John Siraj-Blatchford

John Siraj-Blatchford
University of Plymouth | UoP · School of Education

HND, B.Ed., MA, PhD

About

75
Publications
50,283
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614
Citations
Introduction
John Siraj-Blatchford is currently a Director of SchemaPlay and an honorary Professor at the School of Education, University of Plymouth. John does research in Early Childhood Education and Education for Sustainable Citizenship. He is an experienced teacher in schools and preschools and in teacher education. He has taught research methodology, science, technology, environmental politics and educational psychology, and he has carried out research using qualitative, quantitative and multiple methods. His current project is concerned with applying 'Embodied Cognition in Early Childhood Learning and Development'. See: http://www.schemaplay.com

Publications

Publications (75)
Article
Many aspects of sustainable citizenship and development are part of children's daily lives, and it is children's right to be involved in decisions that affect them. This includes having the opportunity to make sustainable choices at home and in the setting.
Article
Building upon children's chosen interests and operational schemes is key to creating an inclusive setting in which all children can learn and have fun, including those who may have a perceived ‘special need’.
Article
Find out how a pre-school in an area of disadvantage has embedded a sustainable ethos which is giving children the knowledge and confidence to become eco-citizens of the future.
Article
Full-text available
Every child will come to nursery or pre-school with different life experiences. Understanding these is key to giving them activities that build on what they already know, enabling the joy of learning to evolve.
Article
By following and respecting one little boy's scheme of transporting, practitioners were able to support his understanding of recycling and care of the environment, which ultimately drew in other children.
Article
When children's play is anchored in what they know they can already do, it is a powerful vehicle for developing self-belief. Discover how the distinction between schemes and schemas can support this.
Article
Discover how to draw upon your knowledge and experience of each individual child to identify the schemes they are applying. You can then offer them appropriate resources to extend their learning.
Article
Today's children will be the most affected by climate change, and we shouldn't hide this from them, says Professor John Siraj-Blatchford
Article
A project in Walsall highlights how practitioners are successfully building upon children's favoured schemes and schema to build in new challenges, extend learning and improve EYFS outcomes.
Article
En el artículo se recogen datos sobre cómo se han incorporado las tecnologías en los hogares y cómo dicha inclusión ha repercutido en el uso cada vez mayor de niños y niñas en edades más tempranas. Panorama que plantea una línea de estudio que parte de las teorías de Piaget y Vigotsky en las se aprovecha el juego digital como estrategia de aprendiz...
Book
In our work with a range of pre-schools across the UK and abroad, we have found that one of the biggest challenges for early years’ educators has been in effectively ‘seeding’ children’s learning through play. A concern often expressed by early childhood educators has been the question of how formal or informal, structured or unstructured each lear...
Chapter
The international Education for Sustainable Development (ESD) research and development project that has been conducted by the Organisation Mondiale Pour L’Éducation Préscolaire (OMEP) aimed to provide a research tool that might be applied to audit the practice of Education for Sustainable Development in Early Childhood Care and Education (ESDECCE),...
Chapter
The case for including Early Childhood Care and Education (ECCE) in Education for Sustainable Development (ESD) is made on both moral and on practical grounds, but a definition of ‘Education for Sustainable Development in Early Childhood Care and Education (ESDECCE)’ is offered that emphasises the importance of looking beyond the issue of preschool...
Chapter
The chapter argues that transdisciplinarity is fundamental to the achievement of sustainable development and that this applies as much to early childhood care and education for sustainable development as to the subject as a whole. A summary of the main findings of the international trials is provided, and an attempt is made to identify both the str...
Chapter
This chapter provides a review of the historical accomplishments and the current challenges for Education for Sustainable Development (ESD) in Early Childhood in the UK. Specific references are made to progress, being made with regard to environmental education, economic education and education for social equity. The chapter also reports on the res...
Article
Full-text available
This is the second article in a three-part series that aims to re-examine how we understand children's repeated behaviours; this month, we look to put the schema back into ‘Schema Theory and Practice’.
Article
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This is the first of a three-part series that aims to put the schema back into ‘Schema Theory and Practice’; here we provide a summary account of the cognitive processes of learning and why free flow play works.
Book
This book offers a perspective on Education for Sustainable Development in Early Childhood (ESDEC) that is far removed from the ‘business as usual’ notion of an extended, predominantly environmental, educational curriculum for preschools. It presents a vision of sustainable development that has relevance to Early Childhood Care and Education (ECCE)...
Article
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This article presents findings from an action research pilot project, Involve Me, aiming to support family learning and interaction through information and communications technology in public libraries. Five workshops were developed and delivered between August and November 2013 in three public libraries in Taiwan. Technological resources used incl...
Data
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Research
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ICT has an important place in the EYFS even if its role in providing its own Early Learning Goal (ELG) may be questionable. In any event, it seems hard to imagine any child in 2015 who doesn’t achieve ELG (15): “Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular p...
Conference Paper
Full-text available
The analytical model identified in this paper draws upon a distinction made between cognitive schemes and schema that was applied by the first author in a randomised controlled study of 54 five-year-old children engaged in constructive play (Siraj-Blatchford and Siraj-Blatchford, 2002). Piaget (1969) had suggested that the child's first cognitive s...
Research
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"From the start, it was clearly understood that everything Made in Me does would be based on core child development principles".
Research
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Press Release for the Land of Me software development
Research
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Following the inauguration of the United Nations Decade of Education for Sustainable Development (DESD) (2005-2014), this paper provides a review of the progress that has been made, and the lessons that have been learnt in our development of an Education for Sustainable Development (ESD) in Early Childhood Care and Education (ECCE). The importance...
Article
Full-text available
The increasing emphasis being placed on schema development in pre-schools stems initially from the pioneering analysis and detailed observations of Athey (1990; 2007), who made a significant contribution in applying Piaget’s developmental psychology to early childhood education. 'Schema practice' in early childhood education might now be considered...
Article
ICT is often seen, at least in the popular press, as an electronic babysitter, but helping practitioners and parents to understand how it can become part of a rich learning environment can only benefit children.
Article
Some of the criticism levelled at passive television viewing has unjustly been applied to all screen-based ICT, yet quality educational software will adhere to evidence-based principles of good practice.
Article
John Siraj-Blatchford and Kimberly Caroline Smith introduce the findings of a small-scale collaborative action research project that used a number of ICT programs to support sustained shared thinking.
Book
Full-text available
This book has been written to support practitioners in developing their understanding of education for sustainability in the field of early childhood. The introduction briefly describes how the idea of education for sustainable development (ESD) emerged, and how it today includes an integration of social, environmental and economic aspects of life...
Article
Full-text available
It is now widely recognised that humanity faces urgent problems affecting local, regional and global environments, and social and economic development. The Earth’s limited natural resources are being consumed more rapidly than they are being replaced, and the effects of global warming upon ecological balance and bio-diversity are well known. Rising...
Article
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The following recommendations forEducation for Sustainable Development (ESD) in Early Childhood Education were the product of an extended international collaboration that was supported by a number of bodies including the Centre for Environment and Sustainability in Gothenburg, the Swedish Ministry of Education and Research, the Swedish National Com...
Book
Full-text available
This book provides guidance and illustrations of good practice to support all those working with young children (teachers, nursery nurses, childminders and other early years educators), and their families, in applying a range of Information and Communications Technologies (ICTs) to support early learning. The text is organised in terms of the main...
Technical Report
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The processes that are involved in the provision of family-based support for early learning are best described by applying an ecological perspective. This emphasises the multiplicity of positive and negative factors that combine in complex ways to determine each child’s unique developmental history. It suggests the need to focus attention directly...
Technical Report
Full-text available
What did we find out? Key messages from the knowledge review •To improve development outcomes for young children through effective, integrated practice, it is important to understand what integration means and what quality integration looks like. Integration operates on three related levels: service level, agency-based level, and coordination-o...
Technical Report
Full-text available
This document calls on governments, civil society and in particular educators to prioritize processes that develop and strengthen education for sustainable development (ESD). The world has changed since the UN World Summit on Sustainable Development in 2002. While there have been significant initiatives and progress has been made, the scale of eff...
Chapter
Full-text available
The environment is considered to provide only one of the three core pillars of sustainable development, alongside the economy and society (UNCED, 1992), and social sustainability requires an ethos of compassion, respect for difference, equality and fairness (Chan, 2006). This article draws upon evidence that suggests that in the United Kingdom and...
Article
Research shows that the home learning environment has a strong influence on a child's outcome. This is especially true when considering the use of ICT, as Iram and John Siraj-Blatchford explain.
Chapter
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http://dera.ioe.ac.uk/18199/1/EPPE_-_Promoting_Equality_in_the_Early_Years.pdf
Article
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The development of a science education that includes a focus upon the nature of science suggests the need for ``pedagogic tools'' that can be used to engage children with the procedural understandings that are central to the scientific approach to enquiry. This paper reports on a collaborative action research project that focused on the use of seco...
Book
Full-text available
Extract Provided: Playing the Scientist Game
Article
This document was produced following a consultation process conducted with the academic community in the UK in 2004, and a subsequent workshop which was held with a group of academics at Bletchley Park in May 2004. This consultation process was funded jointly by EPSRC, ESRC and the core e-Science programme.
Article
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The paper draws upon previously unpublished qualitative data collected through interviews and 'triad elicitation' (Kelly, 1955; Siraj-Blatchford, 1995) with 54 five-year-olds in London. These data were collected to provide the basis for an analysis of the children's current knowledge and understandings of their 'making' activity and of construction...
Article
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This article presents the findings of a pilot study of video conferencing, provided as a free-play activity for 4 year-olds in three early childhood settings. The work was carried out in two primary school classes and continued in a local authority nursery. The authors conclude that application of this technology may be justified in terms of develo...
Article
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This article reports the findings of an ecological, mixed-method study of the ways in which children aged three and four, from a variety of class and ethnic backgrounds, learn from the computer in their inner-urban nursery setting. In doing so, it acknowledges and contributes to the ongoing debate over the effects of information and communications...
Article
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Presentation given at Du och Naturvetenskapen symposium, Umea University, Sweden, November, 2000.
Article
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The authors' intention in writing this article was to review the research that has been conducted in the field of anti‐racism in primary and early years education and to identify the areas that require further study. They observe that it is now two decades since the legislative framework of the Race Relations Act (1976) and subsequent investigation...
Article
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This paper identifies the role of reflexivity as a central concern to educational researchers. We argue that reflexivity as a concept needs to be recognised at three key levels. Reflexivity can be considered in terms of learning in general, in relation to our research designs and finally with respect to the production of educational knowledge. Each...
Article
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This is a conference paper. The paper discusses the potential of applying repertory grid techniques in response to the introduction of the 'Product and Applications' and 'Quality' programmes of study in the new national curriculum for design and technology. The paper draws upon research carried out as part of a series of pilot studies carried out i...
Article
This is a conference paper. This paper discusses teacher understandings of the nature and relevance of technology and education to society in the context of a critical review of the U.K. literature concerned with `values' , and with gender and `race' equality. The paper also presents the findings of a survey, conducted in 1993, of British primary s...
Article
This paper argues that a pedagogic model grounded in both constructivist and Vygotskyian theory can be consistently applied throughout Design and Technology education. The constructivist model outlined, is borrowed from the work of Rosalind Driver in Science education and applies a perspective grounded in Piaget and moderated by Ausubel. This persp...
Article
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An enduring problem for educators and educational researchers in recent years has been related to the difficulties of discriminating between curriculum and pedagogy in early childhood education. At no point has the debate been more acute than in relation to the issue of the inclusion of phonic approaches to reading in the UK Guidance for the Founda...
Article
This is a conference paper. Fifty four five-year-old children in three London Primary Schools were tested using the British Ability Scales (NFER). Every 'product' of the children's construction work for the term was photographed. Three intervention groups were withdrawn from their classroom for one hour per week for focused instruction. 'Access onl...
Article
This is a conference paper. The paper offers a critical review of the guidance currently on offer to those teachers of technology who wish to implement the cross-curriculum provisions related to racial equality recommended by the National Curriculum Council for England and Wales. Issues of 'Equality and Underachievement', 'Values' and 'Appropriate...

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