Parents, educators, and other primary caregivers might not realize that a small patch of grass, a single tree, and a walk to the store are opportunities to observe nature, generate questions, and conduct experiments to find answers.
The easiest way to help support effective behavior management is through authentic relationships with your students. Here are some ideas you can use to build real relationships with children and families in your program.
Read this discussion thread on Hello, which addresses a parent's concerns about her four-year-old daughter spending too much time with her teachers, including sitting in their laps.
During a family conference, it’s important to provide a detailed—but not overwhelming—picture of a child’s progress. The following example (shared & discussed at a family conference) shows the strengths, progress, and goals of Aiden, who is 3.5 years old.
Whether you’re a seasoned teacher or this is your first year, these reminders will help you plan the many steps of family conferences—from preconference scheduling to follow-up.
Now is the perfect time to get to know more deeply the children and families we serve and to form shared goals for children’s learning and development.
Play supports children’s learning in so many ways. Make sure your child has time to play to promote cognitive, language and literacy, physical, social, and emotional development.
Los educadores de la primera infancia pueden cumplir estas responsabilidades profesionales solamente recurriendo al conocimiento y la pericia que tienen las familias acerca de sus niños individuales.
EarlyON Child and Family Centres are free drop-in centers in Ontario, Canada, for children birth to 6 years of age, along with their parents or other caregivers.
In this article, the author discusses what parents told her about sharing adoption stories with their children and considers the importance of using stories to represent adopted children.
Our Reggio-inspired lab school, experiments with ways to connect extended family and friends to the school’s everyday practices, curricula, and philosophy.
Authored by
Authored by:
Will Parnell, Ellie Justice, Laure Pearson Patrick
The purpose of this article is to highlight strategies that early childhood educators can share with families in an effort to prevent challenging behavior during transitions both inside and outside the home.
In this article, I aim to share my experiences—as a former preschool teacher and as a preschool parent—to help educators broaden their views on the home-toschool transition process.
