214 research outputs found
A curriculum for excellence review of research literature
Get PDFResearch suggests that the arts play significant part in the education of all pupils. The findings of numerous, wide-ranging studies indicate that the Expressive Arts fulfil a vital function in the development learners, meeting many of the outcomes described in the "Purposes of the Curriculum 3-18" diagram outlined on page 15 of "A Curriculum for Excellence". In the following review of recent research, it is evident that the arts provide meaningful contexts through which learners can actively participate in a wide range of learning experiences. It is evident that learning should take place in the arts: each separate discipline has its own knowledge and skills base. But learning also takes place through the arts. Because of the high level of active engagement and enjoyment experienced during good Expressive Arts lessons, learners gain a sense of achievement and increased self-esteem. Across the arts areas, learners are offered a very wide and varied range of experiences, enabling them to communicate in a number of ways, for example, orally, visually, through body language and through music. The collaborative nature of many arts activities enables learners to develop skills in working cooperatively with others, often in problem-solving, creative situations. The arts also offer many opportunities for learners to be pro-active and enterprising within meaningful and relevant contexts
Curriculum architecture - a literature review
Get PDFThe analysis of almost 400 abstracts, articles, books from academic sources, policy documents and the educational press has been undertaken to attempt to illuminate the concept of Curriculum Architecture. The phrase itself is not current in the Scottish educational discourse. This review has attempted to look at the international research literature, available over the past ten years or so, on the sub-themes identified in the SEED specification
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BERA-TACTYC Early Childhood Research Review 2003-2017
Get PDFBERA/TACTYC Review of Early Childhood Education and Care in the UK, 2003-2017 has involved a wide range of early childhood specialists, both in the early consultation stages, and in writing the five main sections of the Review. Teams of authors and their reference groups came together from TACTYC â the Association for Professional Development in Early Years, and the BERA Early Childhood Education and Care SIG. Using specific questions to interrogate the literature, each team worked on one of five main themes: Professionalism; Parenting and Family; Play and Pedagogy; Learning, Development and Curriculum, and Assessment and School Readiness. These themes are contextualised within broad policy issues in the UK.
The Introduction shows the working methods for the Review, and the Conclusion brings together key messages and suggestions for future research. We hope that the Review will prove useful to a range of early childhood specialists, including students, researchers, practitioners, policy makers and teachers in further and higher education. We intend to create a User Review that will be aimed at practitioners and to engage other stakeholders in current trends and debates.
The Review is being launched at a time of change and uncertainty within early childhood education and care, and we hope that the Review will provide a focal point for discussions about future directions in the four UK policy frameworks, the importance of research, and how we use research evidence to inform provision and practice
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