Adults working with infants and toddlers sometimes shy away from thinking of themselves as teachers because they worry the name is associated with more structured and adult-led activities than babies are ready for.
Families’ insights into code switching, the sequence of second language acquisition, and language transference and development help teachers create a welcoming and supportive setting for children.
Read the Winter 2015 issue of Voices of Practitioners. Articles include "The Effect of Peer Support on Transitions of a Child with Autism" and "Teacher Research as a Form of Inspiration, Influence, and Mentoring."
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.
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."
