NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
Knowing that local field trips are a source of curriculum in early childhood education, two teachers venture to a theater with their class, then engage in a project about storytelling, performance, and stages.
One valuable way we can support children’s exploration of nature is by teaching them how to observe carefully and create observational drawings, which encourage children to understand and question their world.
Classrooms that incorporate child-directed experiences offer many opportunities for children to uncover their ideas, to generate questions, and to construct their own knowledge.
مع توفر مجموعة واسعة من الخيارات المتزايدة في التعقيد فيما يخص تعليم الطفولة المبكرة نجد أن المعلمات والإداريات يقمن بصورة دائمة بعملية تقييم للنماذج والنُهج والمواد التي تدعم تعلم الأطفال وأكثرها نجاعة في ذلك
Using a fish tank as a project is a great way for teachers to provoke children’s thought, to engage them in the process of representing their learning, and to support their reflections.
The most powerful learning I have gleaned from my work with the project approach is that when children learn to inquire, they are learning how to learn. They are empowered to ask questions and seek answers.
What if there were a sturdier option than butterflies for learning about metamorphosis—one that children could hold? Good news! This is possible when you study mealworms.
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.
