In this article, we describe our inquiry to better understand children’s thinking through play. We also share ideas about how teachers can build upon children’s 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’s 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.
In this article, we explain some of the challenges with classroom pets, then offer alternative, unit-focused approaches that are better for animals, early childhood educators, and children.
In this excerpt of our book The Young Child and Mathematics, third edition, we showcase children’s thinking about data as a teacher engages her preschoolers in a data-centric activity.
Authored by
Authored by:
Angela Chan Turrou, Nicholas C. Johnson, Megan L. Franke
This article pairs books from a variety of social and cultural perspectives with activities that meld literacy and math concepts related to counting, shapes, measurement, classifying, and patterning.
Many early childhood educators do not feel adequately prepared and confident in teaching math. Here are nine ideas you can use to grow in confidence as an intentional math teacher.
Use the following tips to build on your preschooler’s math skills—including counting, pattern recognition, and sequencing to solve problems—to support computational thinking.
You can build upon children’s capacity for number composition and decomposition through engaging games and stories and authentic and meaningful experiences.
Authored by
Authored by:
Alissa A. Lange, Hagit Mano, Sylwia Lech , Irena Nayfeld
