Studies suggest that when students have the opportunity to lead their own learning and participate in the teaching of others, their own engagement, understanding, and even well-being increase. At Dyce Primary School in Aberdeen, Scotland, teachers have seen this firsthand as they’ve empowered students in developing learning experiences for themselves and their peers.
To learn more about the research behind the practices seen in the video, check out the links below.
- The American Academy of Pediatrics’ report on how play enhances development in young children. (2018)
- Kayleigh Skene, Christine M. O’Farrelly, Elizabeth M. Byrne, Natalie Kirby, Eloise C. Stevens, and Paul G. Ramchandani’s meta-analysis and review on whether guidance during play can enhance children’s learning and development in educational contexts. (2022)
- Rachel Parker, Bo Stjerne Thomsen, and Amy Berry’s article on learning through play at school. (2022)
- Catherine C. Chase et al.’s 2009 article about the protégé effect.
- K.R. Muis et al.’s 2016 article on learning by preparing to teach.
- John F. Nestojko et al.’s 2014 research on how expecting to teach enhances learning.
- Kristina Zeiser, Carrie Scholz, and Victoria Cirks’s 2018 paper Maximizing Student Agency: Implementing and Measuring Student-Centered Learning Practices.
- Anderson et al.’s 2022 article examining positive links between student participation, recognition, and well-being at school.
- Kashdan et al’s 2017 article about being a curious person.