Teaching children skills, such as how to play with other children, recognize and express feelings, be friendly and talk to peers, exercise self-control, and negotiate conflict situations, may result in fewer aggressive responses, more positive friendships, and increased likelihood of success in school. Teachers take numerous steps to prevent challenging behavior. These preventative measures include… Read More TACtics for your Toolkit: Making Feelings Fun in Preschool
You are browsing the Early Childhood category.
Blending Best Practices to Benefit All ECSE Students
When planning activities and lessons, teachers must be clear about each activity’s learning objective for all the children and the IEP objective for individual children. The IEP objective will specify what modifications and adaptations are necessary in order for the student to participate fully in the learning objective. As the school year starts, many… Read More Blending Best Practices to Benefit All ECSE Students
Inquiring Minds Want to Know- Science in the Early Childhood Classroom
The science center should include developmentally appropriate games and materials from the categories of collections of natural objects, living things, nature/science books, games or toys, and nature/science activities. The ECERS-R also encourages teachers to use simple cooking and experiments at least once every two weeks. Childrens’ innate curiosity makes them the ideal ‘scientist’. Science… Read More Inquiring Minds Want to Know- Science in the Early Childhood Classroom
Literacy in the Early Childhood Classroom
Teachers can provide literacy experiences for children during every part of the day. For example, items that encourage writing can be incorporated into all centers. Children can make traffic signs in the block center, take orders or write recipes in the dramatic play center. Virginia’s Foundation Blocks for Early Learning (2007) describe specific indicators… Read More Literacy in the Early Childhood Classroom
Area of Focus: Evidence-Based Practice in the Early Childhood Field
Frequently, it is confusing to consumers to see what are seemingly interchangeable terms used in the early childhood literature. For example, the distinction between evidence-based practices, research-based practices, and recommended practices is not readily apparent. Supporting Research Early childhood practitioners want valid practices to help them effectively address the needs of young children with… Read More Area of Focus: Evidence-Based Practice in the Early Childhood Field
Inclusion Resources for Early Childhood Special Education
The manual, entitled Inclusive Placement Opportunities for Preschoolers, contains a guide on planning for inclusion and 9 training modules that provide critical information for understanding, building, supporting, and sustaining inclusive placement opportunities for young children with disabilities in community- based early childhood programs. The State Performance Plan for Special Education delineates performance indicators that… Read More Inclusion Resources for Early Childhood Special Education
Keeping it Real: Authentic Assessment in Early Childhood
In order to monitor progress effectively, teachers need to observe, document, analyze and interpret data as part of a decision-based model that guides teachers to establish where to begin instruction, how long to work on a goal, and when to make changes. Teachers can observe children’s use of skills, knowledge, and concepts through the routines… Read More Keeping it Real: Authentic Assessment in Early Childhood
