In this video, Chinese young children (aged 3-6 years old) expressed their own understandings and interpretations of the 17 Sustainable Development Goals (SDGs).

34

5/23/2024

At a time when many household incomes are under severe pressure, there are challenges in the accessibility, affordability and quality of childcare provision. Inequalities in access and complexities of needs have been exacerbated by the COVID pandemic, with vulnerable families with children, especially those with special education needs, most likely to miss out on support. Discussion focused on how funding and provision can be built in such a way that those with the highest needs are targeted first and will benefit the most. To enable this to happen, a ‘wholesale review’ of the system could usefully begin by looking much more carefully at a funding system that supports quality of provision across a range of different dimensions.

34

3/27/2024

Alice Bradbury is Co-Director of the HHCP and Professor of Sociology of Education at IOE, UCL’s Faculty of Education and Society. Prof Bradbury specialises in research on the impact of education policy on classroom practices and inequalities, with a particular focus on issues of assessment in early years and primary schools. Her work has included studies on the impact of the Phonics Screening Check, reading policies, and Ofsted inspection.

3

12/18/2023

Farrah Serroukh, Research and Development Director at the Centre for Literacy in Primary Education (CLPE), UK. CLPE’s Research and Development Director, Farrah Serroukh will discuss the rationale and context that informed the initiation of CLPE’s annual Reflecting Realities Survey. Colleagues will have the opportunity to learn more about the findings by contemplating the implications of the headline figures and delving into the patterns and insights from the qualitative data generated. Through the exploration of the data and themes attendees will be introduced to key considerations for determining some of the defining features of high quality ethnically representative and inclusive literature. In considering what it means to reflect realities within children’s literature, the session will touch on the implications for classroom book stock and provision. Farrah Serroukh is the Research and Development Director at the Centre for Literacy in Primary Education (CLPE). Throughout her care

14

12/18/2023

Frank Cottrell-Boyce, a children's novelist who won the Carnegie Medal for his first book - Millions - in 2004 and the Guardian Children's Fiction Prize for The Unforgotten Coat in 2013. The phrase comes from a talk by Mem Fox “The fire of literacy is created by the emotional sparks between a child, a book, and the person reading.” We often talk as though reading were a solitary and silent activity. But it has not always been so (St Augustine found St Ambrose’s habit of silent reading puzzling and possibly anti-social). Some of our most important reading experiences are shared and social and … spoken. My own love of writing came from hearing my year six teacher read out something I had written. It was a transformative experience. I went on to work in film. It takes a lot of money and technology to make a film. But until the film is finally shot, the most alive it ever is, is in the writer’s verbal “pitch” - a piece of storytelling. I would like to celebrate and point to the tra

4

12/18/2023

Teresa Cremin, Professor of Education (Literacy) at The Open University, UK, and co-Director of the Literacy and Social Justice Centre. In order to develop a love of reading, research indicates the marked value of ‘informal book talk’. Often spontaneous and child-led, such relaxed book blether, combined with book recommendations on the part of children and adults is highly motivating. It helps to build connections, affinity networks and relationships that both develop and sustain children’s pleasure in reading. In this keynote, Teresa highlights the benefits of reading for pleasure and the value of such apparently casual conversations about ‘books in common’ or children’s self-chosen texts. Teresa also offers a range of strategies for use in school that can help nurture informal book talk and recommendations and contribute to the creation of engaged communities of readers.

19

12/18/2023

Dominic Wyse, Professor of Early Childhood & Primary Education, Founding Director Helen Hamlyn Centre for Pedagogy (0 to 11 Years) (HHCP), IOE, UCL’s Faculty of Education and Society. Reflecting on research over more than three decades, Dominic Wyse’s talk proposes a new direction for national curriculum development. Dominic Wyse is the Founding Director of the HHCP. Dominic is Professor of Early Childhood and Primary Education at IOE, UCL’s Faculty of Education and Society. The main focus of Dominic’s research is curriculum and pedagogy including the teaching of reading and writing.

4

12/18/2023

Steve Graham, Regents and the Warner Professor at Arizona State University, USA. Writing is essential. We use it to communicate and persuade others, record and share information, entertain and create imaginary worlds, express feelings and heal psychological wounds, and chronicle experiences and explore their meanings. Writing about information heard or read makes it more understandable, and teaching students to write makes them better readers. So how can teachers maximize students’ development as writers? To answer this question, I draw upon multiple lines of evidence to propose five essential features of an effective writing program for students. First, if students are to become better writers, they must write. At least one hour a day should be devoted to writing and writing instruction. Second, as students write, we must support them by establishing clear writing goals, engaging them in prewriting activities and inquiry to gather and organize writing information, allow them to use 2

9

12/18/2023