Does play belong in the primary school classroom?

Learning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. If we want to build an education system preparing children for lifelong learning, we can use these strategies and achieve a balance of academic growth, holistic skills and a joy of learning. This presentation addresses the disconnect between policy, research, and practice, by summarising 5 key findings from international studies and 4 challenges to connect policy and practice. The evidence that play supports learning is considerable, and a new framework can create continuity between the early years learning contexts and implementation in schools

Inelastic Neutron Scattering of Hydrogen in Palladium Studied by Semiclassical Dynamics

Inelastic neutron scattering (INS) spectra of hydrogen in face-centered cubic palladium have been calculated considering nuclear quantum effects (NQE) at finite temperatures. The calculations were performed using semiclassical Brownian chain molecular dynamics (MD) [Shiga, J. Comput. Chem. 43, 1864 (2022)] and artificial neural network potentials with an accuracy of generalized gradient approximation of density functional theory. The calculated spectra are in good agreement with experimental spectra with respect to the peak positions and intensities corresponding to the fundamental tone and the first overtone of the vibrational excitation of hydrogen atoms. These results differ significantly from those of classical MD, indicating that NQE plays an essential role in the correct estimation of the INS spectrum. Importantly, the NQE acts as a blue-shift of the INS spectrum for hydrogen in the octahedral site, due to strong anharmonic vibrations of hydrogen on the potential surface with even symmetry. The calculated peak shifts associated with Pd lattice distortion were also in agreement with experimental results

Learning Through Play: Increasing impact, Reducing inequality

What is the potential of children's play to promote equality in outcomes and address learning gaps between children from more advantaged and less advantaged backgrounds? Drawing evidence from early childhood learning programmes across 18 countries, as well as from interviews with the authors of various contributing studies, this report aims to understand whether and how the evidence about play and learning relates to tackling the learning crisis, especially in terms of inequality in learning outcomes around the globe.This report published by the LEGO Foundation shows that play not only helps children learn, it also supports inclusion, and reduces inequality, therefore demonstrating that policymakers and international organisations need to pay close attention to play. Building on their findings, the authors suggest four areas for future investment, innovation and investigation

Kvikbestandens udvikling i det økologiske sædskifteforsøg på Jyndevad

Faktark med resultater fra HighCrop-projektet på side 1 samt praktiske overvejelser på side 2

Learning Through Play at School: A Framework for Policy and Practice

Learning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. Policy makers, researchers and educators have promoted the notion that learning though play is developmentally appropriate - as it leverages school-age children’s innate curiosity while easing the often difficult transition from preschool to school. However, there is a dearth of evidence and practical guidance on how learning through play can be employed effectively in the formal school context, and the conditions that support success. This paper addresses the disconnect between policy, research and practice by presenting a range of empirical studies across a number of well-known pedagogies. These studies describe how children can foster cognitive, social, emotional, creative and physical skills through active engagement in learning that is experienced as joyful, meaningful, socially interactive, actively engaging and iterative. The authors propose an expanded definition for learning through play at school based on the science of learning, and summarize key findings from international studies on the impact of children’s learning through play. They identify four key challenges that underpin the considerable gap between education policy and practice, and propose a useful framework that addresses these challenges via a common language and structure to implement learning through play

Mekanisk ukrudtsbekæmpelse i kartofler

Principper for mekanisk ukrudtsbekæmpelse i kartofler gennemgås. De økonomiske konsekvenser af bekæmpelsesmetoden gennemgås også