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“What do we believe about how children learn?”

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“What do we believe about how children learn?”

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The first three years of life are critical to your baby's brain development. During these years the brain triples its weight and establishes thousands of billions of nerve connections, almost twice as many as adults have.

Our table below reveals what functions each area of the brain controls. If you'd like to know what's going on deep inside your child's brain, go beneath the surface.

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The first three years of life are critical to your baby's brain development. During these years the brain triples its weight and establishes thousands of billions of nerve connections, almost twice as many as adults have. Our table below reveals what functions each area of the brain controls.

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“What have theorists got to do with it?”

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“What have theorists got to do with it?”

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Explore over 100+ easy-to-read summaries of learning theories, educational guides and useful tools below. This website is completely free! It has been maintained by teachers and volunteers since 2005. Please support us by sharing our site on social media or by purchasing our eBook.

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Learning Theories and Models summaries - Educational Psychology

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Explore over 100+ easy-to-read summaries of learning theories, educational guides and useful tools below. This website is completely free! It has been maintained by teachers and volunteers since 2005. Please support us by sharing our site on social media or by purchasing our eBook .

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Overview

We acknowledge that the features of good practice in early years education do not operate linearly and in isolation from each other. However, we have chosen to organize the pages of this resource to fit the grid below simply for the purpose of managing a large body of information from a variety of sources. Since this document represents the reflections and collaboration of various early years educators, the writing styles and tones are varied, and some overlap exists between the areas presented.

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Early years in the PYP: Educators' perspectives

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We acknowledge that the features of good practice in early years education do not operate linearly and in isolation from each other. However, we have chosen to organize the pages of this resource to fit the grid below simply for the purpose of managing a large body of information from a variety of sources.

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Bulletin #4356, Children and Brain Development: What We Know About How Children Learn - Cooperative Extension Publications - University of Maine Cooperative Extension

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Prepared by Judith Graham, Extension human development specialist, University of Maine Cooperative Extension. Revised by Leslie A. Forstadt, Ph.D. Child and Family Development Specialist, University of Maine Cooperative Extension. For information about UMaine Extension programs and resources, visit…

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This publication has been withdrawn in HTML, a PDF version is still available from the programme resource centre. You'll be redirected there shortly.

Esta publicación ya no está disponible en formato HTML, pero puede consultar la versión en PDF en el Centro de recursos para los programas. Se le redirigirá en breve.

Cette publication n'est pour le moment plus disponible au format HTML, mais vous pouvez toujours la consulter au format PDF sur le Centre de ressources pédagogiques. Vous allez être redirigé(e) sous peu.

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This publication has been withdrawn in HTML, a PDF version is still available from the programme resource centre. You'll be redirected there shortly. Esta publicación ya no está disponible en formato HTML, pero puede consultar la versión en PDF en el Centro de recursos para los programas. Se le redirigirá en breve.

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Early years in the PYP: Educators' perspectives

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Early years in the PYP: Educators' perspectives

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The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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MTPYPH Figure 19

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What is PZ?

PZ's Mission: Project Zero's mission is to understand and nurture human potentials -such as learning, thinking, ethics, intelligence and creativity -in all human beings. Our research examines the nature of such potentials, the contexts and conditions in which they develop, and the practices that support their flourishment.

Founded by philosopher Nelson Goodman at the Harvard Graduate School of Education in 1967, Project Zero began with a focus on understanding learning in and through the arts. Over the decades, we have continued our inquiry into the arts and arts education, while drawing together diverse disciplinary perspectives to examine fundamental questions of human expression and development. Our research endeavors are marked by a passion for the big conceptual questions, a passion for close collaboration with practitioners, a passion for the interdisciplinary, a passion for the full range of human development, and a passion for the arts.

Today Project Zero is an intellectual wellspring, nourishing inquiry into the complexity of human potentials and exploring sustainable ways to support them across multiple and diverse cultural contexts. Anchored in the arts and humanities, and with a commitment to melding theory and practice, we continue to work toward more enlightened educational processes and systems that support learners, individually and in community, to thrive in, reflect on, contribute to, and change the world in which they will live.

Project Zero First Fifty-Five Years

Project Zero, housed at the Harvard Graduate School of Education, began in 1967. It was founded by the philosopher Nelson Goodman and-facilitated by Dean Theodore Sizer-was initially funded by the Old Dominion Foundation. The initial purpose of PZ-as it is widely known, along with HPZ-was to carry out fundamental research on education in the arts. As Goodman famously quipped, "The state of general communicable knowledge about arts education is zero. We're starting at zero, so we are Project Zero." The whimsical name has stuck, though we trust that we have moved well beyond zero systematic knowledge.

Over the decades, Project Zero has extended well beyond the arts, to cover a great deal of the curriculum. It has ranged over the age spectrum and educational gamut, from young children to mature learners, from schools to institutions like museums and corporations, from teachers to leaders in different fields of knowledge and practice. The appendix to this report lists historical accounts as well as selected reviews of work carried out at Project Zero.

Importantly, Project Zero has always been a "soft money" research project. There is no endowment-indeed, the University receives overhead on every grant and gift. It's accurate to say that those who work at HPZ need to raise their own salaries and benefits. We are aware of very few research centers with such longevity... and such productivity and world-wide influence.

In 1992, with Nelson Goodman as honored guest, PZ celebrated its 25th birthday; in 2018, with all succeeding directors present, PZ celebrated its 50th birthday. For information about these events, please see the appendix.
Read the full report

Project Zero Annual Reports
2018 - 2019 Annual Report 2017 - 2018 Annual Report 2016 - 2017 Annual Report 2015 - 2016 Annual Report 2014 - 2015 Annual Report

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What is PZ?PZ’s Mission: Project Zero’s mission is to understand and nurture human potentials –such as learning, thinking, ethics, intelligence and creativity –in all human beings. Our research