BEGIN:VCALENDAR VERSION:2.0 PRODID:talks.ox.ac.uk BEGIN:VEVENT SUMMARY:Putting Common Elements of Effective Early Childhood Education to Work: The Early Years Library\, Practitioner Agency and Professional Lear ning DTSTART;VALUE=DATE-TIME:20260310T124500Z DTEND;VALUE=DATE-TIME:20260310T140000Z UID:https://talks.ox.ac.uk/talks/id/bd3103e7-6cd9-4af1-8fb6-b6c8a86e81f1/ DESCRIPTION:High quality early childhood education (ECE) can make a crucia l contribution to equal life chances for children. ECE staff tend to have a wide range of qualifications and experience\, with variable skills and k nowledge to support children’s development. In this talk\, we will share recent collaborative work by our team from Cambridge\, the Early Interven tion Foundation and the Centre for Evidence and Implementation that aims t o develop ECE workers’ professional learning using a novel methodology. We systematically reviewed ECE programmes with a strong research evidence base\, then we extracted the common elements of practice from those progra mmes. These common elements were the basis for developing our Early Years Library. Next\, we worked collaboratively with early years practitioners a nd implementation experts to co-design training and support materials thro ugh a series of rapid cycle testing and refinement. This talk situates the common elements methodology among other approaches to generating robust e vidence\, like more traditional randomized trials. We examine the notions of feasibility and enablers for implementation in the context of non-manua lised approaches to professional learning.\n\nBio: Prof Sara Baker is a Pr ofessor of Developmental Psychology and Education (Faculty of Education\, Cambridge) and a 2022 UNESCO-IBE Senior Fellow in the Science of Learning. Dr Julia Birchenough is a Research Associate\, Faculty of Education\, Cam bridge. This work is funded by the Nuffield Foundation\n\nTeams link: http s://teams.microsoft.com/meet/3825967966058?p=oaa4boDA3tu5ZnqMja LOCATION:15 Norham Gardens (Seminar Room E and online)\, 15 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/bd3103e7-6cd9-4af1-8fb6-b6c8a86e81f1/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Putting Common Elements of Effective Early Childhood Educ ation to Work: The Early Years Library\, Practitioner Agency and Professi onal Learning TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Risk Factors for Poor Reading: Beyond Phonological Deficits - Prof essor Margaret Snowling (University of Oxford) DTSTART;VALUE=DATE-TIME:20260210T170000Z DTEND;VALUE=DATE-TIME:20260210T183000Z UID:https://talks.ox.ac.uk/talks/id/a0c6c0a6-fff2-49a7-aec8-2dc4408070b1/ DESCRIPTION:This session is joint between the Child Development and Learni ng group and the Applied Linguistics Lunchtime Seminar group.\n\nAttendanc e note: All are welcome to attend however due to limited room capacity\, i n-person attendance is reserved for members of the CDL and Applied Linguis tics research groups only. Colleagues and students outside these groups ar e very welcome to join online via Teams.\n\nIt is well-established that ph onological skills are critical for learning to read and that individuals w ith ‘dyslexia’ have phonological processing difficulties. However\, as recognized by a recent Delphi study of dyslexia there is also growing evi dence that poor reading is the outcome of multiple genes of small effect a cting through the environment to produce individual differences in the man ifestation of dyslexia/poor reading. I will draw on findings from a longit udinal study of children at high-risk of dyslexia\, either because they ha ve a parent with dyslexia or preschool language difficulties\, to consider a range of risk factors that are associated with poor reading. The paper will begin by reviewing findings from longitudinal studies assessing the r ole of speech and language skills in reading development. There will follo w a series of analyses examining dyslexia outcomes which are either specif ic or associated with comorbid developmental language disorder. We will to uch on the role of ‘protective’ factors including the home literacy en vironment and implications for screening and intervention.\n\nTeams link: https://teams.microsoft.com/meet/3825967966058?p=oaa4boDA3tu5ZnqMja\nSpeak ers:\nProfessor Margaret Snowling (University of Oxford) LOCATION:15 Norham Gardens (Seminar Room A)\, 15 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/a0c6c0a6-fff2-49a7-aec8-2dc4408070b1/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Risk Factors for Poor Reading: Beyond Phonological Defici ts - Professor Margaret Snowling (University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:The Role of Self-Regulation in Young Children’s Digital Choices\ , Behaviours\, and Reactions - Professor Steven Howard (University of Oxfo rd) DTSTART;VALUE=DATE-TIME:20260224T124500Z DTEND;VALUE=DATE-TIME:20260224T140000Z UID:https://talks.ox.ac.uk/talks/id/3bbdadc1-4617-4d0a-95fc-7893f46165aa/ DESCRIPTION:Media and public discourse on digital technology use in early childhood often highlight narratives of concern about children’s screen time\, online safety\, digital choices\, and emotional and behavioural cha llenges surrounding their digital activity (e.g.\, ‘techno-tantrums’ w hen requests for digital devices are denied or when required to transition away from a digital device). Our recent meta-analysis suggests that child ren’s self-regulation is associated with these digital behaviours and re activity from childhood through to adolescence\, although its role is nuan ced. Unfortunately\, most research has focused on associations of self-reg ulation with screen time and problematic patterns and risky forms of digit al engagement\, providing low clarity regarding when\, for what\, and unde r what conditions self-regulation is involved in different types and conte xts of young children’s digital engagement. This seminar will unpack tho se meta-analytic findings on the role of self-regulation in young children ’s digital activity\, and add emerging research and essential future res earch directions that further consider interactions of individual\, educat ional\, digital design\, and contextual factors – which may point to bet ter solutions to prepare children for the digital demands of their present and future.\n\nTeams link: https://teams.microsoft.com/meet/3825967966058 ?p=oaa4boDA3tu5ZnqMja\nSpeakers:\nProfessor Steven Howard (University of O xford) LOCATION:15 Norham Gardens (Seminar Room E)\, 15 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/3bbdadc1-4617-4d0a-95fc-7893f46165aa/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:The Role of Self-Regulation in Young Children’s Digital Choices\, Behaviours\, and Reactions - Professor Steven Howard (Universit y of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:The influence of activity context on the quality of support for ch ildren’s oral language development in English nurseries - Keeley Dobinso n (Department of Education\, University of Oxford) DTSTART;VALUE=DATE-TIME:20260217T124500Z DTEND;VALUE=DATE-TIME:20260217T140000Z UID:https://talks.ox.ac.uk/talks/id/19e0ad5f-5953-4696-bf4f-8bb79cb16d9f/ DESCRIPTION:Oral language competence is fundamental to children’s academ ic achievement and emotional well-being\, yet many children enter school w ith delayed language development. Early Years Practitioners can play a piv otal role in supporting language growth through high-quality interactions integrating linguistic\, interactive and conceptual elements. In-service p rofessional development can support practitioners to enhance provision\, e specially when its design is informed by an understanding of existing prov ision and the contextual factors that shape it.\nThis talk will present fi ndings from a study which employed fine-grained analysis to examine the qu ality of language support in small-group practitioner–child interactions in English nurseries. Interactive and conceptual features of practitioner input - including prompt use\, extensions and expansions of child languag e\, conversational exchanges and the use of decontextualized language - we re examined across three content-rich activity contexts: text-and-picture book sharing\, wordless book sharing\, and toy play. Comparisons across th ese contexts highlight their relative affordances for language learning an d identify priorities for professional development and practice. The prese ntation will also discuss the methodological challenges of capturing langu age support through a bespoke coding approach and consider pathways for fu ture refinements.\n\nTeams link: https://teams.microsoft.com/meet/38259679 66058?p=oaa4boDA3tu5ZnqMja\nSpeakers:\nKeeley Dobinson (Department of Educ ation\, University of Oxford) LOCATION:15 Norham Gardens (Seminar Room E)\, 15 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/19e0ad5f-5953-4696-bf4f-8bb79cb16d9f/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:The influence of activity context on the quality of suppo rt for children’s oral language development in English nurseries - Keele y Dobinson (Department of Education\, University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Assessing Executive Functions in Primary School Classrooms: Reliab ility and Validity of an Ecological Momentary Cognitive Assessment - Henry Tsz Fung Lo (Department of Education\, University of Oxford) DTSTART;VALUE=DATE-TIME:20260303T124500Z DTEND;VALUE=DATE-TIME:20260303T140000Z UID:https://talks.ox.ac.uk/talks/id/dff06253-09b4-4052-8fb5-2014fb30941f/ DESCRIPTION:Teams link: https://teams.microsoft.com/meet/3825967966058?p=o aa4boDA3tu5ZnqMja\nSpeakers:\nHenry Tsz Fung Lo (Department of Education\, University of Oxford) LOCATION:15 Norham Gardens (Seminar Room E)\, 15 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/dff06253-09b4-4052-8fb5-2014fb30941f/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Assessing Executive Functions in Primary School Classroom s: Reliability and Validity of an Ecological Momentary Cognitive Assessmen t - Henry Tsz Fung Lo (Department of Education\, University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Linguistic and cognitive correlates of Arabic literacy: concurrent and longitudinal evidence - Sana Tibi (Florida State University) DTSTART;VALUE=DATE-TIME:20260203T124500Z DTEND;VALUE=DATE-TIME:20260203T140000Z UID:https://talks.ox.ac.uk/talks/id/b3938aeb-03a8-458a-a2d7-5dd1d6090897/ DESCRIPTION:Dr. Sana Tibi’s colloquium presentation explores the unique linguistic and cognitive dimensions of Arabic literacy development in the early grades. Over the past few decades\, scientific research on reading h as grown substantially. However\, this body of work has been criticized fo r its “anglocentric” focus (Share\, 2021)\, limiting its applicability to non-English languages and orthographies. Also\, while several universa l predictors of word reading such as letter knowledge\, phonological aware ness\, morphological awareness\, and rapid automatized naming have been id entified\, their relative contributions vary across languages due to diffe rences in orthographic depth\, grain size of phonological-orthographic uni ts\, and morphological complexity. Furthermore\, despite the widespread us e of Arabic orthography among Arabic speaking populations and across popul ations who speak other languages such as Persian\, Pashto\, and Urdu\, Ara bic remains underrepresented in cross-linguistic literacy research. Notabl y\, large-scale comparative studies have yet to include Arabic.\n\nArabic offers a compelling case for investigation due to its unique orthographic features (e.g.\, allographs\, ligaturing\, syllabic structure\, consonanta l script\, and diacritics)\, rich morphological structure (linear and nonl inear)\, and diglossic nature (spoken dialects vs. formal standard). Drawi ng on multiple empirical studies\, Dr. Tibi examines how cognitive and lin guistic predictors contribute to Arabic reading outcomes (accuracy\, fluen cy\, and comprehension) in early elementary grades. She also addresses cha llenges in assessing Arabic literacy due to the lack of standardized tools and highlights some key findings from studies that focused on validation of some assessment tools (root awareness and letter knowledge). The presen tation also explores differences between poor and proficient decoders in A rabic. \n\nFurthermore\, the existing research on Arabic is largely cross- sectional\, with few longitudinal studies. To address this gap\, the prese ntation will report findings from a two-year longitudinal study following 142 Palestinian children from kindergarten through grade 2. The study exam ined the predictive roles of letter knowledge\, phonological awareness\, r apid automatized naming\, morphological awareness\, and working memory in second-grade Arabic word reading\, controlling for biological sex and pare ntal education. Structural equation modeling revealed the critical role of Arabic letter knowledge in reading development as well as the indirect ro le of working memory in Arabic word reading. \nThese findings offer import ant implications for reading acquisition\, instruction\, and assessment in Arabic\, and underscore the need for more inclusive and linguistically di verse literacy research. Studying underrepresented languages expands our u nderstanding of the universal aspects of reading allowing nuanced insights into the world's linguistic landscapes.\n\nTeams link: https://teams.micr osoft.com/meet/3825967966058?p=oaa4boDA3tu5ZnqMja\n\n\nSpeakers:\nSana Tib i (Florida State University) LOCATION:15 Norham Gardens (Seminar Room E)\, 15 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/b3938aeb-03a8-458a-a2d7-5dd1d6090897/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Linguistic and cognitive correlates of Arabic literacy: c oncurrent and longitudinal evidence - Sana Tibi (Florida State University) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Dialects And Accents: A Counterexample to Classical Models of Ch ild to Adult Spelling Progression - Tonia Williams (University of Oxford) DTSTART;VALUE=DATE-TIME:20260127T124500Z DTEND;VALUE=DATE-TIME:20260127T140000Z UID:https://talks.ox.ac.uk/talks/id/6c755238-31fa-4264-b43b-41ea42648af0/ DESCRIPTION:This study examines how speaking one language variety affects spelling in another. Classical theories predict that spelling develops fro m sound-based strategies in childhood to visual/memory-based strategies in adulthood\, with phonological dependence disappearing as learners mature and are further exposed to literacy. We tested this with Jamaican Patois-E nglish bidialectal speakers who systematically pronounce TH sounds (/θ/\, /ð/) as /t/ and /d/.\n\nWe tested 93 participants (34 adults\, 59 fourth -graders) on spelling words with TH sounds versus control words with T/D. Both groups showed substantial accuracy drops for TH words (adults: 76% vs 100% on controls\; children: 40% vs 95%)\, with over 89% of errors being systematic T/D substitutions. Reading ability explained 66% of individual differences\, while age added only 4% beyond reading skill. Children who e xplicitly recognized speaking two varieties performed better.\n\nThese fin dings challenge theories predicting that phonological interference disappe ars with development. Instead\, when speakers' home language differs from written standard\, it persists throughout life. Though\, it can be noted t hat adults manage interference more successfully than children. These resu lts have implications for spelling theory and literacy instruction. \n\nBi o: Tonia Williams is a Rhodes Scholar and DPhil candidate in Experimental Psychology at Oxford. Her research sits at the intersection of literacy de velopment\, cognition\, and evidence-based education policy\, with a curre nt focus on her home nation of Jamaica. Her dissertation examines how Jama ican Patois–English bilingualism shapes cognitive and orthographic proce ssing across the lifespan\, challenging classical literacy theories and de monstrating how research with underrepresented linguistic communities adva nces the science of reading.\nTonia has presented at international linguis tics and literacy conferences and authored policy analyses on literacy ref orm in The Jamaica Gleaner. Her prior work includes contributions to educa tion research and equity\, through J-PAL education\, Harvard’s Laborator y of Developmental Studies\, and several other international institutions. Her work bridges the lab and the real world and shows how rigorous develo pmental science can drive meaningful educational change.\n\n\nTeams link: https://teams.microsoft.com/meet/3825967966058?p=oaa4boDA3tu5ZnqMja\nSpeak ers:\nTonia Williams (University of Oxford) LOCATION:15 Norham Gardens (Seminar Room E or online)\, 15 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/6c755238-31fa-4264-b43b-41ea42648af0/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Dialects And Accents: A Counterexample to Classical Mode ls of Child to Adult Spelling Progression - Tonia Williams (University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Understanding how environmental factors—at the individual\, neig hbourhood\, and societal levels—shape brain and behaviour development - Dr Divyangana Rakesh (King's College London) DTSTART;VALUE=DATE-TIME:20260120T123000Z DTEND;VALUE=DATE-TIME:20260120T140000Z UID:https://talks.ox.ac.uk/talks/id/b14fbc8b-b84b-4e30-bc85-cc257e2c7cf0/ DESCRIPTION:Understanding typical and atypical neurodevelopment requires a ttention to the full ecology in which children grow. Anchored in Bronfenbr enner’s ecological framework\, this talk will present findings from neur oimaging studies that examine how environmental factors—at the individua l\, neighbourhood\, and societal levels—shape brain and behaviour develo pment.\n\nI will first describe work demonstrating how individual-level co ntexts—including family socioeconomic resources and childhood adversity such as maltreatment—shape trajectories of structural and functional dev elopment to ultimately contribute to differences in cognitive and socio-em otional outcomes. Moving beyond the family\, I will highlight evidence tha t neighbourhood characteristics\, including deprivation and access to gree n spaces\, confer independent effects on the brain and behaviour\, and tha t these associations depend on other aspects of children’s environments. In particular\, I show that positive parenting practices and school envir onments can buffer the effects of neighbourhood disadvantage on the brain\ , and that different dimensions of SES jointly shape brain structure and f unction. Finally\, I present new findings that structural factors—namely macroeconomic income inequality—have widespread effects on cortical thi ckness\, surface area\, and functional connectivity\, even after accountin g for individual- and state-level confounders. These neural alterations pa rtially account for elevated risk for later mental health problems among c hildren living in more unequal states. \n\nTogether\, this work demonstra tes how environmental influences across multiple levels contribute—indep endently and jointly—to differences in children’s brain development. F indings underscore the need for policies that strengthen family and school supports\, invest in neighbourhoods\, and address structural inequality t o promote healthy developmental trajectories.\n\nTeams link: https://teams .microsoft.com/meet/3825967966058?p=oaa4boDA3tu5ZnqMja\nSpeakers:\nDr Divy angana Rakesh (King's College London) LOCATION:15 Norham Gardens (Seminar Room E)\, 15 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/b14fbc8b-b84b-4e30-bc85-cc257e2c7cf0/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Understanding how environmental factors—at the individu al\, neighbourhood\, and societal levels—shape brain and behaviour devel opment - Dr Divyangana Rakesh (King's College London) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Believing emotions can change: Implications for adolescent emotion regulation and mental health - Dr Matt Somerville (University College Lon don) DTSTART;VALUE=DATE-TIME:20251118T123000Z DTEND;VALUE=DATE-TIME:20251118T140000Z UID:https://talks.ox.ac.uk/talks/id/286682ee-2681-4187-8906-0b200239d762/ DESCRIPTION:Despite the large literature linking emotion regulation with d iverse mental health outcomes\, relatively little attention has been given to what leads adolescents to engage in emotion regulation in the first pl ace. This is a simple yet crucial component of the emotion regulation proc ess that has\, to date\, been relatively overlooked. Recent research sugge sts that emotion controllability beliefs—the beliefs individuals hold ab out the extent to which emotions can be controlled—can influence both th e degree to which and the ways in which they regulate emotions. In other w ords\, individuals who believe emotions are relatively controllable are mo re likely to attempt to regulate their emotions and to persist in these ef forts\, with subsequent improvements in their mental health. This talk pre sents current theoretical models and empirical data linking these emotion beliefs to emotion regulation and adolescent mental health\, as well as ou r collaborative work with secondary school students\, through which we co- designed\, implemented\, and evaluated a novel emotion-focused interventio n aimed at improving adolescent mental-health outcomes.\n\nThis seminar is part of the Child Development and Learning (CDL) Seminar Series.\n\nJoin in-person or online: https://teams.microsoft.com/meet/3799219398382?p=2e2i FubdvLDs8dvPmG\nSpeakers:\nDr Matt Somerville (University College London) LOCATION:28/30 Norham Gardens (Seminar Room K/L and online)\, 28/30 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/286682ee-2681-4187-8906-0b200239d762/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Believing emotions can change: Implications for adolescen t emotion regulation and mental health - Dr Matt Somerville (University Co llege London) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Balancing Global Standards and Cultural Relevance: Methodological Lessons from Researching Preschool Children’s Development in Pakistan - Dr Anushay Mazhar (University of Oxford) DTSTART;VALUE=DATE-TIME:20251104T123000Z DTEND;VALUE=DATE-TIME:20251104T140000Z UID:https://talks.ox.ac.uk/talks/id/de917192-8638-4571-9a06-2d6d68eb8a96/ DESCRIPTION:Selecting valid and reliable methods is one of the most critic al yet complex aspects of research\, particularly when working across unde r-researched contexts. This seminar reflects on the methodological journey of my PhD\, which examined the social-emotional and academic development of 650 preschool-aged children in Karachi\, Pakistan. I will discuss the c hallenges of identifying tools that are both psychometrically sound and cu lturally relevant\, navigating trade-offs between global comparability and local validity\, and working within the practical constraints of schools and classrooms. Particular attention will be given to issues of measuremen t\, such as adapting existing instruments\, balancing breadth and depth of constructs\, and addressing limitations in cultural fit\, as well as the challenges of applying advanced statistical approaches like multilevel and structural equation modelling with relatively small and clustered samples . Drawing on lessons learnt\, I will share reflections on how researchers can make informed methodological choices\, the value of piloting and stake holder consultation\, and strategies for maintaining rigour while remainin g contextually sensitive. The seminar aims to open up discussion on the re alities of doing high-quality quantitative research in low- and middle-inc ome country settings.\n\nThis seminar is part of the Child Development and Learning (CDL) Seminar Series.\n\nJoin in-person or online: https://teams .microsoft.com/meet/3799219398382?p=2e2iFubdvLDs8dvPmG\nSpeakers:\nDr Anus hay Mazhar (University of Oxford) LOCATION:28/30 Norham Gardens (Seminar Room K/L and online)\, 28/30 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/de917192-8638-4571-9a06-2d6d68eb8a96/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Balancing Global Standards and Cultural Relevance: Method ological Lessons from Researching Preschool Children’s Development in Pa kistan - Dr Anushay Mazhar (University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Access\, quality\, and developmental trajectories: Rethinking how structural inequalities relate to Early Childhood Education in longitudina l research and educational policymaking - Dr James Hall (University of Sou thampton) DTSTART;VALUE=DATE-TIME:20251021T123000 DTEND;VALUE=DATE-TIME:20251021T140000 UID:https://talks.ox.ac.uk/talks/id/9886abc9-8de6-4b2f-9d7d-5f5c1e3bc9dd/ DESCRIPTION:High-quality Early Childhood Education (ECE)\, characterised b y warm\, responsive adult–child interactions and rich learning experienc es\, has the potential to reduce inequalities in child development by scho ol entry. Yet families experiencing structural disadvantage are often leas t likely to access such provision. This risks widening developmental gaps\ , compounding structural inequalities for children and families\, and ulti mately harming society. Furthermore\, the conceptual models used in this a rea by longitudinal research and educational policymaking all too often fa il to integrate (a) how structural inequalities shape access to high-quali ty ECE with (b) what high-quality ECE can achieve in reducing developmenta l inequalities.\nDrawing on a range of longitudinal evidence\, this semina r therefore asks:\n1.\nWhat are the contemporary conceptual frameworks oft en used by longitudinal researchers and educational policymakers to descri be links between structural inequalities\, ECE and early development?\n2.\ nWhere did these conceptual frameworks come from\, and how long have they been in use?\n3.\nIf these frameworks are limited\, why does their use per sist?\nDrawing on the answers to these questions\, a new conceptual framew ork is then presented that more fully represents relationships between str uctural inequalities\, ECE and early development. The utility of this fram ework for researchers\, and thus for research-informed policymaking\, is t hen illustrated using empirical examples\, including using data from the U K Effective Provision of Preschool Education (EPPE) study.\nUltimately\, h ow researchers and policymakers understand the world shapes the narratives that they produce about it. It is therefore of utmost importance that the conceptual models that they draw upon in their work are accurate to the s tructures and processes of the world that that they are engaging with.\n\n This seminar is part of the Child Development and Learning (CDL) Seminar s eries.\n\nJoin in-person or online: https://teams.microsoft.com/meet/37992 19398382?p=2e2iFubdvLDs8dvPmG\nSpeakers:\nDr James Hall (University of Sou thampton) LOCATION:28/30 Norham Gardens (Seminar Room K/L and online)\, 28/30 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/9886abc9-8de6-4b2f-9d7d-5f5c1e3bc9dd/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Access\, quality\, and developmental trajectories: Rethin king how structural inequalities relate to Early Childhood Education in lo ngitudinal research and educational policymaking - Dr James Hall (Universi ty of Southampton) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Intraindividual educational research - Professor Lars-Erik Malmber g (University of Oxford) DTSTART;VALUE=DATE-TIME:20251014T123000 DTEND;VALUE=DATE-TIME:20251014T140000 UID:https://talks.ox.ac.uk/talks/id/2e0da4b4-1fe3-4aa3-8011-ea7a3b963554/ DESCRIPTION:There has been a surge in experience sampling\, ecological mom entary assessment\, diary\, and multimodal research studies\, in which stu dents and teachers are followed intensively within a relatively short time -window. Technology assisted data-collection techniques such as electronic self-report questionnaires\, facial emotion recognition algorithms\, and wearable technology for physiological measurement enable researchers to co llect detailed situation-specific data. Such data can be analysed using mu ltilevel and dynamic structural equation models\, using the Bayesian estim ator. Going beyond many studies to date\, I in this talk focus on the impo rtance of multiple-reporter data (student-reports\, teacher-reports and ob servations) and linkages with objective data (situational executive functi oning). I will illustrate the talk with key findings from a range of intra individual studies\, and interpret these within a frame of personalized (i ndividualized) learning.\n\nThis seminar is part of the Child Development and Learning (CDL) Seminar Series.\n\nJoin in-person or on Teams: https:// teams.microsoft.com/meet/3799219398382?p=2e2iFubdvLDs8dvPmG\nSpeakers:\nPr ofessor Lars-Erik Malmberg (University of Oxford) LOCATION:15 Norham Gardens (Seminar Room K/L and online)\, 15 Norham Garde ns OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/2e0da4b4-1fe3-4aa3-8011-ea7a3b963554/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Intraindividual educational research - Professor Lars-Eri k Malmberg (University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Title TBC DTSTART;VALUE=DATE-TIME:20251202T123000Z DTEND;VALUE=DATE-TIME:20251202T133000Z UID:https://talks.ox.ac.uk/talks/id/34ff8b78-7868-40f4-a9c7-432598e68770/ DESCRIPTION:This seminar is part of the Child Development and Learning (CD L) Seminar Series.\n\nJoin in-person or online: https://teams.microsoft.co m/meet/3799219398382?p=2e2iFubdvLDs8dvPmG\nSpeakers:\nProfessor Andrew Mar tin (University of New South Wales\, Australia) LOCATION:28/30 Norham Gardens (Seminar Room K/L and online)\, 28/30 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/34ff8b78-7868-40f4-a9c7-432598e68770/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Title TBC TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Preschoolers’ social emotional learning in children’s museums - Dr Jessica Luke (University of Washington) DTSTART;VALUE=DATE-TIME:20251125T160000Z DTEND;VALUE=DATE-TIME:20251125T173000Z UID:https://talks.ox.ac.uk/talks/id/42dc4585-0c93-45fc-92cf-1171f25d4b31/ DESCRIPTION:Social emotional learning (SEL) is seen as critical for childr en’s lifelong success. Though most of the research on preschoolers’ SE L is focused on school-based interventions\, children’s museums are valu able resources for fostering SEL. Over the last several years\, we have co nducted a series of studies examining how preschoolers’ engage in SEL in children’s museums. The first study assessed whether preschoolers demon strate SEL behaviors in children’s museums and if there were differences between SEL in children’s museums compared to other free\, play-based s ettings\, like community playgrounds. The second study compared observatio ns of preschoolers’ peer relationship skills in three different types of children’s museum exhibit types\, including a) loose parts exhibits\; b ) scenario-based exhibits\; and c) collaborative activity exhibits. And th e third study measured what parents/caregivers observe about their child(r en)’s SEL during a children’s museum visit.\nIn this seminar\, Dr. Luk e will share results from all three studies and engage participants in dis cussion about the affordances and constraints for facilitating SEL in an i nformal learning environment like children’s museums.\n\nThis seminar is part of the Child Development and Learning (CDL) Seminar Series.\n\nJoin in-person or online on Teams: https://teams.microsoft.com/meet/37992193983 82?p=2e2iFubdvLDs8dvPmG\nSpeakers:\nDr Jessica Luke (University of Washing ton) LOCATION:15 Norham Gardens (Seminar Room E and online)\, 15 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/42dc4585-0c93-45fc-92cf-1171f25d4b31/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Preschoolers’ social emotional learning in children’s museums - Dr Jessica Luke (University of Washington) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:MSc alumna presentations - MSC Education (Child Development and Ed ucation) alumni DTSTART;VALUE=DATE-TIME:20251111T123000Z DTEND;VALUE=DATE-TIME:20251111T140000Z UID:https://talks.ox.ac.uk/talks/id/6f203d44-bfb0-4311-af8d-4d9d2e2c2122/ DESCRIPTION:This seminar is part of the Child Development and Learning (CD L) Seminar Series and will be given by MSc Child Development and Education alumni. \n\nAll are welcome to attend – feel free to forward this to an yone else who might be interested.\n\nJoin in-person or online.\n\nSpeaker : Lok Chi Wong\nTitle: Academic Help-Seeking Through an Intersectional Len s: Special Educational Needs and Disabilities\, Free School Meals\, and Et hnicity\n\nSpeaker: Qiaoru Chen\nTitle: Social Deprivation and Language De velopment: The Gap between Language Abilities for Children Attending Schoo ls from the Most to Least Deprived Areas in the UK\n\nSpeaker: Dingji Jian g\nTitle: Mind over Media: Enhancing Critical Thinking Skills in the Digit al Lives of Chinese Children\n\nSpeakers:\n Various Speakers LOCATION:Seminar Room K/L TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/6f203d44-bfb0-4311-af8d-4d9d2e2c2122/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:MSc alumna presentations - MSC Education (Child Developme nt and Education) alumni TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Understanding and changing bullying dynamics in mainstream and spe cial schools - Dr Julia Badger (University of Oxford) DTSTART;VALUE=DATE-TIME:20251028T123000Z DTEND;VALUE=DATE-TIME:20251028T140000Z UID:https://talks.ox.ac.uk/talks/id/dbc36db0-47cf-455a-b8df-3bfd7428839c/ DESCRIPTION:Bullying is a public health priority that affects ~30% of chil dren and young children in mainstream schools and up to 69% of children wi th special educational needs. This talk will consider what we know about b ullying involvement and impact in both mainstream and special schools for pupils aged 4-16\, but also what we don’t know. It will discuss two UK-b ased RCTs\, the healthy-context paradox\, peer network analysis\, parent a nd staff involvement in a revised bullying definition and the introduction of a new term ‘count-connecting’. Throughout\, we will discover the p ower of peers to reduce victimisation and improve mental health.\n\nThis s eminar is part of the Child Development and Learning (CDL) Seminar Series. \n\nJoin in-person or online on Teams: https://teams.microsoft.com/meet/37 99219398382?p=2e2iFubdvLDs8dvPmG\nSpeakers:\nDr Julia Badger (University o f Oxford) LOCATION:28/30 Norham Gardens (Seminar Room K/L and online)\, 28/30 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/dbc36db0-47cf-455a-b8df-3bfd7428839c/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Understanding and changing bullying dynamics in mainstrea m and special schools - Dr Julia Badger (University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:CDL Seminar: Developing language and communication in the secondar y mathematics classroom - Professor Jenni Ingram (University of Oxford) DTSTART;VALUE=DATE-TIME:20250225T123000Z DTEND;VALUE=DATE-TIME:20250225T140000Z UID:https://talks.ox.ac.uk/talks/id/c63bde21-a638-4364-b968-c8a18ebbc34e/ DESCRIPTION:In this seminar we will talk about a range of work focusing on developing language responsive mathematics classrooms in secondary school s. This work crosses across and between research and practice\, including the development of some professional development resources as well as inno vative methodological approaches. In particular\, we will focus on one par ticular project that involved a collaboration between researchers across 4 countries and mathematics teachers in five schools in England in order to illustrate the links between research on language-responsive mathematics teaching and the implementation by teachers in mathematics classrooms.\n\n Join in-person or on MS Teams: https://teams.microsoft.com/l/meetup-join/1 9%3aH7IoYwBLlY_nR8d0DFzqC4yXRigyhbzyOceuytRk4g01%40thread.tacv2/1733257638 737?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba-fe68b852cf91%22%2c%2 2Oid%22%3a%22be558437-bc8f-4f3b-801c-af85d95b70ea%22%7d\nSpeakers:\nProfes sor Jenni Ingram (University of Oxford) LOCATION:15 Norham Gardens (Seminar Room A and MS Teams)\, 15 Norham Garde ns OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/c63bde21-a638-4364-b968-c8a18ebbc34e/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:CDL Seminar: Developing language and communication in the secondary mathematics classroom - Professor Jenni Ingram (University of O xford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:CDL Seminar: Can Generative AI improve social science? - Professor Christopher Bail (Duke University\, USA) DTSTART;VALUE=DATE-TIME:20250211T170000Z DTEND;VALUE=DATE-TIME:20250211T183000Z UID:https://talks.ox.ac.uk/talks/id/65eab4a1-7b6d-4fe6-8319-2bc11399dde3/ DESCRIPTION:Join on MS Teams: https://teams.microsoft.com/l/meetup-join/19 %3aH7IoYwBLlY_nR8d0DFzqC4yXRigyhbzyOceuytRk4g01%40thread.tacv2/17285538692 56?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba-fe68b852cf91%22%2c%22 Oid%22%3a%22be558437-bc8f-4f3b-801c-af85d95b70ea%22%7d\n\nGenerative AI th at can produce realistic text\, images\, and other human-like outputs is c urrently transforming many different industries. Yet it is not yet known h ow such tools might influence social science research. I argue Generative AI has the potential to improve survey research\, online experiments\, aut omated content analyses\, agent-based models\, and other techniques common ly used to study human behavior. In the second section of this article\, I discuss the many limitations of Generative AI. I examine how bias in the data used to train these tools can negatively impact social science resear ch—as well as a range of other challenges related to ethics\, replicatio n\, environmental impact\, and the proliferation of low-quality research. I conclude by arguing that social scientists can address many of these lim itations by creating open-source infrastructure for research on human beha vior. Such infrastructure is not only necessary to ensure broad access to high-quality research tools\, I argue\, but also because the progress of A I will require deeper understanding of the social forces that guide human behavior.\nSpeakers:\nProfessor Christopher Bail (Duke University\, USA) LOCATION:15 Norham Gardens (MS Teams)\, 15 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/65eab4a1-7b6d-4fe6-8319-2bc11399dde3/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:CDL Seminar: Can Generative AI improve social science? - Professor Christopher Bail (Duke University\, USA) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:CDL Seminar: Growing up in Germany – research for policy advice at the German Youth Institute - Professor Susanne Kuger (Deutches Jugendin stitut (DJI)\, the German Youth Institute\, Germany) DTSTART;VALUE=DATE-TIME:20250304T123000Z DTEND;VALUE=DATE-TIME:20250304T140000Z UID:https://talks.ox.ac.uk/talks/id/72d064a7-84f1-44e2-80f0-e4264065b155/ DESCRIPTION:Join in-person or on MS Teams: https://teams.microsoft.com/l/m eetup-join/19%3aH7IoYwBLlY_nR8d0DFzqC4yXRigyhbzyOceuytRk4g01%40thread.tacv 2/1733257638737?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba-fe68b852 cf91%22%2c%22Oid%22%3a%22be558437-bc8f-4f3b-801c-af85d95b70ea%22%7d\nSpeak ers:\nProfessor Susanne Kuger (Deutches Jugendinstitut (DJI)\, the German Youth Institute\, Germany) LOCATION:15 Norham Gardens (Seminar Room A and MS Teams)\, 15 Norham Garde ns OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/72d064a7-84f1-44e2-80f0-e4264065b155/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:CDL Seminar: Growing up in Germany – research for polic y advice at the German Youth Institute - Professor Susanne Kuger (Deutches Jugendinstitut (DJI)\, the German Youth Institute\, Germany) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:CDL Seminar: Trusting trusted evidence: Exploring the impact of fl ooring effects on large-scale assessments of learning - Dr Heather Kayton (University of Oxford) DTSTART;VALUE=DATE-TIME:20250218T123000Z DTEND;VALUE=DATE-TIME:20250218T140000Z UID:https://talks.ox.ac.uk/talks/id/293d85f8-33fb-4362-8766-f3f6832e4418/ DESCRIPTION:International large-scale assessments have been increasingly u sed by countries all over the world to reveal insights into education syst ems through the lens of student performance. However\, there is growing ev idence to suggest that these assessments fall short when attempting to acc urately and reliably assess students from lower-performing countries\, par ticularly those with challenging and diverse educational contexts. This se minar critically examines the methodological challenges of measuring found ational skills in diverse educational environments.\nDrawing on psychometr ic analysis of data from PIRLS and PISA for Development\, the presentation explores how current assessment approaches struggle to provide meaningful information about student learning in contexts with low learning outcomes and significant educational heterogeneity. By exploring the challenges th at emerge when these tests are administered across vastly different educat ional environments\, the presentation unpacks the complex interactions of widening participation and measurement precision. Specific attention is gi ven to how flooring effects – where large proportions of students score at very low levels – have the potential to distort our understanding of learning outcomes and potentially misrepresent educational progress in low - and middle-income countries.\n\nJoin on MS Teams: https://teams.microsof t.com/l/meetup-join/19%3aH7IoYwBLlY_nR8d0DFzqC4yXRigyhbzyOceuytRk4g01%40th read.tacv2/1733257638737?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba -fe68b852cf91%22%2c%22Oid%22%3a%22be558437-bc8f-4f3b-801c-af85d95b70ea%22% 7d\nSpeakers:\nDr Heather Kayton (University of Oxford) LOCATION:15 Norham Gardens (Seminar Room A and MS Teams)\, 15 Norham Garde ns OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/293d85f8-33fb-4362-8766-f3f6832e4418/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:CDL Seminar: Trusting trusted evidence: Exploring the imp act of flooring effects on large-scale assessments of learning - Dr Heathe r Kayton (University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:CDL Seminar: Effects of Home Language and Language of Instruction in sub-Saharan Africa - Dr Fatma Abdelkhalek ((Faculty of Commerce\, Assiu t University\; Social Research Center\, American University in Cairo\, Egy pt)\, Dr Ray Langsten (Social Research Center\, American University in Cai ro\, Egypt) DTSTART;VALUE=DATE-TIME:20250311T123000Z DTEND;VALUE=DATE-TIME:20250311T140000Z UID:https://talks.ox.ac.uk/talks/id/8fdde03d-2eb3-4dee-b2c9-a6f7f15ae39d/ DESCRIPTION:Target 4.1 of the Sustainable Development Goals (SDGs) states that by 2030 “all girls and boys [will] complete free\, equitable and qu ality primary and secondary education”. Quality education suggests child ren will be able to read. However\, UNESCO reported that in 2019 86% of ch ildren in sub-\nSaharan Africa (SSA) suffered from the inability to read w ell. Unicef’s Multiple Indicator Cluster Surveys (MICS) also found that children in SSA had poor foundational reading (FR) skills.\nThis research uses the FR module of the MICS to assess reading skills of children in SSA using both ability – reading 90% of a text\; and comprehension – answ ering both literal and inferential questions related to the text. For seve ral SSA countries\, we will present some simple as well as multivariate an alyses to explore home language\, school language of instruction\, consent to read\, and reading skills\, controlling for children’s background ch aracteristics.\n\nJoin in-person or on MS Teams: https://teams.microsoft.c om/l/meetup-join/19%3aH7IoYwBLlY_nR8d0DFzqC4yXRigyhbzyOceuytRk4g01%40threa d.tacv2/1733257638737?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba-fe 68b852cf91%22%2c%22Oid%22%3a%22be558437-bc8f-4f3b-801c-af85d95b70ea%22%7d\ nSpeakers:\nDr Fatma Abdelkhalek ((Faculty of Commerce\, Assiut University \; Social Research Center\, American University in Cairo\, Egypt)\, Dr Ray Langsten (Social Research Center\, American University in Cairo\, Egypt) LOCATION:15 Norham Gardens (Seminar Room A and MS Teams)\, 15 Norham Garde ns OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/8fdde03d-2eb3-4dee-b2c9-a6f7f15ae39d/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:CDL Seminar: Effects of Home Language and Language of Ins truction in sub-Saharan Africa - Dr Fatma Abdelkhalek ((Faculty of Commerc e\, Assiut University\; Social Research Center\, American University in Ca iro\, Egypt)\, Dr Ray Langsten (Social Research Center\, American Universi ty in Cairo\, Egypt) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:CDL Seminar: Learning to read and write in different languages: Wh at’s the difference? - Dr Beth Ann O'Brien (Nanyang Technological Univer sity\, Singapore) DTSTART;VALUE=DATE-TIME:20250204T123000Z DTEND;VALUE=DATE-TIME:20250204T140000Z UID:https://talks.ox.ac.uk/talks/id/c78617ea-17d6-407f-954c-213989720e29/ DESCRIPTION:Reading science\, over its long history\, has built a solid kn owledge base about the necessary components and processes for literacy acq uisition and skilled reading. Yet the foundational research in reading sci ence is primarily based on English literacy skills. More recent research f ocuses on a wider range of languages and script types\, thus offering the opportunity to refine our understanding of literacy development\, and to i dentify universal versus language-specific principles. Western views empha size the central role of\nphonological awareness to reading development an d impairment\, while morphological awareness is highlighted to play a domi nant role in learning non-alphabetic languages\, like Chinese. These metal inguistic skills along with linguistic knowledge about vocabulary and synt ax are universally necessary for reading – indeed\, there is an overlap in brain networks for speech and literacy that is found across languages. But learning to read also involves a new interface that maps the writing s ystem onto spoken language. Orthographic knowledge about this mapping syst em is fundamental\, yet may show more variation across scripts because wri ting systems vary in the way they map print to speech. Therefore\, a focus of my research has been on orthographic knowledge for contrastive writing systems. In this talk I will share our work investigating spelling patter ns by biliterate children learning English plus another alphabetic script (Malay)\, an akshara alphasyllabary (Tamil)\, or a morphosyllabic script ( Chinese). We will explore questions about spelling development\, and wheth er and how it is affected by the structural features of different writing systems. Discussion will also be opened up about the implications for educ ation and assessment.\n\nJoin on MS Teams: https://teams.microsoft.com/l/m eetup-join/19%3aH7IoYwBLlY_nR8d0DFzqC4yXRigyhbzyOceuytRk4g01%40thread.tacv 2/1733257638737?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba-fe68b852 cf91%22%2c%22Oid%22%3a%22be558437-bc8f-4f3b-801c-af85d95b70ea%22%7d\nSpeak ers:\nDr Beth Ann O'Brien (Nanyang Technological University\, Singapore) LOCATION:15 Norham Gardens (Seminar Room A and MS Teams)\, 15 Norham Garde ns OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/c78617ea-17d6-407f-954c-213989720e29/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:CDL Seminar: Learning to read and write in different lang uages: What’s the difference? - Dr Beth Ann O'Brien (Nanyang Technologic al University\, Singapore) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:CDL Seminar: Active Playful Learning: Where the science of learnin g meets education - Professor Kathy Hirsh-Pasek (Temple University\, USA) DTSTART;VALUE=DATE-TIME:20250128T160000Z DTEND;VALUE=DATE-TIME:20250128T173000Z UID:https://talks.ox.ac.uk/talks/id/5658397c-34b2-4a2a-9996-4ef84d7d429b/ DESCRIPTION:The “factory model” of education that dominates classrooms around the world is outdated. Our current model of education neither prep ares students to thrive in the 21st century nor does it address systemic i nequalities. In our Brookings Big Ideas Piece (Hirsh-Pasek et al.\, 2020)\ , A new path to education reform\, and in Making Schools Work (Hirsh-Pasek et al\, 2022)\, we argue for a developmentally appropriate pedagogy built on the latest science of learning while offering children rich curricular learning. This approach was a cornerstone of UNESCOs Happy School’s mov ement (2024) and of recent work from the OECD arguing against the increase d schoolification in education (OECD\, 2020\, p. 33). Our model addresses these recent trends through work in what we call Active Playful Learning ( APL). It uses a 3-part equation\, based in the science of learning\, to re alize this goal. We start with cultural contexts that embrace community fu nds of knowledge that children bring to our classrooms. We then add the "h ow" of learning such that if we teach in ways that capitalize on how brain s learn\, children are more likely to retain and transfer their knowledge. Third\, we add "what" the children need to know to thrive in a world dott ed with Chat GPT\, and with workplaces that will later require them to exp and their repertoire of outcomes to include a breadth of skills\, 6Cs -- c ollaboration\, communication\, content\, critical thinking\, creative inno vation\, and confidence (grit and growth mindset). In this talk\, I demons trate how this equation has been used to design an evidence-based pedagogi cal approach that is being evaluated in a longitudinal study in the US alo ng with how it is being used to support community-based\, out of school en richment in communities and in digital media. We also present a sneak peek at the first results from this study. What do American early education cl assrooms look like? And how can we move educators towards a new pedagogica l mindset? Active\, playful learning offers a powerful route for re-imagin ing our educational pedagogy and policy in ways aligned with the latest sc ience of learning.\n\nJoin on MS Teams: https://teams.microsoft.com/l/meet up-join/19%3aH7IoYwBLlY_nR8d0DFzqC4yXRigyhbzyOceuytRk4g01%40thread.tacv2/1 733257638737?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba-fe68b852cf9 1%22%2c%22Oid%22%3a%22be558437-bc8f-4f3b-801c-af85d95b70ea%22%7d\nSpeakers :\nProfessor Kathy Hirsh-Pasek (Temple University\, USA) LOCATION:28/30 Norham Gardens (Seminar Room K/L and MS Teams)\, 28/30 Norh am Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/5658397c-34b2-4a2a-9996-4ef84d7d429b/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:CDL Seminar: Active Playful Learning: Where the science o f learning meets education - Professor Kathy Hirsh-Pasek (Temple Universit y\, USA) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:CDL Seminar: Measuring implicit statistical learning more “impli citly” - Dr Holly Jenkins (University of Oxford) DTSTART;VALUE=DATE-TIME:20250121T123000Z DTEND;VALUE=DATE-TIME:20250121T140000Z UID:https://talks.ox.ac.uk/talks/id/53ab52d1-e2f0-480d-bbe3-02b163508940/ DESCRIPTION:Implicit statistical learning\, whereby predictable relationsh ips between stimuli are detected without conscious awareness\, is importan t for language acquisition. Although a defining feature of implicit learni ng is that we are unaware that learning has occurred\, implicit statistica l learning is often assessed using measures that require explicit reflecti on (e.g.\, judgements about the grammaticality of a sequence of stimuli). However\, implicit statistical learning can also be assessed without requi ring conscious reflection\, using ‘processing-based’ tasks\, that inst ead measure other variables that are facilitated by implicit statistical l earning\, such as serial recall. Across a number of experiments\, we devel oped and tested a novel serial visual recall task\, based on the premise t hat frequently co-occurring stimuli may be “chunked” into a single cog nitive unit\, reducing working memory demands and facilitating recall. Wit h both adults and children\, we demonstrated that when participants were a sked to remember and recreate sequences of serially presented images\, the y showed improved recall for grammatical sequences\, which can be chunked\ , over ungrammatical sequences that cannot. These experiments demonstrate that serial recall tasks are a valuable approach to measure implicit stati stical learning\, without reliance on conscious decision making or explici t processing.\n\nJoin in-person or on MS Teams: https://teams.microsoft.co m/l/meetup-join/19%3aH7IoYwBLlY_nR8d0DFzqC4yXRigyhbzyOceuytRk4g01%40thread .tacv2/1733257638737?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba-fe6 8b852cf91%22%2c%22Oid%22%3a%22be558437-bc8f-4f3b-801c-af85d95b70ea%22%7d\n Speakers:\nDr Holly Jenkins (University of Oxford) LOCATION:15 Norham Gardens (Seminar Room A and MS Teams)\, 15 Norham Garde ns OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/53ab52d1-e2f0-480d-bbe3-02b163508940/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:CDL Seminar: Measuring implicit statistical learning more “implicitly” - Dr Holly Jenkins (University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Should we abandon universal school-based interventions for mental health? - Dr Jack Andrews (University of Oxford) DTSTART;VALUE=DATE-TIME:20241203T123000Z DTEND;VALUE=DATE-TIME:20241203T140000Z UID:https://talks.ox.ac.uk/talks/id/be1a83a1-cf6d-4787-8c16-24db99d970f1/ DESCRIPTION:Universal school-based interventions are interventions deliver ed to all students\, irrespective of need\, in peer groups. On average the se interventions show small\, positive\, effects. However\, a number of re cent well powered trials have reported null and iatrogenic (unintended neg ative) effects from universal school-based Mindfulness\, CBT and DBT based interventions. I will discuss these findings and focus on the results of one large universal CBT based intervention from Australia. I will propose a number of potential mechanisms underlying these results\, present some p ossible solutions whilst also discussing whether or not the field should m ove away from universal school-based interventions.\n\nTeams link for onli ne attendance: https://teams.microsoft.com/l/meetup-join/19%3aH7IoYwBLlY_n R8d0DFzqC4yXRigyhbzyOceuytRk4g01%40thread.tacv2/1728553869256?context=%7b% 22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba-fe68b852cf91%22%2c%22Oid%22%3a%22be5 58437-bc8f-4f3b-801c-af85d95b70ea%22%7d\nSpeakers:\nDr Jack Andrews (Unive rsity of Oxford) LOCATION:28/30 Norham Gardens (Seminar Room D and online)\, 28/30 Norham G ardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/be1a83a1-cf6d-4787-8c16-24db99d970f1/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Should we abandon universal school-based interventions fo r mental health? - Dr Jack Andrews (University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Comparing Early Childhood Systems: Lessons Learned from A Comparat ive Study - Professor Sharon L Kagan (Columbia University) DTSTART;VALUE=DATE-TIME:20241126T123000Z DTEND;VALUE=DATE-TIME:20241126T140000Z UID:https://talks.ox.ac.uk/talks/id/a4a272f4-361b-4742-b643-16ab9853096d/ DESCRIPTION:Supported by research documenting the importance of the early years\, global interest and investments in young children are increasing d ramatically\, with many countries debating how best to marshal resources t o foster increased quality and more equitable distribution of services. W ith the goal of understanding how six high-performing countries advance th eir services and policies for young children and their families\, a compar ative analysis was undertaken to discern specifically how countries plan\, implement\, monitor\, and evaluate their efforts. Using a contextually d riven\, systems perspective\, the study both confronted formidable methodo logical issues and revealed compelling findings that have been used to gui de early childhood policy development internationally. This presentation will discuss study intentions\, research considerations\, and results\, le aving time for participants’ discussion.\n\nTeams link: https://teams.mi crosoft.com/l/meetup-join/19%3aH7IoYwBLlY_nR8d0DFzqC4yXRigyhbzyOceuytRk4g0 1%40thread.tacv2/1728553869256?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f9 3-b4ba-fe68b852cf91%22%2c%22Oid%22%3a%22be558437-bc8f-4f3b-801c-af85d95b70 ea%22%7d\n\n\nSpeakers:\nProfessor Sharon L Kagan (Columbia University) LOCATION:28/30 Norham Gardens (Seminar Room D and online)\, 28/30 Norham G ardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/a4a272f4-361b-4742-b643-16ab9853096d/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Comparing Early Childhood Systems: Lessons Learned from A Comparative Study - Professor Sharon L Kagan (Columbia University) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:MSc alumni presentations DTSTART;VALUE=DATE-TIME:20241119T163000Z DTEND;VALUE=DATE-TIME:20241119T180000Z UID:https://talks.ox.ac.uk/talks/id/2c3f27cc-5023-4809-9b6c-7386191b0437/ DESCRIPTION:Mehar Kahlon\nBhavnawaan Nu Padhna (Reading emotions): Explori ng the effects of a shared reading intervention on the Emotion Understandi ng of Punjabi-speaking preschoolers\n\nYining Shi\nExploring the Associati on between Sibling Relationship Quality\, Parenting Styles\, and Theory-of -Mind Development in Chinese Young Adolescents\n\nRahel Warnatsch\nPrescho ol Home Learning Environment in Families Living with Disadvantage: Analysi ng Family Resources in European Countries\n\nEmma Dreyer\nCaregiver Progra mmes Aimed to Improve Child Language Development in Low-Resource African C ommunities\n\n\nTeams link: https://teams.microsoft.com/l/meetup-join/19%3 aH7IoYwBLlY_nR8d0DFzqC4yXRigyhbzyOceuytRk4g01%40thread.tacv2/1728553869256 ?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba-fe68b852cf91%22%2c%22Oi d%22%3a%22be558437-bc8f-4f3b-801c-af85d95b70ea%22%7d\nSpeakers:\n Various Speakers LOCATION:Online TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/2c3f27cc-5023-4809-9b6c-7386191b0437/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:MSc alumni presentations TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:School Bullying and the CATZ Cross Age Teaching Zone Anti-Bullying Intervention - Dr Peter Macaulay (University of Derby) DTSTART;VALUE=DATE-TIME:20241112T123000Z DTEND;VALUE=DATE-TIME:20241112T140000Z UID:https://talks.ox.ac.uk/talks/id/be5f2f40-ec5e-4bcf-b24b-186fe15ba6be/ DESCRIPTION:The talk will initially provide an overview on school bullying \, looking at traditional bullying and cyberbullying. I will then present a summary on some recent research we have conducted looking at traditional bullying victimisation\, social anxiety\, and disrupted classroom concent ration. I will then present some research looking at cyberbullying in the school environment\, especially how teachers manage it\, and how young peo ple perceive and respond to it. School bullying is a considerable problem among school students\, and school-wide positive behaviour support interve ntions are regarded as helpful in addressing it. The talk will finally add ress a novel anti-bullying intervention - the CATZ Cross-age Teaching Zone . Our research indicates significant positive effects of CATZ and social v alidity ratings predicted a greater willingness to engage in it in the fut ure. Alongside the extant data for its effectiveness\, our findings suppor t the wider use of the CATZ anti-bullying intervention in schools\, and su ggestions for how this might be brought about will be discussed.\n\nJoin T eams for online attendance: https://teams.microsoft.com/l/meetup-join/19%3 aH7IoYwBLlY_nR8d0DFzqC4yXRigyhbzyOceuytRk4g01%40thread.tacv2/1728553869256 ?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba-fe68b852cf91%22%2c%22Oi d%22%3a%22be558437-bc8f-4f3b-801c-af85d95b70ea%22%7d\nSpeakers:\nDr Peter Macaulay (University of Derby) LOCATION:28/30 Norham Gardens (Seminar Room K/L)\, 28/30 Norham Gardens OX 2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/be5f2f40-ec5e-4bcf-b24b-186fe15ba6be/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:School Bullying and the CATZ Cross Age Teaching Zone Anti -Bullying Intervention - Dr Peter Macaulay (University of Derby) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Promoting emotion understanding in middle childhood: A systematic review of school-based SEL programs - Dr. Aneyn O’Grady (Global Partners hip for Education) DTSTART;VALUE=DATE-TIME:20241105T123000Z DTEND;VALUE=DATE-TIME:20241105T140000Z UID:https://talks.ox.ac.uk/talks/id/054152e6-abf1-488d-b19e-4c31d0fb4ba5/ DESCRIPTION:Emotion understanding (EU) describes the ability to identify\, interpret\, and communicate about emotions\, and is often targeted by soc ial-emotional learning (SEL) programs. Still\, the theoretical framing of SEL programs and their impact on specific areas of social-emotional develo pment\, such as EU\, for different age bands is not always transparent. Th is systematic review synthesized emotion-focused content in SEL programs u sed in quantitative outcome studies in middle childhood to identify which EU components are targeted and examine content congruence with an integrat ed EU development model drawing on the Pons EU developmental model and the Crick and Dodge social-information processing (SIP) model that posits emo tion identification as fundamental to social decision-making in childhood. A total of 38 programs for Grades 3 to 5 across 54 studies in 20 countrie s were reviewed. Program aims\, lesson topics\, and activities were extrac ted and mapped to a 10-component EU framework integrating the nine Pons mo del components (‘recognition\, external cause\, reminder\, desire\, beli ef\, hiding\, regulation\, mixed\, morality’) with one based on the SIP model (‘decision/action’). At least 87% of emotion-focused SEL content targeted EU components of recognition\, regulation\, and social decision- making. Findings indicate a good level of congruence between emotion-focus ed SEL program content and prevailing EU development models. Many programs emphasized the external causes of emotions\, underscoring the importance of scenarios to explain emotions—discussed further in light of cross-cul tural variation in emotion socialization. We encourage SEL intervention re search to be more transparent in reporting SEL program content and activit ies to move toward causal explanations of program impact.\n\nTeams link: h ttps://teams.microsoft.com/l/meetup-join/19%3aH7IoYwBLlY_nR8d0DFzqC4yXRigy hbzyOceuytRk4g01%40thread.tacv2/1728553869256?context=%7b%22Tid%22%3a%22cc 95de1b-97f5-4f93-b4ba-fe68b852cf91%22%2c%22Oid%22%3a%22be558437-bc8f-4f3b- 801c-af85d95b70ea%22%7d\nSpeakers:\nDr. Aneyn O’Grady (Global Partnershi p for Education) LOCATION:28/30 Norham Gardens (Seminar Room K/L)\, 28/30 Norham Gardens OX 2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/054152e6-abf1-488d-b19e-4c31d0fb4ba5/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Promoting emotion understanding in middle childhood: A sy stematic review of school-based SEL programs - Dr. Aneyn O’Grady (Global Partnership for Education) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Learning about the self and others: Social and emotional developme nt across cultures - Professor Tanya MacGillivray (Simon Fraser University ) DTSTART;VALUE=DATE-TIME:20241029T163000Z DTEND;VALUE=DATE-TIME:20241029T180000Z UID:https://talks.ox.ac.uk/talks/id/13099dc6-a18a-4e51-bd69-5046c67b92a7/ DESCRIPTION:There is a persistent problem in developmental science\, with nearly all of our research focused on urban\, middle-class\, English-speak ing children and families residing in Europe and North America. This poses a challenge for representativeness of participants as well as the general izability of findings. Despite the diversity of human social life and ecol ogy\, we know very little about the extent and range of human variation an d how it impacts the developing child. In this talk\, I underscore the str ong motivation for examining development in diverse contexts. I describe c ommon practices and methods in the sub-field of culture and development. L astly\, I provide a summary of commonalities and differences in developmen t that we have found in our research. I emphasize the need for inter-disci plinary collaborations and partnerships.\n\nTeams link: https://teams.micr osoft.com/l/meetup-join/19%3aH7IoYwBLlY_nR8d0DFzqC4yXRigyhbzyOceuytRk4g01% 40thread.tacv2/1728553869256?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93- b4ba-fe68b852cf91%22%2c%22Oid%22%3a%22be558437-bc8f-4f3b-801c-af85d95b70ea %22%7d\nSpeakers:\nProfessor Tanya MacGillivray (Simon Fraser University) LOCATION:15 Norham Gardens (Seminar Room G/H)\, 15 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/13099dc6-a18a-4e51-bd69-5046c67b92a7/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Learning about the self and others: Social and emotional development across cultures - Professor Tanya MacGillivray (Simon Fraser U niversity) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:School Bullying and the CATZ Cross Age Teaching Zone Anti-Bullying Intervention - Dr Peter Macauley (University of Derby) DTSTART;VALUE=DATE-TIME:20241022T123000 DTEND;VALUE=DATE-TIME:20241022T140000 UID:https://talks.ox.ac.uk/talks/id/89985342-79ae-4de6-a93f-31d74a879030/ DESCRIPTION:\nStatus: This talk has been cancelled\nThe talk will initiall y provide an overview on school bullying\, looking at traditional bullying and cyberbullying. I will then present a summary on some recent research we have conducted looking at traditional bullying victimisation\, social a nxiety\, and disrupted classroom concentration. I will then present some r esearch looking at cyberbullying in the school environment\, especially ho w teachers manage it\, and how young people perceive and respond to it. Sc hool bullying is a considerable problem among school students\, and school -wide positive behaviour support interventions are regarded as helpful in addressing it. The talk will finally address a novel anti-bullying interve ntion - the CATZ Cross-age Teaching Zone. Our research indicates significa nt positive effects of CATZ and social validity ratings predicted a greate r willingness to engage in it in the future. Alongside the extant data for its effectiveness\, our findings support the wider use of the CATZ anti-b ullying intervention in schools\, and suggestions for how this might be br ought about will be discussed.\n\nTeams link: https://teams.microsoft.com/ l/meetup-join/19%3aH7IoYwBLlY_nR8d0DFzqC4yXRigyhbzyOceuytRk4g01%40thread.t acv2/1728553869256?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba-fe68b 852cf91%22%2c%22Oid%22%3a%22be558437-bc8f-4f3b-801c-af85d95b70ea%22%7d\nSp eakers:\nDr Peter Macauley (University of Derby) LOCATION:28/30 Norham Gardens (Seminar Room K/L)\, 28/30 Norham Gardens OX 2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/89985342-79ae-4de6-a93f-31d74a879030/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:School Bullying and the CATZ Cross Age Teaching Zone Anti -Bullying Intervention - Dr Peter Macauley (University of Derby) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:Development of a health visitor delivered intervention to promote parent-child responsive-contingent interaction through a synthesis of theo ry\, evidence\, and parent and practitioner views - Professor Cristina McK ean (University of Oxford) DTSTART;VALUE=DATE-TIME:20241015T123000 DTEND;VALUE=DATE-TIME:20241015T140000 UID:https://talks.ox.ac.uk/talks/id/6624ee67-0ef5-4417-88cd-979172cd5167/ DESCRIPTION:Background: Early interventions to support young children’s language development through responsive parent-child interaction have prov en efficacy but are not routinely delivered universally. A potential unive rsal delivery platform in England is the Health Visitor (HV) led 2-2½ yea r old review in England’s Healthy Child Programme. We report interventio n development processes\, completed between 2019 and 2024 including extens ive stakeholder consultation and co-design which aimed to develop an accep table\, feasible and equitable early language intervention for delivery in this context. The Early Language Identification Measure and Intervention (ELIM-I).\n\nMethods: Study1 involved five phases 1) Identification of exi sting intervention evidence and underpinning theory 2) Qualitative review of intervention studies extracting candidate target behaviours for interve ntion and intervention techniques. 3) Co-design workshops with parents and practitioners examining acceptability\, barriers and enablers to those be haviours and techniques. Particular attention was paid to diverse family c ircumstances and the range of barriers which might exist. 4) Findings were analysed using behaviour change theory and frameworks and a prototype int ervention model designed. 5) Co-design workshops iteratively refined the p roposed model. Study 2 involved resource development\, and cycles of pilot ing and refinement in partnership with parents/caregivers\, practitioners and BBC Tiny Happy People.\n\nFindings: Practitioners were committed to o ffering language intervention at the 2-2½ year old review but were not su re precisely how to do so. Parents/caregivers wanted to be proactive and t o have agency in supporting their own children\, and to do this as soon as possible. For equitable intervention it was essential that the interventi on be proportionate\, with higher ‘intensity’ for higher levels of dis advantage\, and tailored\, offering differing approaches considering the s pecific barriers and enablers\, assets and challenges in each family. The importance and potential fragility of alliances between parent/caregiver a nd practitioner were identified as key and so strategies to engender succe ssful collaborative partnership were also embedded in intervention design. A set of co-designed\, paper-based\, and online resources together with o nline practitioner training can enable the delivery of a universal interve ntion which is acceptable to professionals and parents/caregivers and whic h supports practitioner implementation\, parent/caregiver agency\, proport ionality and practitioner-parent/caregiver partnership.\n\nTeams link: htt ps://teams.microsoft.com/l/meetup-join/19%3aH7IoYwBLlY_nR8d0DFzqC4yXRigyhb zyOceuytRk4g01%40thread.tacv2/1728553869256?context=%7b%22Tid%22%3a%22cc95 de1b-97f5-4f93-b4ba-fe68b852cf91%22%2c%22Oid%22%3a%22be558437-bc8f-4f3b-80 1c-af85d95b70ea%22%7d\nSpeakers:\nProfessor Cristina McKean (University of Oxford) LOCATION:28/30 Norham Gardens (Seminar Room K/L and online)\, 28/30 Norham Gardens OX2 6PY TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/6624ee67-0ef5-4417-88cd-979172cd5167/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:Development of a health visitor delivered intervention to promote parent-child responsive-contingent interaction through a synthesi s of theory\, evidence\, and parent and practitioner views - Professor Cri stina McKean (University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:*CDL research group seminar series* Long Term Cognitive and Social -Emotional Effects of Early Childcare: the Dutch Pre-COOL Cohort Study - P rofessor Paul Leseman (Universiteit Utrecht) DTSTART;VALUE=DATE-TIME:20221122T170000Z DTEND;VALUE=DATE-TIME:20221122T180000Z UID:https://talks.ox.ac.uk/talks/id/dce92550-47fa-4df4-8b56-b54759665ef3/ DESCRIPTION:In the Dutch national cohort study pre-COOL\, children (N=2500 ) participating in different types of early childhood education and care ( ECEC) were followed from age 2 to age 12\, at the end of primary school.  In two complementary analysis approaches\, we assessed the effects of E CEC on children’s cognitive and social-emotional development. Growth mod elling\, encompassing the period from 2 to 6 years\, revealed significant catch-up effects for children from low SES and immigrant families in langu age\, executive function and self-control relative to a non-risk compariso n group. Cross-lag path analysis was applied to a subsample of children (N =1200) in long day childcare to determine the effects of age of onset and intensity of daycare use on age 12 cognitive (reading\, math) and social-e motional outcomes (externalizing behavior\, self-regulation). The result s revealed small but significant negative effects on social-emotional outc omes of intensive daycare in the period 0-2 years and positive effects of intensive daycare in the period 2-4 years on reading comprehension. Observ ed process quality and implemented early literacy activities were found to moderate the effects on onset and intensity. With higher quality\, the ne gative social-emotional effects disappeared and the positive cognitive eff ects were stronger. Also child personality characteristics moderated the e ffects of onset and intensity\, showing in general that children at risk w ere better off when starting later and using child care less intensively i n the period 0-2 years. The findings will be discussed in the context of r ecent quasi-experimental research on very early daycare with middle to lon g-term follow-up assessments in Denmark\, France\, Germany\, Italy\, Norwa y and Quebec. \nSpeakers:\nProfessor Paul Leseman (Universiteit Utrecht) LOCATION:Online TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/dce92550-47fa-4df4-8b56-b54759665ef3/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:*CDL research group seminar series* Long Term Cognitive a nd Social-Emotional Effects of Early Childcare: the Dutch Pre-COOL Cohort Study - Professor Paul Leseman (Universiteit Utrecht) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:*CDL research group seminar series* School Students’ Growth Orie ntation and Academic Wellbeing: Exploring the Roles of Teachers’ Instruc tion and Mindset - Professor Andrew James Martin (University of New South Wales) DTSTART;VALUE=DATE-TIME:20221018T170000 DTEND;VALUE=DATE-TIME:20221018T180000 UID:https://talks.ox.ac.uk/talks/id/3489d5a0-65eb-4dbe-b56b-1cea214cd3b3/ DESCRIPTION:Students’ growth orientation comprises personal best goal se tting\, mastery goal setting\, and growth mindset. This presentation share s recent findings about the role of growth orientation in students’ acad emic wellbeing and the impact of teachers in this process. Through diverse research methodologies—including longitudinal and multilevel designs th at harness student and teacher perspectives on growth orientation in the c lassroom—the presentation will identify approaches to instruction and cl assroom attributes that foster students’ growth orientation and the acad emic consequences of this. Practical responses relevant to these findings will also be discussed. \n\nSpeakers:\nProfessor Andrew James Martin (Univ ersity of New South Wales) LOCATION:Seminar Room KL\, 15 Norham Gardens\, Oxfordshire TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/3489d5a0-65eb-4dbe-b56b-1cea214cd3b3/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:*CDL research group seminar series* School Students’ Gr owth Orientation and Academic Wellbeing: Exploring the Roles of Teachers ’ Instruction and Mindset - Professor Andrew James Martin (University o f New South Wales) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:*CDL research group seminar series* Key messages from the Alex Tim pson Attachment and Trauma Awareness in Schools Programme - Dr Helen Triv edi (University of Oxford) DTSTART;VALUE=DATE-TIME:20221115T170000Z DTEND;VALUE=DATE-TIME:20221115T180000Z UID:https://talks.ox.ac.uk/talks/id/669764c3-21ec-4aec-a891-8606ea5d9e18/ DESCRIPTION:The Alex Timpson Attachment and Trauma Awareness in Schools Pr ogramme is a five-year research programme led by the Rees Centre to explor e the impact of ‘whole school’ attachment and trauma awareness trainin g on experiences and outcomes for vulnerable young people. The Programme\, which ran from 2017 until June this year\, has involved 305 schools from 26 local authority areas across England. The Rees Centre employed a mixed methods approach\, using online questionnaires\, interviews with staff\, f ocus groups of young people and training observations to review the Progra mme. We will be presenting some of the key findings from the study around Programme implementation and its impact as perceived by school staff and c hildren. We will also outline some of the challenges faced by the research team throughout the project\, including the impact of Covid-19 on the res earch plan. \nSpeakers:\nDr Helen Trivedi (University of Oxford) LOCATION:Seminar Room KL\, 15 Norham Gardens\, Oxfordshire TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/669764c3-21ec-4aec-a891-8606ea5d9e18/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:*CDL research group seminar series* Key messages from the Alex Timpson Attachment and Trauma Awareness in Schools Programme - Dr H elen Trivedi (University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:*CDL research group seminar series* Social and Emotional Learning: A Critical Reflection - Professor Pamela Qualter (University of Mancheste r) DTSTART;VALUE=DATE-TIME:20221011T170000 DTEND;VALUE=DATE-TIME:20221011T180000 UID:https://talks.ox.ac.uk/talks/id/e636f291-a2ff-4f39-8996-e285af86bdde/ DESCRIPTION:In this seminar\, Pamela offers some of my thoughts on the cur rent field of social-emotional learning (SEL). Her perspective is that sch ools are places where children develop the skills to create fulfilling aca demic/work lives and successful social relationships\; given that\, school s should help to (1) provide young people with the skills to achieve perso nal happiness and well-being throughout their lives\, and (2) educate thei r pupils about managing difficult times with confidence. Key to that succe ss is the development of emotion understanding\, and schools are seen to b e important drivers in that learning process. But\, how do schools best t each such skills? Currently\, the most popular mode is through the use of developed curricula that have been designed to teach different elements o f emotion understanding. But\, how do those programmes map onto the curren t academic evidence of what emotion understanding is? \n\nJoin us online v ia Zoom: https://us02web.zoom.us/meeting/register/tZEtcOyvqzwuHdFqlTlOfmx5 otZdu4XwxheG\nSpeakers:\nProfessor Pamela Qualter (University of Mancheste r) LOCATION:Online TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/e636f291-a2ff-4f39-8996-e285af86bdde/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:*CDL research group seminar series* Social and Emotional Learning: A Critical Reflection - Professor Pamela Qualter (University of Manchester) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:*CDL research group seminar series* Interconnected and Interperson al: Capturing How Children Understand Emotions in Middle Childhood - Dr An eyn O'Grady (University of Oxford) DTSTART;VALUE=DATE-TIME:20221129T170000Z DTEND;VALUE=DATE-TIME:20221129T180000Z UID:https://talks.ox.ac.uk/talks/id/9753f31f-28a0-42b6-a556-fa3e40527c4a/ DESCRIPTION:Social-emotional learning (SEL) in education is concerned with the promotion of student social-emotional skill\, however more research i s needed to explain how ‘emotional learning’ relates to ‘social lear ning’ across development and SEL curricula. This talk will focus on the skill of identifying emotions by dialoguing findings from two studies conc erned with child emotion representation and understanding across middle ch ildhood (ages 8 to 11). The first\, a systematic review and meta-analysi s of SEL interventions conducted in Years 4 to 6 identifies how emotions h ave been ‘taught’ to children across SEL curricula\, and tests whether SEL intervention participation can directly promote child emotion underst anding. Study 1 findings are then contrasted with those of a linguistic an alysis study of child emotion definitions (Study 2) concerned with the con ceptual representation of emotion as it relates to internal state language (both emotion and cognitive mental state terms). A methodology for captur ing a child’s individual system for representing emotions (based on the child’s language) is presented. Implications for promoting emotion under standing in the classroom are discussed from theoretical and practical len ses\, with an additional focus on extending such research to different age bands and cultural contexts. \nSpeakers:\nDr Aneyn O'Grady (University of Oxford) LOCATION:Seminar Room KL\, 15 Norham Gardens\, Oxfordshire TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/9753f31f-28a0-42b6-a556-fa3e40527c4a/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:*CDL research group seminar series* Interconnected and In terpersonal: Capturing How Children Understand Emotions in Middle Childhoo d - Dr Aneyn O'Grady (University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY: *CANCELLED* *CDL research group seminar series* Evaluation of the Federal Programme "Sprach-Kitas" (engl. language - "Kindergardens") - Pr ofessor Yvonne Anders (University of Bamberg) DTSTART;VALUE=DATE-TIME:20221108T170000Z DTEND;VALUE=DATE-TIME:20221108T180000Z UID:https://talks.ox.ac.uk/talks/id/ea11cfed-8055-4915-b278-21c12ab002a1/ DESCRIPTION:\nStatus: This talk has been cancelled\nThis event has been ca ncelled. We apologise for any inconvenience caused.\nSpeakers:\nProfessor Yvonne Anders (University of Bamberg) LOCATION:Online TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/ea11cfed-8055-4915-b278-21c12ab002a1/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk: *CANCELLED* *CDL research group seminar series* Evaluati on of the Federal Programme "Sprach-Kitas" (engl. language - "Kindergarden s") - Professor Yvonne Anders (University of Bamberg) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:*CDL research group seminar series* MSc Alumna Presentations\, Chi ld Development and Education\, Department of Education\, University of Oxf ord DTSTART;VALUE=DATE-TIME:20221101T170000Z DTEND;VALUE=DATE-TIME:20221101T180000Z UID:https://talks.ox.ac.uk/talks/id/e5f357b8-5156-4cdd-a861-1e0b0751f822/ DESCRIPTION:Emma Dryer: Caregiver Programmes Aimed to Improve Child Langua ge Development in Low-Resource African Communities \n\nHenry Lo: Children ’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study \n\nCharlotte Moss: Variation Theory in Prac tice: Conceptual and Procedural Variation in the Maths Classroom \n\nSimra n Motiani: The effects of a small-scale\, teacher-led intervention aiming to promote self-regulation in nursery school children \n\nEnxhi Shaxhhi: S tories\, Emotions and Word Formation: Two Contextualised Interventions for Albanian Kindergartens\nSpeakers:\n Various Speakers LOCATION:Seminar Room KL\, 15 Norham Gardens\, Oxfordshire TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/e5f357b8-5156-4cdd-a861-1e0b0751f822/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:*CDL research group seminar series* MSc Alumna Presentati ons\, Child Development and Education\, Department of Education\, Universi ty of Oxford TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:*CDL research group seminar series* The Role of the Built Environm ent in Child Development - Professor Eirini Flouri (University College Lon don) DTSTART;VALUE=DATE-TIME:20221025T170000 DTEND;VALUE=DATE-TIME:20221025T180000 UID:https://talks.ox.ac.uk/talks/id/cf31c549-4cf7-4108-89b6-4f925acc406a/ DESCRIPTION:The role of the built environment in children’s cognition an d behaviour is still relatively unexplored. This talk will discuss finding s from some of my research on this in the past 2 years\, using data from t he Millennium Cohort Study.\nSpeakers:\nProfessor Eirini Flouri (Universit y College London) LOCATION:Online TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/cf31c549-4cf7-4108-89b6-4f925acc406a/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:*CDL research group seminar series* The Role of the Built Environment in Child Development - Professor Eirini Flouri (University Co llege London) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:***CDL research group seminar series*** Interconnected and Interpe rsonal: Capturing How Children Understand Emotions in Middle Childhood - Professor Sonali Nag (University of Oxford) DTSTART;VALUE=DATE-TIME:20221129T170000Z DTEND;VALUE=DATE-TIME:20221129T180000Z UID:https://talks.ox.ac.uk/talks/id/2547f7d3-5ef9-4af0-8a77-81d5b064890b/ DESCRIPTION:Social-emotional learning (SEL) in education is concerned with the promotion of student social-emotional skill\, however more research i s needed to explain how ‘emotional learning’ relates to ‘social lear ning’ across development and SEL curricula. This talk will focus on the skill of identifying emotions by dialoguing findings from two studies conc erned with child emotion representation and understanding across middle ch ildhood (ages 8 to 11). The first\, a systematic review and meta-analysi s of SEL interventions conducted in Years 4 to 6 identifies how emotions h ave been ‘taught’ to children across SEL curricula\, and tests whether SEL intervention participation can directly promote child emotion underst anding. Study 1 findings are then contrasted with those of a linguistic an alysis study of child emotion definitions (Study 2) concerned with the con ceptual representation of emotion as it relates to internal state language (both emotion and cognitive mental state terms). A methodology for captur ing a child’s individual system for representing emotions (based on the child’s language) is presented. Implications for promoting emotion under standing in the classroom are discussed from theoretical and practical len ses\, with an additional focus on extending such research to different age bands and cultural contexts. \nSpeakers:\nProfessor Sonali Nag (Universit y of Oxford) LOCATION:Seminar Room KL\, 15 Norham Gardens\, Oxfordshire TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/2547f7d3-5ef9-4af0-8a77-81d5b064890b/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:***CDL research group seminar series*** Interconnected an d Interpersonal: Capturing How Children Understand Emotions in Middle Chil dhood - Professor Sonali Nag (University of Oxford) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:***CDL research group seminar series*** Long Term Cognitive and So cial-Emotional Effects of Early Childcare: the Dutch Pre-COOL Cohort Study - Professor Paul Leseman (Universiteit Utrecht) DTSTART;VALUE=DATE-TIME:20221122T170000Z DTEND;VALUE=DATE-TIME:20221122T180000Z UID:https://talks.ox.ac.uk/talks/id/061e7d74-8f62-44b9-806b-6dd69a5a9bc1/ DESCRIPTION:In the Dutch national cohort study pre-COOL\, children (N=2500 ) participating in different types of early childhood education and care ( ECEC) were followed from age 2 to age 12\, at the end of primary school.  In two complementary analysis approaches\, we assessed the effects of E CEC on children’s cognitive and social-emotional development. Growth mod elling\, encompassing the period from 2 to 6 years\, revealed significant catch-up effects for children from low SES and immigrant families in langu age\, executive function and self-control relative to a non-risk compariso n group. Cross-lag path analysis was applied to a subsample of children (N =1200) in long day childcare to determine the effects of age of onset and intensity of daycare use on age 12 cognitive (reading\, math) and social-e motional outcomes (externalizing behavior\, self-regulation). The result s revealed small but significant negative effects on social-emotional outc omes of intensive daycare in the period 0-2 years and positive effects of intensive daycare in the period 2-4 years on reading comprehension. Observ ed process quality and implemented early literacy activities were found to moderate the effects on onset and intensity. With higher quality\, the ne gative social-emotional effects disappeared and the positive cognitive eff ects were stronger. Also child personality characteristics moderated the e ffects of onset and intensity\, showing in general that children at risk w ere better off when starting later and using child care less intensively i n the period 0-2 years. The findings will be discussed in the context of r ecent quasi-experimental research on very early daycare with middle to lon g-term follow-up assessments in Denmark\, France\, Germany\, Italy\, Norwa y and Quebec. \n\nJoin us online via Zoom: https://us02web.zoom.us/meeting /register/tZMudumorj8iEtZTZmtOmqj7yC5HiTm5IQ_T\nSpeakers:\nProfessor Paul Leseman (Universiteit Utrecht) LOCATION:Online TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/061e7d74-8f62-44b9-806b-6dd69a5a9bc1/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:***CDL research group seminar series*** Long Term Cogniti ve and Social-Emotional Effects of Early Childcare: the Dutch Pre-COOL Coh ort Study - Professor Paul Leseman (Universiteit Utrecht) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:***CDL research group seminar series*** Evaluation of the Federal Programme „Sprach-Kitas“ (engl. „Language-Kindergardens“) - Profe ssor Yvonne Anders (University of Bamberg) DTSTART;VALUE=DATE-TIME:20221108T170000Z DTEND;VALUE=DATE-TIME:20221108T180000Z UID:https://talks.ox.ac.uk/talks/id/4bc6f70a-a447-4c7c-9b02-b4212e374fee/ DESCRIPTION:Join us online via Zoom: https://us02web.zoom.us/meeting/regis ter/tZwoceGhrj4rEtP1wkHrK5zJg3ChaLPigZ19\nSpeakers:\nProfessor Yvonne Ande rs (University of Bamberg) LOCATION:Online TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/4bc6f70a-a447-4c7c-9b02-b4212e374fee/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:***CDL research group seminar series*** Evaluation of the Federal Programme „Sprach-Kitas“ (engl. „Language-Kindergardens“) - Professor Yvonne Anders (University of Bamberg) TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:***CDL research group seminar series*** MSc Alumna Presentations\, Child Development and Education\, Department of Education\, University of Oxford DTSTART;VALUE=DATE-TIME:20221101T170000Z DTEND;VALUE=DATE-TIME:20221101T180000Z UID:https://talks.ox.ac.uk/talks/id/4ed43add-44f0-41c3-85e9-679dacc7b0aa/ DESCRIPTION:Emma Dryer: Caregiver Programmes Aimed to Improve Child Langua ge Development in Low-Resource African Communities \n\nHenry Lo: Children ’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study \n\nCharlotte Moss: Variation Theory in Prac tice: Conceptual and Procedural Variation in the Maths Classroom \n\nSimra n Motiani: The effects of a small-scale\, teacher-led intervention aiming to promote self-regulation in nursery school children \nSpeakers:\n Variou s Speakers LOCATION:Seminar Room KL\, 15 Norham Gardens\, Oxfordshire TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/4ed43add-44f0-41c3-85e9-679dacc7b0aa/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:***CDL research group seminar series*** MSc Alumna Presen tations\, Child Development and Education\, Department of Education\, Univ ersity of Oxford TRIGGER:-PT1H END:VALARM END:VEVENT BEGIN:VEVENT SUMMARY:***CDL research group seminar series*** Resilience and Risk – Fa mily Influences (tbc) - Professor Eirini Flouri (University College Londo n) DTSTART;VALUE=DATE-TIME:20221025T170000 DTEND;VALUE=DATE-TIME:20221025T180000 UID:https://talks.ox.ac.uk/talks/id/7091011a-f780-49d1-9347-09ed1386fb6d/ DESCRIPTION:\nSpeakers:\nProfessor Eirini Flouri (University College Londo n) LOCATION:Online TZID:Europe/London URL:https://talks.ox.ac.uk/talks/id/7091011a-f780-49d1-9347-09ed1386fb6d/ BEGIN:VALARM ACTION:display DESCRIPTION:Talk:***CDL research group seminar series*** Resilience and Ri sk – Family Influences (tbc) - Professor Eirini Flouri (University Coll ege London) TRIGGER:-PT1H END:VALARM END:VEVENT END:VCALENDAR