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Children, their World, their Education
Children, their World, their Education is the definitive text for students, teachers, researchers, educational leaders and all who are interested in primary education. As the culmination of the Cambridge Primary Review, the most comprehensive enquiry into English primary education for half a century, its publication provoked instant and dramatic headlines. Widespread support from teachers and eminent public figures demonstrated that the book had identified the issues that really mattered. Ministerial unease showed that here were findings that politicians could not ignore. But Children, their World, their Education is much more than a report. It is an unrivalled educational compendium that systematically covers the issues that are central to the daily work of students, teachers and heads. For trainee teachers on undergraduate and postgraduate courses it effectively maps the territory of primary education and provides the context, information and insight which are essential to the development of classroom skill. Its vast range of carefully evaluated evidence makes it a core resource for those undertaking research and advanced study. Its direct engagement with the policy process during a period of unprecedented change makes it an indispensable tool for policy analysis. It places England’s education system in the global context, and combines evidence on recent developments with a vision of how primary education should be. Part 1 sets the scene and tracks primary education policy since the 1960s. Part 2 examines children’s development and learning, their needs and aspirations, and their lives in a diverse society and fragile world. Part 3 explores what goes on in schools, from the vital early years to educational aims and values, the curriculum, pedagogy and classroom practice, assessment, standards and school organisation. Part 4 deals with the system as a educational ages and stages, the work and training of primary teachers, school leadership, local authorities, funding, governance and policy. Part 5 pulls everything together with 78 conclusions and 75 recommendations for policy and practice. Companion The Cambridge Primary Review Research Surveys , edited by Robin Alexander with Christine Doddington, John Gray, Linda Hargreaves and Ruth Kershner. The Cambridge Primary Review is supported by Esmée Fairbairn www.primaryreview.org.uk.
608 pages, Paperback
First published October 1, 2009
About the author
Robin Alexander
15 books1 followerLibrarian note: There is more than one author in the Goodreads database with this name.
Robin Alexander is Lead Director of The Primary Review, Fellow of Wolfson College at the University of Cambridge, Professor of Education Emeritus at the University of Warwick and President of the British Association for Interntational and Comparative Education.
Robin Alexander is Lead Director of The Primary Review, Fellow of Wolfson College at the University of Cambridge, Professor of Education Emeritus at the University of Warwick and President of the British Association for Interntational and Comparative Education.
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Displaying 1 - 2 of 2 reviews
October 28, 2025
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3.5 Stars
A very important report about the state of primary education in England. I liked how all-encompassing it was. That being said, the formatting was off. The authors should have put solutions after every chapter as opposed to collated it all at the end of the book.
‘One education consultant referred to the ‘increase in disaffected adults who target schools as part of their vendetta against society.’
‘A child’s ‘learner identity’ is increasingly accepted as a key determinant of performance. Children achieve more if they perceive themselves to be capable and are self-motivated and self-believing.’
‘The research showed that boys were five times more likely than girls to be told off and far less likely to be praised or picked to answer a question.’
‘The need for a national curriculum is accepted in principle, but its current form is viewed as overcrowded, unmanageable and in certain respects inappropriately conceived.’
3.5 Stars
A very important report about the state of primary education in England. I liked how all-encompassing it was. That being said, the formatting was off. The authors should have put solutions after every chapter as opposed to collated it all at the end of the book.
‘One education consultant referred to the ‘increase in disaffected adults who target schools as part of their vendetta against society.’
‘A child’s ‘learner identity’ is increasingly accepted as a key determinant of performance. Children achieve more if they perceive themselves to be capable and are self-motivated and self-believing.’
‘The research showed that boys were five times more likely than girls to be told off and far less likely to be praised or picked to answer a question.’
‘The need for a national curriculum is accepted in principle, but its current form is viewed as overcrowded, unmanageable and in certain respects inappropriately conceived.’
February 26, 2023
A clear and great read with the only pity being that Ofsted , the DFE and the government continue to perpetuate a system of education that ignores so much sage advice within and doesn't allow true education that will actualise human potential and create a more thoughtful, human peaceful world and instead keep the status quo grinding on to produce the next generation of the workforce. Makes one lament the loss of Ken Robinson; makes on think of Pink Floyd brick in the wall and Mr Gradgrind at the start of Hard Times ( 200 years later and have we moved forward?.....)
Displaying 1 - 2 of 2 reviews