You are here
Search results
Displaying 1 - 10 of 50
An emphasis on critical thinking, a questioning of taken for granted assumptions, and rights-based thinking are framings for many of the articles in this issue.
![](/misc/message-24-info.png)
![application/pdf PDF icon](/modules/file/icons/application-pdf.png)
![](/misc/message-24-info.png)
![application/pdf PDF icon](/modules/file/icons/application-pdf.png)
This commentary aims to encourage a research-based, critical, inquiring approach to the development of play-based learning in primary schools. I suggest that this approach could build from the wealth...
![](/misc/message-24-info.png)
![](/misc/message-24-info.png)
![application/pdf PDF icon](/modules/file/icons/application-pdf.png)
![](/misc/message-24-info.png)
![application/pdf PDF icon](/modules/file/icons/application-pdf.png)
![](/misc/message-24-info.png)
![application/pdf PDF icon](/modules/file/icons/application-pdf.png)
![](/misc/message-24-info.png)
![application/pdf PDF icon](/modules/file/icons/application-pdf.png)
All the articles in this edition have implications for inclusive teaching and learning practice. Each suggests some ways to make visible and understand the knowledge residing in...
![](/misc/message-24-info.png)
![application/pdf PDF icon](/modules/file/icons/application-pdf.png)
In this article, Yvonne, a junior school teacher, describes how she decided to explore how key competencies could be integrated into the daily programme, and assessed, without creating extra workload...
![](/misc/message-24-info.png)
Two teachers research the documentation, continuity and complexity of key competencies in their combined new entrant, Year 1 and Year 2 classroom. They wanted to find ways to make the continuity...
![](/misc/message-24-info.png)