Defining play has plagued researchers and philosophers for years. From describing play as
an inaccessible concept due to its complexity, to providing checklists of features, the field …

For infants and young children, learning takes place all the time and everywhere. How
children learn best both in and out of school has been a long-standing topic of debate in …

Models of pedagogy highlight the reciprocal reasoning underlying learner-teacher
interactions, including that learners' inferences should be shaped by what they believe a …

Traditionally, learning has been modeled as passively obtaining information or actively
exploring the environment. Recent research has introduced models of learning from …

Moving On to Key Stage 1 has been highly influential in developing innovative,
developmentally appropriate KS1 practice in schools across the country. This new edition …

The ability of modeling the other agents, such as understanding their intentions and skills, is
essential to an agent's interactions with other agents. Conventional agent modeling relies on …

To be efficient, both active learners and teachers need to be able to judge the relative
usefulness of a piece of information for themselves or for their students, respectively. The …

From early in life, young children learn conventional information, including artifact uses and
formal systems like mathematics. Children's active experience has long been considered …

There has been little cross-fertilization between research on ac-tive learning and teaching,
despite extensive conceptual simi-larities. The current study aims to bridge the gap by show …

From a young age, humans learn about the world from other people. Past computational
models of pedagogy highlight the reciprocal reasoning processes that support learning from …