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.
With so many required assessments, it’s understandable why the word itself may bring up negative feelings for teachers. But understanding the different types of assessment and how you can use them to support your reflection and planning is important.
Authored by
Authored by:
Celeste C. Bates, Stephanie Madison Schenck, Hayley J. Hoover
Three years ago, the Child Care Center at Hort Woods made a formal commitment to teaching anti-bias education. Center leaders and teachers recognized that an anti-bias program was one way of helping the 170 children and families who attend the center.
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.
This article offers activities and techniques centered on using positive words to make your classroom an encouraging place where children, families, and teachers feel the love.
Research shows that learning multiple languages is very beneficial for children’s development. This checklist will help you support young children’s bilingual learning in a rich literacy and language classroom environment.
Over the past two decades, research on early childhood inclusion has enabled a greater understanding of how we can best support the learning needs of young children with identified disabilities in early childhood classrooms.
In this article, we follow two teaching teams—working with the same coach—as they use child assessment data to identify opportunities for the educators...
In the broadest terms, developmentally appropriate assessment produces information that illuminates what children “know and are able to do” (NRC 2008, 27).
Authored by
Authored by:
Peter L. Mangione, Tamarra Osborne, Heidi Mendenhall
High-stakes, summative assessments are used to gauge student learning against a standard or a benchmark (Afflerbach 2016; Ferguson 2017) and are sometimes used to make significant educational decisions about children.
Authored by
Authored by:
Celeste C. Bates, Stephanie Madison Schenck, Hayley J. Hoover
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.
