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Editorial

Editorial Australian Journal of Education 2018, Vol. 62(2) 91–93 Editorial ! Australian Council for Educational Research 2018 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0004944118778911 journals.sagepub.com/home/aed This issue of the Australian Journal of Education places a strong emphasis on making the voices heard of the children and students who are at the centre of the educational effort. Thus, 200 conversations with 3–8 year olds about what and how they like to learn are at the centre of the first article by Beverley Flu¨ ckiger, Julie Dunn and Madonna Stinson. From this body of evidence, it emerges that children’s perceptions tend to reflect the type of learning opportunities they experience. Thus, students in situations characterised by teacher-directed approaches describe learning to be more about listening and following directions while students experiencing more varied learning opportunities experience learn- ing to be more collaborative and explorative. In general, children talk about learning oppor- tunities which involve exploration, experimentation and research as being particularly engaging and appreciate having some control over the learning process. Liking of and attitudes towards learning tend to differ between pre-school and junior primary school children. Pre-school children express a desire to learn anything and an expectation that anyone can do anything http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

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Publisher
SAGE
Copyright
© Australian Council for Educational Research 2018
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/0004944118778911
Publisher site
See Article on Publisher Site

Abstract

Australian Journal of Education 2018, Vol. 62(2) 91–93 Editorial ! Australian Council for Educational Research 2018 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0004944118778911 journals.sagepub.com/home/aed This issue of the Australian Journal of Education places a strong emphasis on making the voices heard of the children and students who are at the centre of the educational effort. Thus, 200 conversations with 3–8 year olds about what and how they like to learn are at the centre of the first article by Beverley Flu¨ ckiger, Julie Dunn and Madonna Stinson. From this body of evidence, it emerges that children’s perceptions tend to reflect the type of learning opportunities they experience. Thus, students in situations characterised by teacher-directed approaches describe learning to be more about listening and following directions while students experiencing more varied learning opportunities experience learn- ing to be more collaborative and explorative. In general, children talk about learning oppor- tunities which involve exploration, experimentation and research as being particularly engaging and appreciate having some control over the learning process. Liking of and attitudes towards learning tend to differ between pre-school and junior primary school children. Pre-school children express a desire to learn anything and an expectation that anyone can do anything

Journal

Australian Journal of EducationSAGE

Published: Aug 1, 2018

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