Playful learning doesn’t require the latest and greatest toys and technologies. Some of the most valuable learning materials are open-ended items that you probably have at home or can find at little to no cost.
In this article, Jenna Valasek explains how she uses open-ended materials with intentional teacher planning and scaffolding to engage children in active thinking, social interactions, and joyful learning across multiple areas.
Teaching Young Children is NAEYC's magazine for anyone who works with preschoolers. Colorful, informative, and easy-to-read, TYC is packed full of teaching ideas, strategies, and tips.
In this article, we describe our inquiry to better understand children’s thinking through play. We also share ideas about how teachers can build upon children’s interests and expertise in ways that are respectful, inclusive, and engaged.
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.
This article introduces the Patty Smith Hill blocks and describes how they helped one teacher build a curriculum and intentionally plan and teach in ways that engaged children in deep study of topics they could learn through firsthand experiences.
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.
Enhanced by math activities, higher-order mental skills and abilities serve as the behind-the-scenes machinery that facilitates young children’s ability to engage in and demonstrate their learning competency.
Authored by
Authored by:
Holland W. Banse, Douglas H. Clements, Julie Sarama, Crystal Day-Hess, Marisa Simoni, Candace Joswick
The following details how emerging research shows a connection between higher curiosity in children and higher reading and math scores at kindergarten.
If your center is operating fairly “normal,” what have you noticed during play? Are children talking about COVID? Do they interact the same way as before?
In a recent Hello discussion, a member asked for recommendations on helping families find and use recycled and commonly accessible materials for open-ended play!
In our research we had the opportunity to investigate the The PBS KIDS Play & Learn Science app with the help of 32 families each of whom had at least one 3-, 4-, or 5-year-old child at home. We asked parents to use the resources in the app with their chi
In our research we had the opportunity to investigate the The PBS KIDS Play & Learn Science app with the help of 32 families each of whom had at least one 3-, 4-, or 5-year-old child at home. We asked parents to use the resources in the app with their chi
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
