Teaching and learning: what matters for intervention

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Oxford Review of Education Pub Date : 2023-01-02 DOI:10.1080/03054985.2023.2161197
Sonali Nag
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Abstract

New learning is crucial for child development. Research in the last century has identified several sub-skills that must come together for the remarkable growth in skills seen during the early years. This research has provided two important insights about child development – a variety of basic processes underpin children’s learning and these bases of learning, while universal, are influenced by the learning context. The study of contexts has spanned multiple levels from home environments and teaching practices to the culture of communities and government policies related to early childhood care and education. More recently, the social, health and educational disruption during the COVID-19 pandemic has emerged as another powerful contextual factor that has deeply impacted learning. In this editorial, I consider five premises to draw attention to the essential core of intervention – the assumption that there will be new learning among children who receive the intervention. The five premises are introduced using examples of typical learning achievements observed in the early childhood years before drawing on papers in this special issue to examine how context and learning interact, and what these might mean for new directions in early childhood intervention research
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教学:什么对干预很重要
新的学习对儿童的发展至关重要。上个世纪的研究已经确定了几个子技能,这些技能必须结合在一起,才能在早期实现显著的技能增长。这项研究提供了关于儿童发展的两个重要见解——各种基本过程是儿童学习的基础,而这些学习基础虽然普遍,但受到学习环境的影响。背景研究涵盖了多个层面,从家庭环境和教学实践到社区文化以及与幼儿保育和教育相关的政府政策。最近,新冠肺炎大流行期间的社会、健康和教育中断已成为另一个对学习产生深刻影响的强大背景因素。在这篇社论中,我考虑了五个前提,以提请人们注意干预的基本核心——接受干预的儿童将有新的学习。这五个前提是通过儿童早期观察到的典型学习成就的例子介绍的,然后引用本期特刊中的论文来研究背景和学习是如何相互作用的,以及这些对儿童早期干预研究的新方向可能意味着什么
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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