In this article, we discuss the role of contrasting cases when introducing mathematical concepts to young children, especially with regard to integers, the various uses of the minus sign, and number operations.
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 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.
Hear from DAP thought leader, Dr. Iheoma Iruka as she shares her perspective on taking an equity-focused approach to understand and support child development.
My favorite part of my work with families, educators, staff, and children is the privilege of mentoring, encouraging, motivating, and learning alongside them.
Partnering with families is key to developmentally appropriate practice, with two-way, respectful, and collaborative communication at the heart of the partnerships between families of children with ASD and schools.
Authored by
Authored by:
Melissa A. Sreckovic, Tia R. Schultz, Christine K. Kenney, Kelly Crenshaw
