In this article, we share contextual information about using the engineering design process our program, including how we adapted a research-based curriculum to meet the individual needs of children with disabilities.
By connecting with their children while playing on the floor, at eye-level with them, families can foster their child's social, emotional, and cognitive development through creative play.
This excerpt from Developmentally Appropriate Practice illustrates the ways in which play and learning mutually support one another and how teachers connect learning goals to children’s play.
Authored by
Authored by:
Jennifer M. Zosh, Caroline Gaudreau, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek
This issue of Young Children delves into different aspects of play, different roles of educators during play, and the contexts of children and families with play.
In this excerpt of our book The Young Child and Mathematics, third edition, we showcase children’s thinking about data as a teacher engages her preschoolers in a data-centric activity.
Authored by
Authored by:
Angela Chan Turrou, Nicholas C. Johnson, Megan L. Franke
The following classroom activity and its home extension include step-by-step instructions and sample questions to promote conversations about spatial orientation to build children’s reasoning processes and spatial terminology.
Use the following tips to build on your preschooler’s math skills—including counting, pattern recognition, and sequencing to solve problems—to support computational thinking.
You can build upon children’s capacity for number composition and decomposition through engaging games and stories and authentic and meaningful experiences.
Authored by
Authored by:
Alissa A. Lange, Hagit Mano, Sylwia Lech , Irena Nayfeld
In this article, we look at how a service-learning project helped foster receptive language competencies for infants through art experiences and encouraged socially and culturally responsive practices by students.
Even the smallest moment has great potential for learning. But what makes a moment “teachable,” and how can early childhood educators transform an everyday occurrence into such a learning experience?
In his teacher research, Ron Grady investigates how play can support and scaffold a favorite domain of so many early childhood professionals—language and literacy.
This article outlines how teachers can use storytelling, empathy, perspective taking, and community engagement to foster ethics learning in the classroom.
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.
Cross-area play is rooted in the idea that when children are given the freedom to experiment with materials in open-ended ways, their play can transform into elaborate, complex plots and offer rich developmental opportunities.
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.
Reading aloud helps develop essential competencies that infants and toddlers will need to become skilled readers later on, including vocabulary knowledge and world knowledge.
