In this article, we describe the five skills of academic conversations, the ways in which these skills promote literacy and language development, and the strategies teachers can use to foster, scaffold, and assess academic conversations among children.
In this article, we share examples of developmentally, culturally, and linguistically appropriate practices that include families’ funds of knowledge through the use of family artifacts and photographs.
This article offers strategies teachers can use to create learning communities that welcome and support families’ home languages as children develop their English-speaking skills.
This blog offers several strategies educators can use to embrace moments of silence in their interactions with young children and to reflect on that practice.
his article describes the collaboration between teachers and researchers designing a translanguaging space where bilingual children and their families could explore the linguistic and cultural practices that they engage in at home.
Authored by
Authored by:
Ivana Espinet, Maite T. Sánchez, Sabrina Poms, Elizabeth Menendez
In our ongoing work, we have identified four factors that influence the degree to which teachers are able to fuel science inquiry with multilingual learners while simultaneously promoting equitable and inclusive classroom science environments.
Authored by
Authored by:
Cindy Hoisington, Jessica Mercer Young, Jeff Winokur
Through music and language, movement, and the visual arts, rap and other elements of hip-hop culture can support preschoolers’ learning and development in all domains.
Rich and sustained conversations in the classroom provide opportunities to learn about and practice using new vocabulary, to grapple with new ideas, and to contribute to longer-term knowledge and skills.
En una época de rendiciones de cuentas, presiones y evaluaciones de alto nivel (¡incluso en algunas aulas de kindergarten!), muchos educadores de educación inicial se sienten presionados a enfocarse en el rigor académico.
Sharpening our “behavior detective” skills requires us to use reflective practices to apply our knowledge of development in service of understanding the individual infant or toddler.
Authored by
Authored by:
Claire D. Vallotton, Jennifer A. Mortensen, Melissa M. Burnham, Kalli B. Decker, Marjorie Beeghly
Since emotions are learning opportunities in an early childhood setting, a developmentally appropriate goal is for children to learn strategies to manage and express their emotions through warm, attentive teacher responses.
