Preschool children learn by having tangible topics to engage with about subjects they can observe and experience in a stimulating and dynamic environment, but where do we find such topics?
In 1995 a world-famous study by researchers Betty Hart and Todd Risley found that some children heard thirty million fewer words by their 4th birthdays than others. The children who heard more words were better prepared when they entered school
Developmentally appropriate practice considers the whole landscape of learning—the motivational, cultural, and social and emotional as well as the cognitive.
Authored by
Authored by:
Christopher Pierce Brown, Beth Smith Feger, Brian Mowry
The first schools for the very young in the United States did not include playgrounds because they were established prior to the concept of a playground.
Responses provided by early childhood educators who reflected on the most ethically defensible course of action for a young teacher facing a challenging dilemma at work.
We present a cluster of articles featuring evidencebased practices that foster the literacy development of children in kindergarten through third grade.
Developing a sense of place through geographic experiences helps build the social and emotional foundation children need and will one day use as adults.
Children—informed by experiences in their homes, communities, and society as a whole—bring their own ideas about gender-appropriate materials and activities to the classroom.
Read the Summer 2015 issue of Voices of Practitioners. Articles include "Using Technology as a Social Tool in the Preschool Classroom" and "Teacher Research as a Professional Development."
