El National Research Council (Consejo Nacional de Investigación) publicó en 2000 From Neurons to Neighborhoods: The Science of Early Childhood Development. Para el campo de la educación infan
In 2000, From Neurons to Neighborhoods: The Science of Early Childhood Development was released by the National Research Council. For the field of early childhood education, this report was a game changer.
For young children, listening to, reading, writing, and illustrating informational texts is a great way to build knowledge and vocabulary in science, social studies, and the arts—and a great foundation for success in school and life.
For young children, listening to, reading, writing, and illustrating informational texts is a great way to build knowledge and vocabulary in science, social studies, and the arts—and a great foundation for success in school and life.
I think about being a parent and a teacher and observing children. Even experts can forget that there is a time to model and guide, and also a time to give space for the kind of learning that happens with uninterrupted play and exploration.
If the environment is the third teacher, there is no better classroom environment than the outdoors. I use our experiences and my notes and pictures as inspiration for our curriculum.
Any one of these family activity ideas will welcome children and families into your program and set the stage for family involvement. Teachers can also adapt these activities to keep families engaged throughout the year.
A family unit supports children in countless ways, including easing their transitions, helping them learn about the other boys and girls in the class, and strengthening their self-awareness.
By better understanding the ways fathers think about their parenting, early childhood educators can offer more support for the fathers of children in their programs.
مقتبسة بتصرف من كتابات هيثر بيغر توملنسون على شبكة الانترنت. وقد شاركت الكاتبة في كتابة مقالة بعنوان الممارسة الملائمة نمائيا: التركيز على العاملين في مرحلة ما قبل المدرسة
The articles in this cluster offer detailed information on ways teachers can observe and document children’s learning across developmental domains and then use that documentation to plan instruction.
