Early indications suggest that Goslings improves families鈥� confidence in interacting with their infants and supports infants in getting the level of stimulation they need (which varies greatly from day to day).
Authored by
Authored by:
Rebecca Dowling, Lisa Shanty, Susan Sonnenschein, Brenda Hussey-Gardner
While it is critical that educators are able to recognize and acknowledge children's and families' painful experiences, this work needs to expand beyond the focus on trauma-laden concepts to highlight and build on children's and families' assets.
When hearing the words suspension and expulsion, most people do not think about children 5 and under. However, young children in state-funded preschool settings are expelled at three times the rate of K鈥�12 students, as private school students.
Authored by
Authored by:
Sarah C. Wymer, Amanda P. Williford, Ann S. Lhospital
For preschool-age children, evidence of anxiousness in the classroom includes general distress, clinginess, excessive worry, separation fears, somatic complaints, sleep difficulties, and repetitive and perfectionistic behaviors
Authored by
Authored by:
Sierra L. Brown, Allison McCobin, Stephanie Easley, Kara E. McGoey
That was a good time to remind myself that making mistakes actually makes you smarter, especially if you try to fix the mistake. Brain science backs this up.
Children rely on adults to help them figure out what things mean. Children鈥檚 curiosity, puzzlement, and anxiety provide rich opportunities for adults to respond to their attempts to understand what they observe happening in their world.
Young children are particularly vulnerable to the effects of community disasters and other crises and traumatic events. This articles explains how educators and primary caregivers can help children cope with the stress of a community disaster.
Authored by
Authored by:
David J. Schonfeld, Thomas Demaria, Sairam A. Kumar
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
This article shares highlights from our journey together as researchers to explore infant and toddler STEAM, make connections between children鈥檚 interests and our intentional teaching practices, and create spaces that promote developmentally appropriate S
We applaud teachers who are thinking carefully about how to engage children while they are at home, how to maintain strong relationships and learning opportunities, and how to consider all of children鈥檚 learning and developmental needs.
