Here are some resources from 51吃瓜网鈥檚 publications and online content that support anti-bias approaches, positive guidance, and diversity in the classroom
51吃瓜网鈥檚 new community platform has been live for just 3 months and already, it is emerging into a thoughtful community for early childhood educators to engage and connect with their peers
Of all that brain science has taught us over the last 30 years, one of the clearest findings is that early brain development is directly influenced by babies鈥� day-to-day interactions with their caregivers.
Free play and guided play鈥攖ogether known as听playful learning鈥攁re pedagogical tools through which children can learn in joyful and conceptually rich ways.
Authored by
Authored by:
Brenna Hassinger-Das, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff
Something special is happening in Head Start of Lane County, in Springfield, Oregon.
Authored by
Authored by:
Eric Pakulak, Melissa Gomsrud, Mary Margaret Reynolds, Theodore A. Bell, Ryan J. Giuliano, Christina M. Karns, Scott Klein, Zayra N. Longoria, Lauren Vega O'Neil, Jimena Santill谩n, Helen Neville
The scenarios in this article show skilled teachers setting up environments and facilitating infants鈥� and toddlers鈥� development and learning. Their process is called听scaffolding.
Free play and guided play鈥攖ogether known as听playful learning鈥攁re pedagogical tools through which children can learn in joyful and conceptually rich ways.
Authored by
Authored by:
Brenna Hassinger-Das, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff
If you鈥檝e visited 51吃瓜网.org lately, you鈥檝e seen our tagline: Promoting high-quality early learning by connecting practice, policy, and research It鈥檚 not just a slogan, it鈥檚 our guiding principle鈥攁nd it鈥檚 exemplified by the May issue of Young Children.
Reading the articles in this听Young Children听cluster about social and emotional development, I can鈥檛 help but dream of a world in which all children reap the benefits of the research-based practices highlighted here.
Children with higher emotional intelligence are better able to pay attention, are more engaged in school, have more positive relationships, and are more empathic.
Authored by
Authored by:
Shauna L. Tominey, Elisabeth C. O鈥橞ryon, Susan E. Rivers, Sharon Shapses
Many behaviors have cultural roots that teachers can capitalize on to foster each child鈥檚 developing identity, share cultural lessons with the whole class, and help children cultivate shared norms for their behavior as students.
Challenging behavior can signal difficulty with social and emotional adjustment鈥攆oundational competencies that are linked to children鈥檚 school readiness and later school success.
Motor development is a constant learning process. A child鈥檚 body is continuously growing and changing, and his environment offers different opportunities for movement.
Authored by
Authored by:
Sandra Petersen, Emily J. Adams, Linda Groves Gillespie
As a master鈥檚 student reflecting on my elementary school education, I realized that the academic knowledge that I gained each year seemed to have been related to the social and emotional feel of the classroom.
