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Category: Primary (5-11)
Play in the face of adversity
1 November 2023
Read our paper for the Scottish Children's Commissioner about the value of play for children in the asylum seeking system.
All Work and No Play? Busting the Binary in Majority World Settings
21 June 2023
In this Play Piece, Stephen discusses whether work and play are different, and the value of play as distinct from work.
INSAR 2023: Professionals’ perspectives on strengths-based autism diagnostic assessment
6 May 2023
Neurodiversity-informed approaches enable us to move away from simply understanding autism in terms of difficulties. In this video, PEDAL PhD student Emma Pritchard-Rowe presents a summary of her research on professionals’ perspectives of holistic, strengths-based approaches to diagnostic assessment – which can have a positive impact on autistic people’s wellbeing and enhance the support available […]
Play in South African autism schools: why are formalised ethical processes important?
3 May 2023
Why are culturally sensitive approaches to research ethics so important?
Play, physical activity, and physical health
5 April 2023
How can active play help improve children's access to physical activity and their physical health?
ITAKOM Conference 2023: Moving towards a strengths-based approach to autism diagnostic assessment
16 March 2023
Neurodiversity-informed approaches enable us to move away from simply understanding autism in terms of difficulties. In this video, PEDAL PhD student Emma Pritchard-Rowe presents a summary of her research on holistic, strengths-based approaches to diagnostic assessment which centre autistic voices & have a positive impact on autistic people’s wellbeing and self-esteem. This poster was originally […]
Early Years Library
9 January 2023
Learn more about these free resources designed to help early childhood education practitioners support young children’s development of essential skills.
An Introduction to the TRAIL (Teachers Reflecting on Agency in Learning) Programme
1 December 2022
Teachers Reflecting on Agency in Learning (TRAIL) is a professional development programme designed to support early years and primary educators in implementing rigorous, child-centred practices that promote agency in children. Many educators are unsure how to balance their role as a guide in children’s learning with children’s exploration and curiosity. In TRAIL, we support educators […]
Ruptured school trajectories: understanding the impact of COVID-19 on school dropout, socio-emotional and academic learning using a longitudinal design
1 December 2022
Stephen Bayley, Prof Paul Ramchandani, Research for Equitable Access and Learning (REAL) Centre, Addis Ababa University, RISE Ethiopia
Narrative Matters: ‘Encanto’ and intergenerational trauma
20 September 2022
Read a summary of Sydney Conroy's publication about how themes in Encanto might support children's mental health.