There are many different types of questions you can ask to encourage children to share their ideas and to guide them toward greater STEAM knowledge and inquiry skills.
These kinds of conversations and interactions are laced with language-supporting activities, including activities that promote vocabulary and world knowledge accumulation.
Like many teachers, I have developed ways to keep my preschoolers engaged and learning while schools are closed due to COVID-19. Also, what I offer is shaped by the feedback I receive from families about how they might (or might not) be able to participat
NAEYC appreciates the work of the Developmentally Appropriate Practice/Diversity and Equity Workgroup and the Early Learning Systems Committee, who participated in the development of this statement. See a full list here.
NAEYC has regularly updated and reaffirmed its position statement on developmentally appropriate practice, and the term continues to be widely used within and beyond the early childhood field.
During these times of heightened stress due to COVID-19, children and their families want to be seen and to know that they matter. Without this recognition of their humanity and their lived experiences from teachers...
Given that many teachers feel they are not well prepared to manage behaviors in a classroom (Pavri 2004), we have intentionally pursued this topic in our professional endeavors as teacher educators, observing hundreds of preservice and in-service teachers
In this article, we share ideas for how to integrate math, science, and literacy during shared reading. These ideas are inspired by our research project Story Time STEM, a collaborative effort by a team of preschool and elementary grade teachers, children
In recent years, science, technology, engineering, and mathematics (STEM) have been increasingly emphasized for elementary-age children, and this trend should extend into preschool too. Blocks—a fundamental material found in almost all early childhood se
Authored by
Authored by:
Zachary S. Gold, James Elicker, Barbara A. Beaulieu
While digital technology should be limited, research suggests that it can add value to children’s investigations and learning, especially when it’s used in ways that increase access to high-quality content and encourage peer interaction.
Authored by
Authored by:
Jennifer Garrette Lisy, Kathleen A. Paciga, Mary Quest
This is the second article in a four-part series that explores STEAM (science, technology, engineering, art, and mathematics) activities in early childhood settings.
