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.
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.
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
When I explored the options Zoom provided during virtual meetings, I discovered that its Spotlight feature and the mute button were two ways to work toward learning goals and an approach focused on the whole child.
My favorite part of my work with families, educators, staff, and children is the privilege of mentoring, encouraging, motivating, and learning alongside them.
We may not be able to control the spread of the virus, the changing mandates, or the inequities and social justice issues intensified by the pandemic, but we can control how much our children feel loved by us.
For Alyssa Smith, the pandemic enabled her to view her courses on play and curriculum as a big 鈥渓ook into the mirror鈥� to discern what matters and what was important about becoming a teacher.
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
To create inclusive environments for every young child, early childhood educators must intentionally design and adapt the learning environment based on children鈥檚 diverse and unique assets, strengths, abilities, and needs.
Authored by
Authored by:
Alissa Rausch, Jaclyn Joseph, Phillip S. Strain, Elizabeth A. Steed
