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What children need to flourish: insights from a qualitative study of children's mental health and wellbeing in the pandemic

Education 3-13, 2024-01, Vol.52 (1), p.33-47

2024

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The nature of learning at forest school: practitioners' perspectives

Education 3-13, 2017-03, Vol.45 (2), p.272-291

Harris, Frances

2017

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Physical development in the early years: the impact of a daily movement programme on young children's physical development

Education 3-13, 2022-04, Vol.50 (3), p.289-303

2022

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Redefining the importance of children's voices in personal social emotional development curriculum using the Mosaic Approach

Education 3-13, 2019-11, Vol.47 (8), p.998-1013

2019

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Self-determination and development of emotional-social competences and the level of school achievements in 10-11-year-old Polish students

Education 3-13, 2020-11, Vol.48 (8), p.972-987

2020

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Developmentally appropriate practices and children's perception of self-competence in Head Start classrooms

Education 3-13, 2012-01, Vol.40 (3), p.271-279

Jambunathan, Saigeetha

2012

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Developing a democratic classroom and a democracy stance: Cooperative learning case studies from England and Sweden

Education 3-13, 2022-04, Vol.50 (3), p.389-403

Ferguson-Patrick, Kate

2022

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'We are trying to make them good citizens': The utilisation of SEAL to develop 'appropriate' social, emotional and behavioural skills amongst pupils attending disadvantaged primary schools

Education 3-13, 2018-11, Vol.46 (7), p.741-754

Wood, Peter

2018

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Technology Supported Early Literacy Learning in a Multilingual Community Preschool

Education 3-13, 2019-08, Vol.47 (6), p.692-704

2019

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Enhancing social-emotional development through service-learning: experience from gifted students and their parents in Hong Kong

Education 3-13, 2023-04, Vol.51 (3), p.386-397

2023

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Using an Adaptation Programme to Introduce Children to the Early Years of Schooling in Slovakia

Education 3-13, 2019-01, Vol.47 (6), p.730-745

2019

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The humanities in English primary schools: struggling to survive

Education 3-13, 2017-05, Vol.45 (3), p.298-308

2017

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Primary humanities: a perspective from Wales

Education 3-13, 2017-05, Vol.45 (3), p.332-342

2017

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Oracy-Dialogics through the lens of the Cambridge primary review

Education 3-13, 2018-09, Vol.46 (6), p.620-635

2018

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Evaluating the effectiveness of supporting young quiet, shy and/or anxious primary school children in Wales, using two targeted intervention programmes

Education 3-13, 2022-10, Vol.ahead-of-print (ahead-of-print), p.1-17

2022

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Criteria for selection and rejection of social relationships among children in urban and rural kindergartens in Greece

Education 3-13, 2012-04, Vol.40 (2), p.173-188

2012

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Delivering Every Child Matters: the central role of social and emotional learning in schools

Education 3-13, 2007-08, Vol.35 (3), p.239-248

Weare, Katherine

2007

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Wild woods or urban jungle: playing it safe or freedom to roam

Education 3-13, 2007-11, Vol.35 (4), p.321-332

2007

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The whole child matters: the challenge of Every Child Matters for pastoral care

Education 3-13, 2007-08, Vol.35 (3), p.249-259

Best, Ron

2007

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The Project Adventure RESPECT Program: implementing an experientially-based intervention as an agent for whole school social and academic change in the era of evidence-based practice

Education 3-13, 2009-02, Vol.37 (1), p.75-86

2009

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Learning from nurture groups

Education 3-13, 2004-10, Vol.32 (3), p.59-72

Cooper, Paul

2004

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School-based continuous professional development of teachers: a case study of primary school teachers in Ethiopia

Education 3-13, 2022-11, Vol.50 (8), p.1059-1071

2022

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How parental factors influence children's literacy development: Inequity in education

Education 3-13, 2023-04, Vol.51 (3), p.493-508

Ha, Cheyeon

2023

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'They should just show their real self, no one is perfect': using collage to explore 10- and 11-year-old's identity portrayal to help reframe e-safety

Education 3-13, 2024-04, Vol.52 (3), p.361-374

Pescott, Claire

2024

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Working on the identification and expression of emotions in primary schools for better oral production: an exploratory study of links between emotional and language skills

Education 3-13, 2022-11, Vol.50 (8), p.1107-1120

2022

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What children need to flourish: insights from a qualitative study of children's mental health and wellbeing in the pandemic

The nature of learning at forest school: practitioners' perspectives

Physical development in the early years: the impact of a daily movement programme on young children's physical development

Redefining the importance of children's voices in personal social emotional development curriculum using the Mosaic Approach

Self-determination and development of emotional-social competences and the level of school achievements in 10-11-year-old Polish students

Developmentally appropriate practices and children's perception of self-competence in Head Start classrooms

Developing a democratic classroom and a democracy stance: Cooperative learning case studies from England and Sweden

'We are trying to make them good citizens': The utilisation of SEAL to develop 'appropriate' social, emotional and behavioural skills amongst pupils attending disadvantaged primary schools

Technology Supported Early Literacy Learning in a Multilingual Community Preschool

Enhancing social-emotional development through service-learning: experience from gifted students and their parents in Hong Kong

Using an Adaptation Programme to Introduce Children to the Early Years of Schooling in Slovakia

The humanities in English primary schools: struggling to survive

Primary humanities: a perspective from Wales

Oracy-Dialogics through the lens of the Cambridge primary review

Evaluating the effectiveness of supporting young quiet, shy and/or anxious primary school children in Wales, using two targeted intervention programmes

Criteria for selection and rejection of social relationships among children in urban and rural kindergartens in Greece

Delivering Every Child Matters: the central role of social and emotional learning in schools

Wild woods or urban jungle: playing it safe or freedom to roam

The whole child matters: the challenge of Every Child Matters for pastoral care

The Project Adventure RESPECT Program: implementing an experientially-based intervention as an agent for whole school social and academic change in the era of evidence-based practice

Learning from nurture groups

School-based continuous professional development of teachers: a case study of primary school teachers in Ethiopia

How parental factors influence children's literacy development: Inequity in education

'They should just show their real self, no one is perfect': using collage to explore 10- and 11-year-old's identity portrayal to help reframe e-safety

Working on the identification and expression of emotions in primary schools for better oral production: an exploratory study of links between emotional and language skills

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