In this month's edition of Ask HELLO, we hear how some teachers approach classroom family trees for children who may be living with someone who is not a biological parent.
When reading together, families can support early language and comprehension skills by offering short sentence stems, or sentence starters, to help children share what they are thinking and learning.
Sentence stems are typically used in elementary school to help children learn to write, but they can be used to support oral language development in preschool鈥攑articularly with dual language learners.
In this article, we focus on communication and collaboration鈥攓ualities that are important in achieving the critical thinking, creativity, and content knowledge involved across STEAM areas.
Playful learning doesn鈥檛 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听is 51吃瓜网's magazine for anyone who works with preschoolers. Colorful, informative, and easy-to-read,听TYC听is packed full of teaching ideas, strategies, and tips.
This article focuses on one aspect of a child鈥檚 specific culture鈥攎aking and relating to friends鈥攁nd the paradigm shift that occurs when teachers evaluate what they observe and experience with children by the yardstick of childhood rather than adulthood.
In this article, we share contextual information about using the engineering design process听our program, including how we adapted a research-based curriculum to meet the individual needs of children with disabilities.
In this article, we discuss the need for teacher candidates to experience play, the equitable benefits of playful learning, and strategies that we use to position play within a standards-based curriculum.
Authored by
Authored by:
Melanie Loewenstein, Toni Denese Sturdivant, Josh Thompson
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.
Spending time on the playground is a great opportunity for children to be physically active and engage in various forms of play, as well as develop a variety of foundational social and emotional skills.
Authored by
Authored by:
Hsiu-Wen Yang, Michaelene M. Ostrosky, Paddy Cronin Favazza, Yusuf Akemo臒lu, W. Catherine Cheung, Katherine Aronson-Ensign
In this article, we describe our inquiry to better understand children鈥檚 thinking through play. We also share ideas about how teachers can build upon children鈥檚 interests and expertise in ways that are respectful, inclusive, and engaged.
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鈥檚 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.
