How is explicit instruction thwarting students' learning? In what ways can we instill in our students the feeling of exploration and discovery?

I am doing research on parenting programs which support parents to raise their child's early literacy exposure. Also included are Honduras ("Madres Guias") and Colombia ("Familias en Accion"), and please feel free to respond if you know good resources on those. The paper is a comparative case-study to analyze effective programs in this area in Latin America. Thank you.

Evolution is to be included as part of the National Curriculum In England from 2014.

I am teaching primary school aged students with learning disabilities in Greece, in a small island. Their parents use local Greek language which is amazing as it is a piece of their cultural puzzle. However, some language idioms I think cause difficulties in learning process. To be more clear, a verb such as πηγαινω (=I am going) in local dialect is πανε (=I am going). The meaning is exactly the same but from the aspect of grammar is totally wrong. Children hear and say this type of idioms every day and I was thinking that may be local language idioms burden not only the learning process, especially for children with specific learning difficulties but also children cannot realize the right and wrong in grammar etc.

Maria Montessori promoted a pedagogical approach based on the rediscovery of the child and introduced fundamental changes in many areas of early childhood education. However, 100 years have passed since she developed her successful method. In what areas are her once revolutionary insights regarded as outdated in the light of modern research findings? Which of her findings are still considered to be fully valid by specialists of modern nursery, primary and secondary education?

I am looking for evidence-based pedagogy for the literary history classroom, preferably in secondary education. So far I am using the framework of historical reasoning and the pedagogy of mystery question as attempts to revitalize the literary history classroom.

At the beginning of May 2023, the World Health Organisation lifted the state of global epidemiological emergency associated with Covid-19. In Poland, the state of heightened epidemiological emergency associated with Covid-19 is not due to be lifted until the end of June 2023. This is likely to increase the scale of ongoing research into the various secondary effects of the Covid-19 pandemic, both the post-pandemic, post-vaccine health effects, then also the social and economic effects, including, for example, on the issue of rising inflation from 2021 generated by the introduction of a large amount of additional money into the economy during the Covid-19 pandemic, which was mainly intended to limit the scale of the increase in unemployment caused by the introduced lockdowns. In Poland, the PIS government is mainly responsible for the deterioration of children's mental state, which unreflectively and without applied research and public consultation introduced large-scale lockdowns imposed on selected sectors of the economy, national quarantines, universal e-learning, social distancing in public places, etc. ... and even a ban on entering forests during part of the period of wave 1 of the pandemic.

From mid-2022 onwards, more and more comparative studies began to appear, which compared internationally the question of the correlation between the rate of development of the pandemic, the number of deaths categorised as caused by the severe Covid-19 disease state and the occurrence of co-morbidities, usually in more than 90 per cent of cases, and the so-called 'anti-pandemic safety instruments' introduced to varying degrees in individual countries. The results of the study did not confirm the findings of the study, which was based on the results of the research carried out by the European Centre for Disease Prevention and Control (ECDC). The results of the research carried out did not support the thesis regarding the validity of the

of the lockdowns introduced during the coronavirus (Covid-19) pandemic as an instrument to significantly reduce the level of mortality caused solely by the severe Covid-19 condition, exclusively, i.e. by subtracting the factor of co-morbidities. In some countries, the generating factors of specific comorbidities were key influential determinants shaping mortality levels. For example, in Poland, where, due to the government's neglect and deliberate slowing down and blocking of the development of renewable energy sources in recent years, more than three quarters of energy is still produced by the technologically backward dirty power industry based on burning hard coal and lignite, which generates the worst air quality in cities during heating periods compared to Europe and the world. This poor air quality, determined by high levels of particulate matter (PM 2.5, PM 10, etc.), is the source of premature deaths, estimated at around 50 000 people, i.e. deaths caused by respiratory and other diseases resulting from high levels of air pollution. Such diseases are examples of diseases coexisting with Covid-19, which were compounding factors in the level of mortality qualified as caused by these diseases in combination with Covid-19 during the pandemic. In the government-led pandemic risk management process, different structures were adopted to prioritise safety on the one hand for health and on the other hand also for socio-economic safety. Different solutions were adopted in the countries in terms of the applied anti-pandemic safety and anti-crisis instruments with regard to the economy. Consequently, the effects of these measures were also not the same. The economic impact of the coronavirus pandemic (Covid-19) and the applied anti-pandemic instruments also varied significantly between the various different industries and sectors of the economy.

These systemic anti-pandemic measures mainly benefited the technology sectors, companies operating on the Internet, businesses developing e-commerce, courier companies, state-owned companies receiving additional government contracts for the production of anti-pandemic assortments, e.g. hand disinfectant fluids, production of protective masks, etc. On the other hand, there were many more companies and enterprises, mainly operating in the service sectors, which were subject to lockdowns and suffered severe financial losses, some going out of business because of them, which in macroeconomic terms generated a deep recession of the economy during the 1st wave of the pandemic. However, as it later turned out, there were many more problems caused by such anti-pandemic socio-economic policies. Among these various secondary effects of the negative and particularly socially significant problems generated by the misguided antipandemic socio-economic policy, one stands out the increasing scale of psychological problems in children, which have significantly worsened since March 2020, i.e. since the lockdowns introduced during the coronavirus (Covid-19) pandemic, national quarantines, universal e-learning, social distancing in public places, etc., and have been exacerbated by the controversial pseudo-reforms applied to the education system over the past few years. In Poland, this problem is very serious. This is confirmed, inter alia, by the data on the growing scale of child suicides in the period from 2020 to 2022. Lockdowns, national quarantines, universal e-learning, social distancing in public places, etc., introduced and applied on a large scale during the coronavirus (Covid-19) pandemic in Poland, have caused disorders in the social development of children and adolescents. In view of this, it is essential to create and develop programmes to support the social development of children, programmes of psychological assistance for children, which should prevent the growing scale of psychological problems in children.

In view of the above, I address the following question to the Honourable Community of scientists and researchers:

And what is your opinion on this topic?

What is your opinion on this subject?

Please respond,

I invite you all to discuss,

Thank you very much,

Best wishes,

Dariusz Prokopowicz

In Germany there exist a high connection between the social economic background of students and the participation in education (different school-types and the achieved competencies).