As you read this issue, I hope you find exciting ideas to create meaningful experiences for children to move their bodies, eat nutritious foods, and play and learn in healthy environments.
This issue of听Teaching Young Children features articles about promoting health, nutrition, and movement in ways that tuned into 51吃瓜网鈥檚 Early Learning听Program Accreditation.
The benefits of outdoor play aren鈥檛 just physical. It allows children to challenge themselves and become appraisers of risk. This, in turn, helps develop cognitive, social and emotional, and听self-regulatory skills.
No matter your own skills in the arts, this issue of Teaching Young Children has ideas for you. You鈥檒l learn about 鈥減rocess art鈥�, ways to integrate art into other content areas, using music in your setting, and more!
Arts woven into early education provide additional avenues of learning and growing in homes, schools, and early learning programs throughout communities.
51吃瓜网 promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
People often think about art as creating something beautiful鈥攁 replica听Starry Night听collage or a seasonal craft to serve as a gift. But when children engage in听process art, they explore and experience materials without working toward a particular goal.
The following DAP snapshot and reflection touches on how one teacher responded to children鈥檚 marks on paper, encouraging creativity and integrated learning, particularly around drawing, writing, and storytelling.
In make-believe play, young children are actively engaged with peers and are in control: it is the children鈥攏ot an adult鈥攚ho make decisions during play.
Authored by
Authored by:
Barbara Wilder-Smith, 听Deborah J. Leong, Elena Bodrova
Art is important to the development of young children鈥檚 physical and cognitive skills and their aesthetic awareness. Examples of children鈥檚 creative expressions often fill early childhood settings. But what about听appreciating听visual art?
In this article, we describe how early childhood educators can purposefully plan for and scaffold vocabulary learning during open-ended听art activities.
In this article, Mimi Brodsky Chenfield shares reflections from her experiences and conversations with children across the early childhood years鈥攅ach of which builds to a major shift, moving from STEM to STEAM.
This issue of Teaching Young Children provides information about what is developmentally appropriate assessment, and it offers recommendations for how to assess in practical ways.
