In a recent study, my research colleagues and I found multiple benefits for children, families, and caregiving staff when COC is successfully implemented.
The key to mathematics with toddlers (and infants) is sportscasting—talking aloud using self-talk, parallel talk, and reflective speech—to highlight math concepts.
While participating in the diaper-changing routine, Lilly is learning language and self-help skills, and developing autonomy, self-regulation, and other capabilities.
كان الاحترام -التعامل باهتمام- هو السمة الأساسية التي بُنيت عليها قيم وأفعال من لاحظتهم من المعلمين على مدى أكثر من ستة أشهر في أحد مراكز الأطفال والرضع الأربعة الخاصة بمؤسسة تشايلد سبيس والتي أمتلكها أنا وزوجي
Respect—treating with consideration—was the overarching feature behind the values and actions of teachers I observed for more than six months in one of the four Childspace infant and toddler centers that I co-own with my husband (Christie 2011).
Brazelton was deeply concerned about the conditions and contexts in which families raise children, how these can disrupt children’s development, and what might be done—through research, policy, & practice—to foster more favorable environments for families
In this article, we describe the transformation of 17 kindergarten classrooms from didactic experiences for children to rigorous and developmentally appropriate student-centered learning environments.
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.
The four authors describe and reflect on a cross-cultural and international exchange of data about inquiry-based teaching and learning between preschool-age children’s science engagement in the West Bank and in San Francisco.
Authored by
Authored by:
Isauro M. Escamilla, Buad Khales, Daniel R. Meier, Martha Melgoza
Using international picture books is a powerful vehicle for teachers who want to foster children’s development of intercultural knowledge and understanding in meaningful ways.
The four authors describe and reflect on a cross-cultural and international exchange of data about inquiry-based teaching and learning between preschool-age children’s science engagement in the West Bank and in San Francisco.
Authored by
Authored by:
Isauro M. Escamilla, Buad Khales, Daniel R. Meier, Martha Melgoza
