Childhood Education Innovations
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Childhood Education: Innovations is an education magazine that provides unique, stimulating information about educational programs around the world. Articles explore solutions to specific challenges affecting schools, teachers, and learners and showcase the most recent innovations being developed and implemented to address those challenges. Readers will find inspiration for transforming education to better serve children and society. Published 6 times a year, CE Innovations provides a window into the work being done to bring quality, equitable education to all children. It stands alongside the Journal of Research in Childhood Education as one of our signature publications.
CONTENTS
March/April 2024
“Learning about Forests (LEAF) – Using Nature as a Classroom”
The Learning about Forests (LEAF) program advocates for outdoor learning and hands-on experiences, allowing students to connect with nature and develop a deeper understanding of the natural world. It instills in students a sense of respect for, and ownership of, their natural surroundings, rekindling in them the wonder that ecosystems evoke and reminding them of the vital role nature plays in our lives. While the program started with a focus on forests and sustainable forest use, today it includes a diversity of ecosystems to foster skills and knowledge by exposing learners to outdoor experiences and promoting nature connectedness.
“Creating Safe Environments for Children to Play and Learn”
Play Africa aims to enhance children’s problem-solving capacities and spark their imagination by making play an integral part of early learning and healthy development. Using a collaborative and human-centered approach, working alongside a multitude of stakeholders, Play Africa designs, creates, and facilitates innovative exhibits and programs centered around learning through play in an array of areas, such as STEM, Active Citizenship, Creative Arts, Educator Training, and Placemaking.
“Unlocking Creativity in Education: Daydream Believers”
Daydream Believers, a not for profit organization based in Scotland, is a small team of passionate, award-winning educators and employers who have come together to embed creativity at the heart of education. They believe that innovation, curiosity, and resilience are crucial to unlocking the potential of the future workforce. Working alongside amazing teachers, they are empowering students to take ownership of their learning, providing them with the opportunity to engage with the curriculum in an innovative way that supports their needs and encouraging them to develop the skills and competencies that will be essential for success in the 21st century.
“Taking the Long View: Sustainability for Global Citizenship Transformation”
Inspire Citizens co-founder Aaron Moniz asked: “How can we be global citizens?” He and the Inspire Citizens team have spent years building models and tools to help educators answer that big question. In working with dozens of international schools, Aaron noticed several key ingredients that can propel a school forward in its goals related to active global citizenship. Many of these ingredients involve taking a long view of curricular and cultural transformation; a long view ensures sustainability so active global citizenship becomes and remains a vital part of each learner’s experience. As schools employ a whole-school blueprint for active global citizenship, they develop a program and culture that equips students to think in a long-term way about a positive and sustainable future.
“If I Could Turn Back Time: An Educator’s Reflective Journey Into Trauma-Informed Care”
Today’s classrooms call for a delicate balance of policy and practice. Early childhood educators are tasked with developing the social, emotional, and academic wellbeing of the children they serve, while also following school, district, and government expectations. Many teachers struggle to effectively teach academic content, given their students’ social and emotional needs. Teachers are on the front lines of support for children who have experienced trauma that makes it challenging to learn.
“Addressing Student Anxiety Around Potential School Shootings”
The role of the teacher is shifting to include more responsibility for keeping children safe and calm fears in the face of the growing unease associated with school shootings. Yet teachers receive very little training in how to respond to trauma, like the fear of a potential shooting, in their classroom or school; their teacher preparation focuses on curriculum, instruction, and helping students succeed academically. Nevertheless, educators can do much to address the anxiety that stems from gun violence and help students feel comfortable again at school.
“Education Rethought: Examples From Around the World”
Around the world, educators and child advocates are transforming learning as they find new ways of reaching and engaging young people. We celebrate their work and encourage others to rethink education in their own contexts. As inspiration, we present some examples of how innovative educators and organizations are providing meaningful and transformative educational experiences.
“Enriched Learners or Screen Zombies?”
This article explores the imperative of providing educators and caregivers with enhanced access to training, continuous professional development, and comprehensive resources that address use of digital tools. By doing so, the authors aim to pave the way for a future where children’s screen time is not just a passive interaction, but rather a curated journey through a world of high-quality, meaningful content.
“Theater in an Arts Desert: Partnerships for Enrichment”
Many students in the United States and around the world live in arts deserts, areas where they have limited opportunities to engage with various forms of artistic expression, cultural events, and creative experiences due to a scarcity of cultural institutions, performance venues, galleries, and community arts programs. This article explores the value of providing students living in an arts desert with access to arts-based experiences and the potential benefit for combating the isolation of rural poverty.
“Making Musical Connections: Benefits of Outdoor Music-Making for the Neurodiverse”
Research has indicated that music education and music therapy are linked to improved cognitive function and increased language development from an early age. Playing musical instruments and engaging in music therapy can significantly improve communication for those living with a wide range of conditions, including autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). Outdoor musical play can be particularly beneficial, as it creates connections with other players and improves communication overall in a nonthreatening environment.
“Leading Innovation in Education”
Leading innovation in education requires creating an environment that encourages creative thinking to solve education challenges and support continuous improvement. Teachers, principals, school counselors, advisors, administrative staff, NGO staff, government ministry officials, and all those in a position to guide actions that improve education and learning outcomes can be innovative leaders.