For young children, listening to, reading, writing, and illustrating informational texts is a great way to build knowledge and vocabulary in science, social studies, and the arts—and a great foundation for success in school and life.
NAEYC’s newest book, Where’s the Math? uses five math-related questions children wonder about as a framework to build on their curiosity and observations.
I think about being a parent and a teacher and observing children. Even experts can forget that there is a time to model and guide, and also a time to give space for the kind of learning that happens with uninterrupted play and exploration.
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.
A family unit supports children in countless ways, including easing their transitions, helping them learn about the other boys and girls in the class, and strengthening their self-awareness.
Los niños tienden a imitar las actitudes de los padres sobre la matemática. Cuando juegue a estos juegos, ¡diviértase! Si se divierte, los niños también se divertirán. Trabajar en un desafío es también lo que hace que se disfruten los juegos.
For years, researchers have shown that reading to infants is good for their language and cognitive development and is important for building children’s vocabulary and prereading skills.
Educators using play-based curricula can inspire conversations about math while engaging children in games and other activities that let them manipulate, count, and add tangible objects.
ECSIF felt like children in a candy store—or naturalists in the woods! We had so many opportunities to learn at NSTA. Here are some of the most powerful ideas!
ECSIF felt like children in a candy store—or naturalists in the woods! We had so many opportunities to learn at NSTA. Here are some of the most powerful ideas!
One reason it is so important to introduce science to very young children: the understandings they develop—no matter how basic or partial—provide a framework for later learning.
As an outdoor educator and “nature elder,” Heather Taylor tells two stories that stretched her personal views of what it means to allow children to have the freedom to make their own choices as they study nature.
In this article, we aim to support teachers by sharing our experiences creating, managing, and sustaining developmentally appropriate opportunities for meaningful talk in prekindergarten classrooms with multilingual learners.
Authored by
Authored by:
Mary E. Bolt, Carmen M. Rodriguez, Christopher J. Wagner, C. Patrick Proctor
