On their own terms....

A research study has found that of 500 teachers, only 4% of them would consider imposing staggered terms and more than half said they were not even aware that staggering was an option. Since September, headteachers have had the power to set their own dates for school terms with the hope that this will produce staggered school holiday dates, which could reduce holiday prices for families. The issue was debated in the House of Commons earlier this week when MPs heard that 90% of school heads would welcome advice from the government about what constitutes an “exceptional circumstance”. 

No Fall Back for Body Clocks...

The extra hour in bed as the clocks turn back is always welcomed and a sure sign that Autumn has arrived. On the topic of sleep, a study has shown that the body clocks of those aged between 10 and 55 are not compatible with rising early - it's not natural, hence the reason for using alarm clocks. This has led to a generally sleep deprived society, particularly tough for those aged between 14 and 24. Dr Kelley, who has led the research, has suggested that school days should start at 10am and university at 11am, to better match the circadian rhythms of adolescents and young adults. Teensleep, a project involving randomised trials have been carried out at schools across the UK to look at the outcomes of later starts for pupils - findings will be published in 2018.

A number of schools, including Hampton Court House, have already changed to later start times. The benefits may mean better GCSE grades by improving learning, performance and attainment.

The Pioneers

This blogpost has been compiled for those of you who are searching for information on educational theorists at the moment - I hope it points you in the right direction!

To start you off, try Britannica Online (E-Resources), our newest online resource, which gives a brief introduction to many key theorists. I would also suggest looking at David Renfree's Theorists in 140 post which covers all the popular theorists very well, along with links to further useful sources of information. 

There are a number of useful books available, listed here along with the number to find them on the shelf; some of these are also available online (Dawson Books via E-Resources):

      · 'Fifty Major Thinkers on Education' - 370.922 BRE
· 'Fifty Modern Thinkers on Education' - 370.922 PAL and online
· 'Fifty Key Thinkers in Psychology' - 150.922 SHE and online 
· 'Theories of Childhood' - 305.231 MOO
· 'Pioneers in early childhood education' - 372.210922 GIA and online
· ‘Vygotsky in action in the early years’ - 372.21019 DOL and online
· ‘An introduction to Vygotsky’ - 150.92 DAN
· ‘Introducing Vygotsky’ -  372.21 SMI
· ‘Introducing Bruner’ -  372.2101 SMI and online
· ‘Bringing the montessori approach to your early years practice’ -

                     372.210941 ISA and online
· ‘Montessori and early childhood’ - 371.392 FEE and online

Linda Pound has published a number of books looking at theories behind children's learning.

Teaching Mathematics

A number of presentations are now available from a seminar entitled: 'Re-connecting with maths, Engaging practitioners and parents in children’s mathematical development'. Two of these, by Fliss James and Michele Barrett, look at engaging parents with maths in their child's learning. The role of the practitioner is considered in modelling and supporting children’s mathematical mark making, here. This presentation also highlights the role of the practitioner in promoting mathematical learning in the early years.