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1. How Playful Learning Can Help Leapfrog Progress in Education

Author

Brookings Institution, Center for Universal Education, Winthrop, Rebecca, Ziegler, Lauren, Handa, Rhea, and Fakoya, Foluyinka

Abstract

Humans are born with the natural ability to gain skills through play. Children learn about social norms, roles and responsibilities, and language through curiosity-driven, playful interactions and activities. Learning through play harnesses the power of children's imagination and inspires active engagement with the material. The Center for Universal Education at Brookings, is studying innovations that strive to improve education. If the education sector stays on its current trajectory, half of all youth around the world entering the workforce in 2030 will lack basic secondary-level skills they need to thrive--from literacy and numeracy to critical thinking and problem solving. It is believed that leapfrogging, or rapid nonlinear progress, is needed to change this trajectory. Education that allows students to leap forward in learning should incorporate experimentation and iteration, helping students make meaning of what they are learning, and engage with others in doing so. These types of student-centered, playful learning experiences are an essential component to leapfrogging in education because without them young people will not be able to develop the full breadth of competencies and skills they need to thrive in a fast-changing world. This paper is the first in in a series of Leapfrogging in Education snapshots that provide analyses of a global catalog of education innovations. Of the nearly 3,000 innovations captured in the catalog, two-thirds involve playful learning, which represents the largest category of innovations that were recorded. [Support also provided by the BHP Foundation.]

Published
2019

2. Rethinking Child Poverty.

Author

Bessell, Sharon

Subjects
*POOR children, *FEMINISM, *CAPABILITIES approach (Social sciences), *PARTICIPANT observation, *PRESCHOOL children, *EMPIRICAL research, *RURAL poor
Abstract

Childhood poverty matters—not only because of the disturbingly high number of children affected, but also because of the deleterious impact on their human flourishing, both now and in the future. Effectively addressing child poverty requires clear identification of the nature and causes of the problem, as well as an understanding of how it is experienced. This paper aims to deepen understanding of child poverty, by drawing on key elements of a capability approach, rights-based approaches, and feminist standpoint theory, and empirical research. It is grounded in the findings of rights-based, participatory research with children aged between 7 and 15 years in Indonesia and in Australia, which cast new light on the dimensions of poverty that are most egregious from a child-driven standpoint. It presents a three-dimensional typology of material, opportunity, and relational poverty. [ABSTRACT FROM AUTHOR]

Published
2022
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3. Optimal nutrition therapy in paediatric critical care in the Asia-Pacific and Middle East: a consensus.

Author

Jan Hau Lee, Rogers, Elizabeth, Yek Kee Chorm, Samransamruajkit, Rujipat, Pei Lin Koh, Miqdady, Mohamad, Al-Mehaidib, Ali Ibrahim, Pudjiadi, Antonius, Singhi, Sunit, Mehta, Nilesh M., Lee, Jan Hau, Chor, Yek Kee, and Koh, Pei Lin

Subjects
*DIET therapy, *PEDIATRIC intensive care, *PARENTERAL feeding, *CATASTROPHIC illness, *ALGORITHMS, *CONSENSUS (Social sciences), *CRITICAL care medicine, *DIETITIANS, *ENTERAL feeding, *INTENSIVE care units, *NUTRITIONAL assessment, *PEDIATRICS, *DIETARY proteins, *SYSTEMATIC reviews, *NUTRITIONAL status, *THERAPEUTICS
Abstract

Background and Objectives: Current practices and available resources for nutrition therapy in paediatric intensive care units (PICUs) in the Asia Pacific-Middle East region are expected to differ from western countries. Existing guidelines for nutrition management in critically ill children may not be directly applicable in this region. This paper outlines consensus statements developed by the Asia Pacific-Middle East Consensus Working Group on Nutrition Therapy in the Paediatric Critical Care Environment. Challenges and recommendations unique to the region are described.Methods and Study Design: Following a systematic literature search from 2004-2014, consensus statements were developed for key areas of nutrient delivery in the PICU. This review focused on evidence applicable to the Asia Pacific-Middle East region. Quality of evidence and strength of recommendations were rated according to the Grading of Recommendation Assessment, Development and Evaluation approach.Results: Enteral nutrition (EN) is the preferred mode of nutritional support. Feeding algorithms that optimize EN should be encouraged and must include: assessment and monitoring of nutritional status, selection of feeding route, time to initiate and advance EN, management strategies for EN intolerance and indications for using parenteral nutrition (PN). Despite heterogeneity in nutritional status of patients, availability of resources and diversity of cultures, PICUs in the region should consider involvement of dieticians and/or nutritional support teams.Conclusions: Robust evidence for several aspects of optimal nutrition therapy in PICUs is lacking. Nutritional assessment must be implemented to document prevalence and impact of malnutrition. Nutritional support must be given greater priority in PICUs, with particular emphasis in optimizing EN delivery. [ABSTRACT FROM AUTHOR]

Published
2016
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