Category Archives: 3.1 Teaching & Learning

Learning from Packaging (Art 4H)

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This task requires me to compare and contrast different food packaging and decide which one is my personal favourite and why. As well as this,  I have to decide on the message they give out and to whom the message would be for. Lastly, from this I will look at how this can be used in a primary classroom before designing food packaging of my own which will appeal to my audience of choice.

Pachaging for Food Item Number 1 – Heinz Beans

ctcx5qkxgaav0jdDesign

The design of the beans is simple but very effective. The shape of the black badge in the centre is printed all most heinz products,although it is not always black, eg. Tomato Ketchup. This badge makes the product stand out as the plain background allows the letters to be more eye-catching. It has a mini badge which states that the product is one of your 5 a day, this will bring in the healthy eaters to the product as they will know it can be nutritious. The design also allows for the content of product to be displayed as it shows the beans on the bottom. A metal tin would also be used for stacking purposes as well as to help keep the product fresh and well contained.

Colour

The colours themselves are not the most outstanding although like previously said the black background of the badge makes the lettering catch the eyes of he consumers. This is because of the colour contrast between the white and the black. The green badge for the “5 a day” is also quite eye catching as it is a much brighter shade of green than was used for the background. I think the colour green was used here to represent health and green vegetables as that is the colour that is mostly representative of being of good health, having energy and making good choices, in this case choosing to have a healthy lifestyle.

Letters

Again, like I have mentioned previously, the white lettering on the black background will place emphasis on the white writing. The lettering underneath the white writing give a further description of the product contained in the tin.

Message Given

I feel like the message given by the packaging of Heinz Beans is that they are healthy and easy to make, considering that they come in a sauce so do not need to be prepared. I feel like they are also advertised to appeal to an older age range as the packaging is more neutral than a child aimed product.

Packaging for Food Item Number 2 – Cereal

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Photo Taken From Google Images – www.luluwebstore.com

Design

The design of this product is most definitely aimed at children, the cartoon monkey tells us this. As well as this the product also has a chain of media adverts which are cartoon stories which appeal to children. The yellow colour of the box will also make the product eye catching and therefore lure potential consumers in.

Colour

The colour scheme that has been used on the box of this product allows the product to stand out. The bright yellow packaging is eye catching and can also have reference to the sun, which in this case can refer to the product being eaten on sunny mornings and as yellow is an energetic colour, allows the consumer to think it can give  them happiness and energy as they start their day.

Letters

The lettering on the box is made to look like chocolate which is a main selling point of the cereal. The lettering is also printed in a large font and is centred on the packaging, on the plain yellow background to allow the consumer to easily and clearly see what the product is.

Message Given

I feel like the message given by the packaging of the Coco Pops cereal is that it is child friendly, chocolate loving children will love it. However, although it is chocolatey the box is also clear to state that the child, or consumer, will still gain essential vitamins and iron from the product because of this, this product will also appeal to adults/parents as it can allow them to have stress free breakfast times as they know their child will enjoy while getting their essential nutrients at the same time.

My Preference

The product which I prefer is product number 2 as i feel like it has a very clear motive and has a clear appeal to children. However also with this product we can see the way in which the advertising attempts to draw in adults by promoting the healthy side of the product. This is the product which I took my inspiration from in order to create my own product.

My Product and Explanation

ct1qqdsxyaaw6zp1This is the product that I created. I took the inspiration from the Coco Pops children’s cereal. I began to give the product a character, whom in this case is Bird Bandit. I used alliteration as for me that is what would stick in my mind.Giving the bird character carrots for a beak also promotes the main aspect of the cereal which is carrots. Towards the bottom corner of my product i have written that the product contains “100% real carrots” in an attempt to make the product appeal to the parents of children so they know the product is healthy. Again I used the bright yellow backdrop in order to try to make the product more eye catching.

Developing Effectiveness in Learning and Teaching – TDT Ocearch!

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Me and fellow student Kirsty Gallacher decided to focus on one resource from Derek Robertson’s input – that resource being ocearch.org .

This is a shark tracker which shows the real time location of sharks movements. All the sharks have been tagged on their dorsal fin and have been given names by the organisation. You can find out the length, weight and type of shark as well as its recent locations. Above this you can focus on certain geographic locations, such as countries or even continents and track the sharks who live in their surrounding waters.

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An example of Oscar the sharks recent movements off the coast of New York.

Here is a link to Oscars profile – http://www.ocearch.org/profile/oscar/

We think that this is a great ICT resource for ensuring the enrichment of learning across subject boundaries. Not only does it tap into science, for example, a topic on sharks in itself, but it also looks at geography. This resource can also link to maths and literacy.

By looking at the weight, size and types of sharks that exist in specific area, the children could look into why certain types of sharks inhabit specific areas of the world. For example, hot and cold climates.

This resource can also help children practice their map skills, and help them become familiar with continents, countries and oceans.

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We can also launch an investigation into why these sharks travel so far and so erratically, possibly discussing what they eat, how they mate and how fast they travel. By looking at distance, speed and time, this could be incorporated into their maths. Looking at their diet and how they mate is again tapping into science as they explore further into the sharks habitat.

This could be done in groups or as independent study depending on age and ability of children. This could then turn into a literacy project where they can either write up their findings in the form of a power point, a booklet, a poster or a report.

This is a brief look into how this resource can be incorporated into interdisciplinary learning. We plan on looking into this further while researching for our assignment.

By Kirsty and Samantha

Tell a Dance Story (Dance 1-2H)

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This task requires me to choose a nursery rhyme for which I will then devise a simple choreography to tell the story without using any words.

On first thought I felt that this task would be simple however, when looking into nursery rhymes in detail, in order to see the story, the task turned out to be a little bit more difficult.

My Chosen Nursery Rhyme

The nursery rhyme I have chosen is that of Jack and Jill.

My Simple Choreography to Tell the Story!

  • Hold hands in a crouched position in a line
  • Stand up slowly and sway from side to side
  • Release hands
  • Use right hand and circle it slowly backwards until it is outstretched in front of you
  • Lift left hand so it sits slightly under and to the left of the right hand
  • Turn right hand back and forth (from the 9 to the 3 of a clock face)
  • Lower the left hand as if it was heavy
  • Every 2nd person in the line drop the the ground to a sitting position (Jack)
  • Every 1st person  turn to the right hand side to look at person 2 sitting on the floor (Jill)
  • Every second person will lift their hands to the top of their head pointing vertically upward and pull them apart and slightly downwards
  • Every 1st person will do a rolling motion with their hands while lowering them selfs to floor to sit  in the line alongside their shoulder partners.

Repeat as many times as necessary…

Create A Drama Bag (Drama 1H)

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As part of my Expressive Arts project I am going to create a Drama bag in which i will choose a variety of objects to represent particular characters. This bag can be used as a stimuli for role-play or improvisation.

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Object – Glasses

Character– Old Lady/Grandmother

 

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Object – Tiara

Character – Princess/Fairy/Queen

ctzc72axeaehfrrObject-Guitar Pick

Character– Rockstar

ctbujx4wyam49-tObject-Pen

Character– Business man

 

Object– Keyctbujx8wiaaxqcn

Character– Janitor/Grounds Keeper/ Security Guard

 

ctzc72gwcai1rhfObject– Thread

Character– Seamstress/Maid

 

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Object– Plaster

Character– Nurse/Doctor

 

ctbujx4w8aaqa-gObject-Pound Coin

Character– Rich Man/Woman

 

ctbujx7waaeu376Object– Lip Stick

Character– Posh Lady/ Make-up Artist/ Diva

 

ctzc72hweaah_nrObject- Teddy Bear

Character- Small Child

 

Learning About Colour and Pattern! (Art 3H)

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Picture taken from Google Images – www.stationeryinfo.com

For this TDT we have been asked to research into colours and aspects of them before going in to personal research around our own favourite colours. After completing this i will then make my own colour wheel, which I will photograph and post at the end of this post.

First, I aim to define some artistic terms to be able to understand and reinforce my learning.

Primary Colours- There are 3 Primary Colours, which are Red Yellow and Blue. These are the main element of all other colours and no other colours can be mixed together to make these colours (Williams,2008).

Secondary Colours- The secondary colours are purple, green and orange. These new colours are made by mixing any two of the primary colours together (Williams,2008).

For example:

Red + Blue = Purple

Blue +Yellow = Green

Yellow+ Red= Orange

Hue- Are the 12 most bright and pure colours, the 3 primary colours, the 3 secondary colours and the 6 tertiary colours. All of these  12 colours together form the Colour Wheel (Williams, 2008). Hues can also be measured in degrees of where they are on the colour wheel, from 0 – 359 degrees (Workwithcolour,2008).

Brightness- Brightness is something which a person will determine themselves. It is often confused by the lightness of the colour. Brightness can be change by using the saturation tool as a higher saturation will make the colour brighter. The hue will also affect the colours brightness (Workwithcolour,2008).

Temperature- Temperature is expressed through the description of the lighting on a colour. This can be using either Blue (cool) or Yellow (warm) it is measured in degrees of Kelvin (Lowel,no date).

Expressive Qualities- Expressive qualities  in colour express the mood and emotion behind the piece. It can also be used to express atmosphere such as tensions surrounding the piece etc (Color, no date).

Colour Theory- Colour theory is the heading which all of these definitions come under. Colour theory is the breakdown of colour under 3 sections; colour wheel, colour harmony and the context in which colour is used (Voodoo Publications, no date).

Scientific Properties of Colour and Light – Light is part of the electromagnetic spectrum, which is the only part of the spectrum that is visible to the human eye. The different wavelengths of light all radiate different colours, for example the shorter wavelengths give off a blue colour,where as the slightly longer wavelengths show a yellow/green colour (IES, 2011). ‘Rainbow light’ as such, can be shown through a science experiment when a ray of light is directed to shine through a glass pyramid this will split the ray of light into the coloured spectrum as shown below. This would be good to look into in the primary classroom.eejrr

Picture Taken from Google Images – mangahelpers.com

My Favourite Colour

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Picture taken from Google Images – colorpalettes.net

Since I was a young girl my favourite colour has always been pink. I have chosen this TDT specifically as I am quite interested in finding out more about it.

As the colour pink comes in many different shades and tones they all reflect different emotions and feelings. For example the darker shades of pink, express feelings of romance and passion however the less strong shades of pink, like baby pinks, are more childish and show fun and excitement (Smith, 2015). Smith (2015) also tells us that pink has connotations of happiness and times of being carefree and childish.

The colour pink can also have a physical affect on us by promoting energy and confidence. As well as this pink is also known to be used in prison cells to calm erratic behaviour (Smith,2015).

The colour pink is also known world wide on a ribbon, which signifies hope in the hunt to find a cure for breast cancer.

My Colour Wheel

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References

Color (no date) Elements in art – color. Available at: http://highered.mheducation.com/sites/dl/free/0072965258/340806/color.html (Accessed: 23 September 2016).
IES (2011) Discover lighting! The science of light > color. Available at: http://www.ies.org/lighting/science/color.cfm (Accessed: 23 September 2016).
Lowel (no date) Lighting Resource Centre. Available at: http://lowel.tiffen.com/edu/color_temperature_and_rendering_demystified.html (Accessed: 22 September 2016).
Smith, K. (2015) All about the color PINK meaning, psychology, symbolism. Available at: http://www.sensationalcolor.com/color-meaning/color-meaning-symbolism-psychology/all-about-the-color-pink-4342#.V-U7H5MrJPM (Accessed: 23 September 2016).
Voodoo Publications, C. (no date) Basic color theory. Available at: http://www.colormatters.com/color-and-design/basic-color-theory (Accessed: 23 September 2016).
Williams, S. (2008) Primary colors « color wheel artists. Available at: http://color-wheel-artist.com/primary-colors.html (Accessed: 22 September 2016).
Workwithcolour (2008) Color properties: Hue, tint, shade, saturation, brightness, Chroma. Available at: http://www.workwithcolor.com/color-properties-definitions-0101.htm (Accessed: 22 September 2016).

Invent a Game! (Drama 1H)

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Catching Fish!

As part of the Expressive Arts module we have to do a 30 hour project. As part of the drama section I have decided to invent a game. This game will be called Catching Fish!

How to Play

  • Players stand in a circle facing outwards with their eyes open
  • One player is chosen to be the fish this player will stand outside of the circle and one player is chosen to be the fisherman. The fisherman will stand in the centre of the circle with his eyes closed.
  • The fish will now have to weave their way around the circle.
  • When the tambourine sounds the fish will have to rejoin the circle.
  • The fisherman will now have the opportunity to ask for 3 clues about the fish.
  • In which case the fish will only be able to  answer yes or no, in a voice of their choice,along with an action which he will show to the rest of the group.
  • The whole group will copy this action for the fisherman to witness before he/she makes a guess on who the fish is.
  • This will be repeated 3 times.
  • If the fisherman does not guess correctly the fish will reveal themselves and then become the fisherman.
  • If the fisherman guesses correctly the fish will then be caught and will sit inside the circle next to the fisherman and the fisherman will try and catch a new fish.

Aim of the Game

To catch as many fish as the fisherman can.

Variations and Extensions

This game can be adapted to fit the class topic at the time. For example, if the topic was “The Rainforest”, it can be adapted to fit the rainforest foodchain…eg. the monkeys running around the circle hiding from the tigers.

How Many Players

30 (a class of pupils)

Age Group

 Middle to upper school

How long does it take to play

The game could go on until all fish have been caught. However, I think this is unrealistic as it would get boring and children would become uninterested.

Ideally I would give the game 10-15 minutes.

What skills does it develop

Spacial awareness- Children will have to be aware of the space around them as they weave around the circle.

Confidence- As children will have to participate as either the fish or the fisherman, this will allow them to develop their confidence as standing/acting alone infront of others. As well as this, children will develop their confidence as part of the group when they all do the action together.

Memory- The fisherman will develop their memory skills as they will have to memorise the clues the fish gives them in order to determine who the fish is to catch them.

Ephemeral Art!

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Who knew something so simple as making pictures out of leaves, twigs and other natural resources can make you think so much?!?

In our most recent expressive arts module we learned about the artist Andy Goldsworthy and his passion for art in nature otherwise known as Ephemeral art. Goldsworthy’s work was always transient so would not last very long, this is because he uses only natural resources. This, however, meant that his work could only be documented through his use of photographs.imgres-1Picture Taken From Google Images – prezi.com

Goldsworthy had an obsession with shape, line, texture, form and colour and would express this through his work.

Trying to decide the meaning for some of his pieces turned out to be the most difficult part…

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This piece of Goldsworthy’s was one which we took forward as a group to try to recreate. This piece really captures just how impermanent his work really was.

This piece was created by Goldsworthy, himself, laying on the dry surface in the rain only to move himself when the rain had passed to leave his silhouette printed on the surface.

When  trying to decipher the meaning of this piece, we struggled but  came to the conclusion that it represents the short nature of life itself.

Picture Taken from Google Images – www.pinterest.com

Our Turn!

In this tutorial, we formed a group of 3 and tried out some of our own ephemeral art pieces. First we stared by gathering leaves and grouping leaves together by colour. Then we tried finding some sticks to use before deciding on what our project would be.

Next we had a discussion about what we could try and make. Me, I am nothing close to being an artist and you would struggle to find an artistic bone in my body. However, this task was easier (and more enjoyable) than first thought.

We then decided on our first project… the human outline made entirely from leaves… which wasn’t entirely our idea (although we’d love to take credit) but a take on one of Goldsworthy’s pieces pictured previously. We had Kirsty lie on the ground while the two of us laid leaves all around her.

The meaning of this was, like our interpretation of Goldsworthy’s piece, was to show that life does not last long.The fact that the wind could blow away at anytime represents this.

As well as this, we also were careful to use colours which fade downwards. This was to show the developments we make in our lives and the changes and choices we have to make and go through every single day. The way in which we grow as people are also represented in the leaves.

Finally our last original piece we created was a large tree.img_9810

This piece was one we made to reflect the changing of the seasons we felt like the colour of leaves were correct to show the time of year. As well as this we also thought this represents the passing of time, through the seasons and our time through this university course also.

This task would be simple and effective to recreate in a class of pupils. I also feel like the children would benefit from this artistic activity with being given extra time outside to explore their own surroundings… putting safety first of course!

Mathematical Terminology Used More Often Than We Think?

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My first Maths and Science input of semester 2 with Tara made me challenge my way of thinking or as I thought the normal way of thinking.

When talking in social situations or even just reading  simple stories it is apparent that mathematical terminology is at the forefront of them.  In this lecture, Tara read us a story and asked us to think of the words she said and to write down the mathematical terms in a list on our page. Originally I only counted 10-15 words of this type but after it was explained I had the realisation that mathematical terminology is not only words associated with number, but size, positioning etc. Realising this made me feel the need to look closer at other children’s stories and rhymes.

I decided to look at This nursery rhyme in particular because numbers are prominent here and frankly to begin with I didnt think there would be many more terms other than the numbers 1-10.

I was wrong…

In this early childhood song not only do children use mathematical terminology with the numbers 1-10. There is also terminology used to describe positioning and size. I will use bold on the font to highlight the mathematical terminology.

ONE, TWO, THREE, FOUR, FIVE!

One, two, three, four, five,

Once I caught a fish alive,

Six, seven, eight, nine, ten,

Then I let it go again.

Why did you let it go?

Because it bit my finger so.

Which finger did it bite?

This little finger on the right.

 

Maths in Football

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Maths and football would not necessarily be two things you would put together but through the Discovering Mathematics module its become apparent that mathematics is everywhere. Liping Ma (1999) suggests that connectedness is one of the four properties of the teaching and learning of Fundamental Mathematics which led me to believe that if the teaching of mathematics  was made relevant and somehow connected to what children are interested in they would be more inclined to want to gain knowledge about the topic. Football was the sport that most children in my class shared an interest inso this is why i chose to look into football in particular.

Before this I did not believe there was much maths in football at all. Maths is a sport, sports fall under the Physical Education category and as far as I was concerned that was that.Apart from the obvious score taking, shape of the pitch, angles at the corners, number of flags and players but looking into this further i realised there was so much more than I first thought.

THE BALL

soccer-ball

Picture taken from – http://www.hoist-point.com/soccerball.htm

The football in which most people are familiar with is that of the typical  black and white patterned ball. it is made of lots of leather pieces- 12 black pentagons and  20 white hexagons, all of which are regular. (Yakimento, 2015)  On this football the 2D shapes are tessellated together as to leave no gaps between the shapes. The pentagons an the hexagons must have the same length of sides for this to happen. As well as this for all shapes to tessellate the angles on the corners need to add up to 360 degrees.

Tessellation, 2D Shapes and Angles are all mathematical factors involved here.

As well as this maths can be used to calculate many different things involving the ball for example… Distance the ball travels (Equation 1), Time it takes for the ball to travel (Equation 2) and finally the speed at which the ball travels at (Equation 3).701b935ef4072b0f79c429a0d461a6cce437f1c2

Picture taken from – www.bbc.co.uk

 

SCORE TAKING IN THE MATCH

Score taking is another part of football where maths is involved. The points system is simple if you score a goal you get a point against the other team. For example, If Dundee and Dundee United were to play against each other and Dundee scored the points would be 1-0 Dundee. If another goal was scored by Dundee the score would be 2-0.

Counting and addition are involved here.

TIME

Each football game lasts for approximately 90 minutes or to put this into a different format can be 1 hour 30 minutes. In my opinion, this is a difficult concept for children to grasp. The idea of conversion is an idea which children may find confusing. Conversion also has to be recognised by children in fractions to understand that, for example, 2 is the same as 2/1.

Time and conversion are the elements of mathematics that are involved here.

SHAPE AND DIMENTIONS OF PITCH

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Picture taken from – www.conceptdraw.com

The football pitch is rectangular in shape which has a length  from 90-120m and a width from 45-90m. However, a rectangle is not the only 2D shape visible on a football pitch. There are also circles and semi circles and more rectangles. Shapes can be used in many forms of mathematics for example, shape tessellation with the pattern on the football, calculating areas and measuring distances. The Pie symbol can be introduced to show children how to calculate the areas of circles and semi circles. As well as using the A= LxB equation format which can be used to find the areas of squares and rectangles. A follow up for this could be to change the units from metres to kilometres etc. to give children a grasp of the decimal system and working with smaller numbers. This would come under Ma’s Longitudinal Coherence property. As well as this, the older children could be introduced to Pythagoras’ Theorem on finding the areas of triangles if they have got a good understanding on how to find the areas of the other shapes found on the pitch. ( Although there are no triangles necessarily in football.)

REFERENCES

Ma, L. (1999) Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in china and the United States. United States: Lawrence Erlbaum Associates.

Yakimento, Y. (2015) Mathematics of the soccer ball. Available at: http://www.hoist-point.com/soccerball.htm (Accessed: 25 November 2015).

Differences Between Sweden and UK

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sweden_map

Photo taken from Google Images – www.ucl.ac.uk

A few weeks ago we had an input where we discussed comparative education. We mainly focused on the differences between Sweden and the UK and the different perspectives they had on learning in the early years.

The Swedish School system contrasts with the UK school system in so many ways. The first one being their school starting age. In Sweden, children do not start school until they are 7 years old, which is a whole 2-3 years after we do in the UK. When this was first mentioned I assumed that they would be so far behind in their learning compared to children in our country who start so much earlier. However, I was shocked to discover that this is not the case. According to The Guardian in 2010, Sweden has over taken the UK in reading and  Maths! They also are not to far behind the Uk in the science rankings either. (Shepherd, 2014)

Sweedish Children attend Pre-school from the age of 6 where they place a strong emphasis on the importance of play. However, In most other countries play is looked at as more of a chance for children to relax and relieve stress. As in the Uk children are in school at this time trying to build on their reading, writing and numeracy. Sweden’s pre school prioritises play and social skills as well as sharing, being considerate and tolerant towards others. (Swedish Institute, 2014) These are qualities and values which I feel are extremely important to learn at this age. Tolerance for reasons which seem obvious to me, Children learning how to be tolerant of others makes them realise that people are different (whether by skin colour, disabilities or things as simple as the clothes they wear)  and understand how to deal with those differences effectively so they will not be causing anyone to be left out because of this. Consideration is also important as it allows children to consider other peoples feelings and show a level of compassion and kindness for others and situations they may be in. In my opinion, so many more children (in our country, specifically) should be taught these important values and social skills before starting school as I am sure this would lower rates of bullying in and around schools, and even just to help ease everyday stress on the teachers in the teaching practice. Swedish pre-schooling is now viewed as the foundation stages of life long learning as it is well known for the high impact it has on the children’s dialogue, interaction and communication.

Picture Taken from Google Images – globalpublicsquare.blogs.cnn.com

Outdoor Education is another HUGE focus in Swedish schooling as children play outdoors any opportunity that they have. No matter what the weather may be. (Swedish Institute, 2014)  In  my opinion, this is what children should be doing at that age rather than being stuck in a classroom, children need to explore the environment and the weather first hand instead of being shown flashcards of rain and different types of weather… go out and feel it!

The homely environment in Swedish pre schools is something else which is to be desired in British schools. The staff are called by their first names instead of their last which makes everything more casual and gives the children a sense of security and comfortability. Just more of a friendly atmosphere I would say although it can be argued that first name terms does not show children how to be respectful.  The room itself is also very homely. There is huge amounts of space for the children to  play  and a kitchen where they can snack in when they would like.   They eat all meals and snacks around a table as if it was a sit down family dinner with pupils and staff.  As well as this, children and staff members both remove shoes on entrance to the building as if it was their own homes. Comparing this to British schools, everything seems to happen at a certain time and things are a lot less relaxed. Children are allowed outside to play at 2 distinct times of the day and only weather permitting as they are made to stay inside if the weather is “too bad”.  Now comparing the 2 school systems, it seems to me, that UK schools need to allow children  a little more freedom in this regard.

Money is also an issue in the UK as childcare is becoming more and more expensive.Over the last Parliament the cost of a part-time nursery place for a child under two has increased by 32.8 per cent. A family paying for this type of care now spends £1,533 more this year than they did in 2010, while wages have remained largely static. (Rutter, 2015)

This quote from the Family and Care Trust article shows us just how expensive child care in the UK is and how much a family would have to pay to have their child to be in a nursery so they can go work to make money to provide for their family. When in actual fact the money they make from work will most likely be spent on the actual child care facilities. In Sweden there is a maximum fee policy which makes childcare affordable for everyone. The price is capped for the highest amount  families  can pay for childcare  SEK 1260  per month (which works as just about £100 per month) where as low income families will pay nothing. (Swedish Institute, 2014)

From my research on the subject, I feel that Swedish children have more opportunity to learn first hand and  in a more enjoyable way. Even starting school a few years  later than what we are used  has shown not to make a huge impact on the learning of the child. Maybe the UK should begin to follow in the footsteps of the Swedish Schooling System?

References

Rutter, J. (2015) Family and Child Care Trust. Available at: http://www.familyandchildcaretrust.org/sites/default/files/files/Childcare%20cost%20survey%202015%20Final.pdf (Accessed: 23 October 2015).

Shepherd, J. (2014) World education rankings: which country does best at reading, maths and science?. Available at: http://www.theguardian.com/news/datablog/2010/dec/07/world-education-rankings-maths-science-reading (Accessed: 22 October 2015).

Swedish Institute (2014) Play is key in preschool. Available at: https://sweden.se/society/play-is-key-in-preschool/ (Accessed: 22 October 2015).