his article describes the collaboration between teachers and researchers designing a translanguaging space where bilingual children and their families could explore the linguistic and cultural practices that they engage in at home.
Ivana Espinet, Maite T. Sánchez, Sabrina Poms, Elizabeth Menendez
In our ongoing work, we have identified four factors that influence the degree to which teachers are able to fuel science inquiry with multilingual learners while simultaneously promoting equitable and inclusive classroom science environments.
Cindy Hoisington, Jessica Mercer Young, Jeff Winokur
Rich and sustained conversations in the classroom provide opportunities to learn about and practice using new vocabulary, to grapple with new ideas, and to contribute to longer-term knowledge and skills.
En una época de rendiciones de cuentas, presiones y evaluaciones de alto nivel (¡incluso en algunas aulas de kindergarten!), muchos educadores de educación inicial se sienten presionados a enfocarse en el rigor académico.
Since emotions are learning opportunities in an early childhood setting, a developmentally appropriate goal is for children to learn strategies to manage and express their emotions through warm, attentive teacher responses.
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.