Play and Problem‐solving in a New Light

This article presents a model of children's play, explored from an evolutionary perspective. Surprisingly, an evolutionary approach has only recently been introduced into this field, especially as far as learning is concerned, and is virtually unknown in educational studies. However, such an approach seems entirely reasonable if one accepts that cognitive activities are a product of evolution and selection. Moreover, there is some urgency in stressing the contribution biological sciences can make to the study of children's early development, since there exists an enormous amount of research of immediate relevance to educators that has apparently been ignored.     

Social effects of collaborative learning in primary schools

There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play relations of a collaborative learning programme involving 575 students 9–12 years old in single- and mixed-age classes across urban and rural schools. Data were also collected on student interactions and teacher ratings of their group-work skills. Analysis of variance revealed significant gains for both types of relation. Multilevel modelling indicated that better work relations were the product of improving group skills, which offset tensions produced by transactive dialogue, and this effect fed through in turn to play relations. Although before intervention rural children were familiar with each other neither this nor age mix affected outcomes. The results suggest the social benefits of collaborative learning are a separate outcome of group work, rather than being either a pre-condition for, or a direct consequence of successful activity, but that initial training in group skills may serve to enhance these benefits.     

Storytelling as a Means of Peacemaking: A Case Study of Christian Education in Africa

This article explores how storytelling can help create a space for transformational learning. In particular it looks at the role of storytelling in education for peace in Africa. It also touches on related issues, including the role of historic peace churches, the role of women, and the role of faith convictions, in the process of moving from violence to peace with justice. The case study for the essay is the Watu Wa Amani (People of Peace) conference held in Nairobi in 2004.