Childhood Education Innovations
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Childhood Education: Innovations is an education magazine that provides unique, stimulating information about educational programs around the world. Articles explore solutions to specific challenges affecting schools, teachers, and learners and showcase the most recent innovations being developed and implemented to address those challenges. Readers will find inspiration for transforming education to better serve children and society. Published 6 times a year, CE Innovations provides a window into the work being done to bring quality, equitable education to all children. It stands alongside the Journal of Research in Childhood Education as one of our signature publications.
CONTENTS
September/October 2025
“Everyday Kindness: A Global Education Movement From Vietnam”
The Everyday Kindness Project is transforming classrooms into spaces of empathy, joy, and lasting peace through daily acts of kindness. The Project began with a simple yet profound question: How do we restore joy, safety, and mutual respect in our schools? The project is designed as a five-week experiential program based on the CASEL Framework for Social and Emotional Learning (SEL) approach that cultivates empathy, emotional regulation, responsible decision-making, and interpersonal skills. The Everyday Kindness Project embodies these principles through simple daily practices that require no special infrastructure—just dedicated teachers, engaged students, and a culture that values humanity. The program’s structure includes classroom discussions, family involvement, and global student exchange.
“The Mindful Way: Rethinking Mindfulness for the Way Children Learn”
Children are born to learn through play. It is not just an activity they enjoy—it is the primary way they develop cognitive, emotional, and social skills. This understanding is at the heart of The Mindful Way, a program designed by Learn to Play to cultivate mindfulness through movement, breathing, and sensory-rich activities. The program was developed in response to the specific needs of the children and families Learn to Play works with—many of whom face economic hardships, high levels of stress, and limited access to early childhood education resources. The Mindful Way shifts the focus from mindfulness as a static exercise to mindfulness as an active skill that children practice naturally in their daily interactions.
“Cultivating Compassion and Connection: The Impact of Innovative SEL Development at Vida School”
Vida School is a progressive independent elementary school in Southern California that offers an innovative model of social-emotional learning (SEL) that goes beyond the shallow or one-shot presentations of these crucial social regulation skills. SEL is taught explicitly and implicitly, during instruction and informally outside of the classroom; it is thoughtfully and intentionally interlaced throughout every aspect of the Vida culture. With this innovative approach, Vida is acknowledging that students are inheriting a world much different than our own. While we can’t predict the future, we can assume that in this age of rapid technological advancement, a person’s “human skills” will be what makes them most marketable.
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“Innovating Instructional Practices: Applying the STARR Model to Cultivate 21st-Century Skills”
The STARR Model, an innovative instructional framework, addresses the critical challenge of equipping students with such essential 21st-century skills as problem-solving, critical thinking, and information literacy. As the demands of modern society evolve, traditional instructional practices that emphasize rote memorization and content recall are increasingly insufficient. The STARR Model offers a structured yet flexible approach to transforming these outdated methodologies into adaptive, reflective, and results-oriented practices. This model aligns with contemporary educational priorities, fostering skills that empower students to thrive in an interconnected, technology-driven world.
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“Early Childhood Models From Haryana to the World”
In 2022, the Haryana government in India made an innovative decision to transform 4,000 existing Anganwadi child care centers into playschools. This initiative focused on creating vibrant learning environments that emphasized play-based education. As a result, learning outcomes of children attending the playschools have notably improved, with the percentage of children performing well increasing from 25% to 49%, as per an independent assessment conducted by the State. Anganwadi workers receive specialized training, enhancing their ability to support children’s cognitive, socio-emotional, physical, and cultural development with fun learning activities requiring simple, low-cost, locally sourced materials.
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“Hansei (Reflection) in Japanese Preschools: How Children Learn to Become Responsible and Kind”
In Japan, hansei, a Japanese term that means self-reflection or introspection, is considered to be a fundamental skill that contributes to social and personal development. It is one way to raise Japanese children’s standards, both at home and at school. Hansei is culturally unique, and translation by some Western researchers may not convey the complete subtleties of the word. According to the Koujien (the Japanese dictionary), hansei is interpreted as reviewing past behavior, evaluating, critiquing, and finally improving upon it.
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“Building Emotional Intelligence: The Role of Information Literacy and Library Databases”
Emotional intelligence is a critical factor in building relationships, expressing empathy, promoting inclusivity, and fostering a positive school culture. School librarians, known for their positive effects on student achievement and test scores, are also uniquely positioned to create experiences that positively impact social emotional learning (SEL). Traditionally, librarians have supported SEL by selecting literature that cultivates empathy and understanding. However, one powerful yet often overlooked skill for nurturing well-rounded individuals is information literacy—the ability to locate, evaluate, and use information effectively.
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“Educational Development and School Effectiveness Through Technology: The Notesmaster Story in Zambia”
Notesmaster is an innovative e-learning platform designed to bridge the gap in access to educational resources and support. The platform aims to level the playing field by offering all students customized lesson plans, video tutorials, and collaborative study tools. The platform incorporates lessons from previous efforts through adaptive programming that can meet students where they are and joins ongoing experimentation to realize the vision of accessible, engaging education for all of Zambia’s learners. The platform has a user-friendly interface and expansive educational resources, allowing users to achieve continuity in their scholarly efforts.
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“Animal Therapy Ignites Education”
The unique bond that is possible between humans and animals creates a welcoming and nonjudgmental learning environment. Therefore, by incorporating animal therapy into educational settings, students can experience a significant reduction in anxiety and fear, which are common barriers when learning new or challenging material. The support and unconditional love from therapy animals help students feel more at ease, creating a positive learning environment where students interact with each other and feel comfortable socializing.
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“Making a Global Connection: Learning About Animals to Learn About the World”
We need to examine what it means to be globally connected, how these concepts can be naturally interwoven into early learning programs, and in what ways we can support our children in becoming global learners. The theme of Animals Around the World can be used to help children develop the skills and competencies needed to become citizens of an increasingly global society. An interactive, digital learning experience, “Animals Around the World” transforms learning into an adventure by engaging young minds through visually appealing animations, interactive storytelling, and hands-on activities.
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“Expanding Horizons Through Virtual Field Trips”
The Connected North program, profiled in the HundrED report, addresses wellbeing concerns by fostering social connectedness among students located in northern, remote, Indigenous communities in Canada. The program model involves taking students on virtual field trips that offer interactive journeys of discovery rooted in respectful, two-way exchanges. The role of the classroom teacher shifts to that of a facilitator and enabler of access for student inquiry. The guest content providers ignite a spark of curiosity as they share their in-depth knowledge of the subject matter.
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