The school environment can be particularly challenging for children with attention deficit/hyperactivity disorder (ADHD). Pupils diagnosed with ADHD are typically restless, act without thinking...Continue reading
Showing results 37–48 of 94
It has become increasingly apparent that being literate is a fundamental skill for citizens of the 21st century, just as it was in previous times, but also that new conceptualisations of what it...Continue reading
Anthropomorphic robots are increasingly being used as a technology in early childhood settings, and they have been found to enhance social interaction (Tanaka, Cicourel & Movellan, 2007), support...Continue reading
To touch or not to touch? Early childhood educators’ beliefs about using touchscreen technologies with our youngest children
The use of touchscreen technologies in the early years has grown, despite strong recommendations from the American Academy of Pediatrics (AAP) for children under the age of two to have no...Continue reading
The changing nature of young children’s learning ecologies, experiences and implications for pedagogy in the digital era
Digitalisation has changed the ways of everyday living in the 21st century, and has impacted on the constructions of childhood.* Characterisations such as ‘techno babies’ (O'Connor 2014) or...Continue reading
The BERA Blog editors are pleased to announce the launch of a new series of publications: BERA Bites, edited collections of selected articles on key topics in education published on the BERA Blog....Continue reading
On 4 July 2018, the British Educational Research Association (BERA) expert panel on assessment published the report A baseline without basis (Goldstein et al 2018), in response to the Department...Continue reading
For young children, understandings of technology as a cultural tool are both ‘inherited and transformed’ (Rogoff 2003: 51), and often differ from previous generations’ perceptions of...Continue reading
Following the recent call for proposals, we are delighted to announce the first award for a Research Commission to run in 2019. Competing Discourses of Early Childhood Education and Care (ECEC):...
Closing the gap in access to free ‘universal’ early education: What affects participation among low-income families?
For over a decade, all children in England have been entitled to free government-funded early education and care from the term after they turn three. One of the aims of this policy is to close the...Continue reading