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Seeing, feeling, understanding
Allison Carvalho discusses the use of concrete and visual resources in mathematics by older learners in key stages 2 and 3
Research School Network: News
News
Year
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A brighter start: East London’s Early Years Stronger Practice Hub
Catch up on free, evidence-based professional development for early years practitioners
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Mind the gap: understanding multiple disadvantage and helping children to succeed against the odds
LondonEY: London’s Research Conference for the Early Years 2022
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Write all about it
In the third and final part of this series, Allison Carvalho explores recommendation six from Improving Literacy in KS1.
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Phonics beyond phonics
In part two of a three-part series, Allison Carvalho discusses recommendation 2 from Improving Literacy in Key Stage 1
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Improving Literacy in Key Stage 1: building bridges
In part one of a three-part series, Allison Carvalho appraises recommendation eight from Improving Literacy in KS1.
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How can we use the EEF guidance report on social and emotional learning to address school exclusions?
Tania Choudhury, Evidence Lead in Education, considers how we might support pupils at risk of suspension or exclusion
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What do nursery songs and self-regulation have in common?
How early years practice supports self-regulation, and what practitioners can look out for to focus more in this area
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Professional development in the early years
Challenges and opportunities
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Self-regulation and metacognition in the early years: an introduction
In this webinar, our Evidence Leads in Education Fliss James and Melissa Prendergast provide an overview of this important topic
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Does cognitive science imply ‘quick fixes’?
Allison Carvalho, one of our Evidence Leads in Education, reflects on cognitive science and the learning environment.
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Newham Communication Project
How can we best support children’s communication and language in the Early Years