme:
Social Inclusion, Education, Disability Awareness
Document Type:
Workshop Program
Author:
Jennifer, Katy
Target Audience:
Teachers, Educators
Action Period:
Ongoing
Approval Date:
Not specified
Amendment Date:
Not specified
Note:
Contextual description
Year:
2025
Region / City:
Florida
Topic:
Play Therapy
Document Type:
Award Nomination
Organization / Institution:
Florida Association for Play Therapy (FAPT)
Author:
Ken Schwartzenberger, LCSW, RPT-S; Janet A. Courtney, PhD, RPT-S
Target Audience:
Play Therapy professionals, FAPT members
Effective Period:
2025
Approval Date:
February 21, 2025
Amendment Date:
N/A
Document type:
Self-evaluation template
Sector:
Childcare and play services
Jurisdiction:
Wales
Legal basis:
Child Minding and Day Care (Wales) Regulations 2010, regulation 16
Intended users:
Providers of childcare and play services
Inspection bodies referenced:
Care Inspectorate Wales (CIW); Estyn
Availability:
Also available in Welsh
Quality assurance schemes referenced:
PATHS Model Pre School Status; ITERS
Accreditations referenced:
Pre School Health re-accreditation
Programs referenced:
Flying Start; Foundation Phase education; Design to Smile; PATHS
Dates referenced:
March 2023; September 2023; January 2024
Language of document:
English
Regulatory compliance focus:
Quality of Care Review requirements
Year:
2023
Region / City:
New South Wales
Topic:
Cricket, Integrity Framework, Child Safety, Fair Play
Document Type:
Declaration
Organisation / Institution:
Cricket NSW
Author:
Cricket Organisation
Target Audience:
Cricket Organisations, Clubs, Families
Period of Validity:
Ongoing
Approval Date:
1 February 2023
Date of Changes:
N/A
Year:
2015
Region / City:
Massachusetts
Topic:
Social and Emotional Learning, Early Childhood Education
Document Type:
Standards
Organization / Institution:
Massachusetts Department of Early Education and Care, Massachusetts Department of Elementary and Secondary Education
Author:
Sandra Putnam-Franklin, Mary Lu Love, Su Theriault, Jennifer Kearns-Fox
Target Audience:
Early childhood educators, preschool and kindergarten teachers, early childhood professionals
Period of Application:
2015 and onwards
Approval Date:
June 2015
Date of Revisions:
February-March 2015