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Let the Children Play: Nature’s Answer to Early Learning

8/18/2015

Play enhances every aspect of children’s development and learning, however, it is increasingly rare for children to have long, uninterrupted blocks of time to play indoors and outdoors, by themselves or with their friends. Although children learn to play naturally, we all have a role in ensuring that children have enough time and opportunity to play.
(Source: Canadian Council on Learning)

Link:
https://www.childcarecanada.org/documents/research-policy-practice/17/11/let-children-play-natures-answer-early-learning

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Students Learn Empathy by Connecting with Infants

5/15/2013

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Roots of Empathy (ROE) is an award winning, evidence-based classroom program that has shown dramatic effect in reducing levels of aggression and violence among school children while raising social/emotional competence and increasing empathy. The program reaches children from Kindergarten to Grade 8 across Canada, in English and French, in rural, urban, remote and Aboriginal communities both on and off reserve and internationally in Australia,New Zealand, and the United States.

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Building on Strengths Through Collaboration

5/7/2013

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The Learning and Development Initiative (also known as the Learning Inquiry Initiative) is an ongoing initiative in operation at various sites throughout the Vancouver School District. It’s purpose is to uncover and celebrate the knowledge, understandings, principles and skills fundamental to learning. This process includes all associated employee groups, parents, students, and community groups.

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Schools Take on Role as Heart of Community

5/7/2013

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SchoolPlus is a province-wide initiative led by the Saskatchewan Ministry of Education and the provincial education system that promotes learning success and well-being for every child and young person. It envisions a province where every school is actively improving student outcomes through the delivery of a strong learning program and serving as a centre for social, health and other services for children and their families.

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Learning with the Grain of the Brain

1/11/2011

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If young people are to be equipped effectively to meet the challenges of the 21st century it is surely prudent to seek out the very best understandings from current scientific research into the nature of how humans learn before considering further reform of the current system.

This article by John Abbott and Terence Ryan appeared in the Spring, 1999 issue of Education Canada.

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Report: Canadian trends in the integration of ICT for learning K-12

1/10/2011

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This paper describes aspects of the current context of education policy in Canada, selected trends in the integration of information and communications technologies (ICT) for learning in the kindergarten to grade 12 education systems and offers observations about emerging visions of effective ICT integration. The ideas presented represent a synthesis of information reviewed in research reports, policy papers, selected seminars and surveys.
(Source: Canadian Education Association)

Link:
http://www.cea-ace.ca/res.cfm?subsection=rep

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Report: Canadian trends in the integration of ICT for learning K-12

10/13/2008

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early years

10/13/2008

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Most people understand that the early years are an important time in a child’s development, but recent research is painting a startling picture of how the experiences and interactions that occur from conception to age six drastically affect the trajectory of children’s lives, their success in school and who they will become as adults.

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Let the Children Play: Nature’s Answer to Early Learning

Students Learn Empathy by Connecting with Infants

Building on Strengths Through Collaboration

Schools Take on Role as Heart of Community

Learning with the Grain of the Brain

Report: Canadian trends in the integration of ICT for learning K-12

Report: Canadian trends in the integration of ICT for learning K-12

early years

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