Teachers can help children build the foundations of algebraic reasoning in preschool and elementary school by focusing on topics critical to algebra by using concrete objects found in any early learning setting or home and by offering simple activities.
This article focuses on one aspect of a child’s specific culture—making and relating to friends—and the paradigm shift that occurs when teachers evaluate what they observe and experience with children by the yardstick of childhood rather than adulthood.
In this article, we discuss the need for teacher candidates to experience play, the equitable benefits of playful learning, and strategies that we use to position play within a standards-based curriculum.
Authored by
Authored by:
Melanie Loewenstein, Toni Denese Sturdivant, Josh Thompson
In this article, we describe our inquiry to better understand children’s thinking through play. We also share ideas about how teachers can build upon children’s interests and expertise in ways that are respectful, inclusive, and engaged.
This excerpt from Developmentally Appropriate Practice illustrates the ways in which play and learning mutually support one another and how teachers connect learning goals to children’s play.
Authored by
Authored by:
Jennifer M. Zosh, Caroline Gaudreau, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek
This issue of Young Children delves into different aspects of play, different roles of educators during play, and the contexts of children and families with play.
This article on digital storybooks used in early childhood settings provides an international collaboration comparing teachers’ and children’s interactions in two cultural settings.
