This is the second article in Preschool Play Plans, a TYC series. These are ideas for open-ended indoor and outdoor activities that use inexpensive or free materials—bubbles, mud, chalk, playdough, and cardboard boxes.
This is the first article in a series about asking questions that foster rich conversations. Visiting a variety of preschool settings, we’ll consider the different types of questions teachers ask and listen to children’s responses.
Your preschooler is learning positive behaviors just like she’s learning new words and skills. It’s important to stay calm, patient, and consistent as you help your child understand your expectations.
When faced with challenging behavior, it’s important to focus on teaching new skills and reinforcing desired behaviors. When challenging behavior is replaced with appropriate skills, positive change is sure to follow!
Este mensaje es para recortarse, fotocopiarse y enviarse a casa con los niños como recurso para los padres. Está disponible también por internet en NAEYC.org/tyc.
The four authors describe and reflect on a cross-cultural and international exchange of data about inquiry-based teaching and learning between preschool-age children’s science engagement in the West Bank and in San Francisco.
Authored by
Authored by:
Isauro M. Escamilla, Buad Khales, Daniel R. Meier, Martha Melgoza
Using international picture books is a powerful vehicle for teachers who want to foster children’s development of intercultural knowledge and understanding in meaningful ways.
This article examines challenging behaviors children with ASD frequently exhibit and reviews three practices teachers use in their classrooms to help children communicate verbally.
Authored by
Authored by:
Christan Coogle, Naomi L. Rahn, Jennifer R. Ottley, Ashley Zehner
En NAEYC, la educación anti-prejuicio lleva mucho tiempo como el núcleo del trabajo que hacemos relativo a la raza, la justicia social, la equidad y la diversidad.
