Learning for Wisdom in Early Childhood and Primary School Education Children’s Perspectives and Pathways

Part I – Framing Wisdom as a Learner’s Journey

1 Opening Framing of Learning for Wisdom in the Primary and Early Years by Kristina Turner, Eri Mountbatten-O’Malley, Peter J Anderson, Zane M. Diamond

2 Sketching the contours of wisdom in education for full-spectrum flourishing by Eri Mountbatten-O’Malley

Part II – Emergent Wisdom in Early Childhood

3 Reconsidering and reconfiguring the wisdom of infants and toddlers: Following their lead  by Tracy Young and Melanie Turkopp

4 Forest pre-primary education as a learning environment for wisdom by Terhi Ek, Anu Kuukka & Eeva K. Kallio

Part III – Stories, Play, and Experiential Pathways

5 Fostering children’s wisdom through the shared reading of narratives and developmental bibliotherapy by Siobhan O’Brien

6 Cultivating Wisdom in Young Minds through Social-emotional Learning, by Xiaoyan Wang

7 The Wisdom Wheel – A Pedagogical Strategy for Developing Wisdom by Kate Bartholomeusz, Karryn Exner & Tracey Hallam

Part IV – Emotions, Relationships, and Reflective Growth

8 Wisdom through moral emotion: how might it develop in primary education? by Lorna Jutton

9 Samoan wisdom in the classroom to support student learning by Kuinileti Lauina Viliamu and Epenesa Esera

10 Cultivating Wisdom in School and Educational Psychology by Wren Howe

Part V – Learners and Guides in Dialogue

11 Teaching and Learning for Wisdom in Initial Teacher Education by Kristina Turner

12 Listening to the wisdom of students: A whole of school approach to wellbeing by Michelle Andrews Luke

Part VI – Living Wisely—Toward Whole-Person Growth

13 The Monotheistic Model of Wisdom Development: Simultaneous Flourishing in Educators and Learners by Ehsan Namazi and Samaneh Asadi

14 Spirals of Wisdom: Designing Pedagogies from Lived Experience and Cultural Traditions by Hongzhi Zhang & Zane M. Diamond

Biography

Kristina Turner is a Senior Lecturer in Evidence-Based Pedagogy at La Trobe University, Bendigo, Australia. Her research explores positive psychology, wellbeing, emotional intelligence, and wisdom in education, including pioneering work on how teachers’ use of positive psychology practices influences their wellbeing, teaching practice and student learning.

Eri Mountbatten-O’Malley is Senior Lecturer in Education at Bath Spa University, United Kingdom. Eri’s work, such as Human flourishing: A Conceptual Analysis (Bloomsbury Academic, 2024), explores educational issues through a philosophical lens—examining the purposes of education, challenges during the Age of AI, and the practical value of philosophical insight.

Zane M. Diamond, Faculty of Education, Monash University, Australia, researches wisdom traditions and innovative approaches to early years and primary learning. Her books, such as Leading and Managing Indigenous Education in the Postcolonial World (Routledge, 2015) and numerous journal articles, explore equity, cultural dialogue, and transformative pedagogy.

Peter J. Anderson, Pro Vice-Chancellor Indigenous at UNE, Australia, researches Indigenous rights-based approaches, ethical AI, and decolonial pedagogies. His book, Higher Degree by Research Factors for Indigenous Student Success (Springer, 2022), and his chapter, 'Enacting Indigenous Wisdom in Education: Beyond Rhetoric to Rights-Based Praxis', alongside numerous journal articles, explore Indigenous self-determination, data sovereignty, and transformative education.