2024-10-25 A short programme of empathy lessons led to measurable, positive changes in students’ conduct, emotional awareness and curiosity about different cultures.Read the full story. |
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2022-09-14 The often-unconscious role that children’s literature plays in kick-starting the “casual marginalisation” of single mothers is to be systematically analysed for the first time in a new research project. Read the full story here. |
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2022-08-16 A free library of resources to help early childhood education practitioners support the development of young children’s language and literacy, numeracy, and social-emotional skills has been released online. Read the full story here. |
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2022-05-19 A survey of how academics use social media to encourage people to interact with their research argues that much of the public value of their work is probably being overlooked in official ‘impact’ assessments. Read the full story here. |
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2020-11-12 The early talk and communication that children experience when very young, though essential in preparing them for school, has no direct impact on their reading and writing skills by age 11, new research shows. Read the full story here. |
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2020-10-26 Faculty of Education researchers have helped to develop a new, online course, which enables both parents and other adults who work with children to support their social-emotional learning and wellbeing through play during times of change or stress. Read the full story here. |
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2020-10-12 A new analysis of pupil wellbeing has called for a re-evaluation of how schools support ‘spiritual development’, arguing that the present legal requirement is vague, confused, and has been appropriated for political ends. The philosophical and historical study, by the University of Cambridge academic, Dr Daniel Moulin-Stozek, traces the origins and history of what British schools today call ‘Spiritual, Moral, Social and Cultural development’ (SMSC). Read the full story here. |
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2020-09-25 An approach to teaching that encourages learners to ‘think with their hands’ can break down barriers for disadvantaged students who have fewer opportunities to engage with science and maths, according to a new report. The judgement is one of the main conclusions from the latest phase of a project called Tinkering EU, which is testing the potential of a teaching and learning method called ‘Tinkering’ to help more children and adults engage with STEM subjects (Science, Technology, Engineering and Mathematics). Read the full story here. |
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2020-09-04 Primary schools in Cambridgeshire, Peterborough and London are being invited to join a new University of Cambridge study examining how COVID-19 has affected pupils’ wellbeing and learning as education adapts to a ‘new normal’. Read the full story here. |
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2020-08-24 A wave of children’s fiction which tackles subjects such as suicide terrorism, militant jihadism and counter-terror violence is helping young readers to rethink and resist extremism and Islamophobia, new research suggests. The study, by Dr Blanka Grzegorczyk at the University of Cambridge, charts the emergence over almost two decades since 9/11 of a distinctive sub-genre in British children’s literature, focusing on themes of terrorism and counter-terror. Read the full story here. |
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