Differing perspectives on the role of the teacher during play have resulted in a source of concern known as the “early childhood error” (Bredekamp & Rosegrant, 1992). The early childhood error is committed when educators prepare an appropriate, stimulating environment for young children but then stand back and fail to follow up with guidance, “scaffolding,”… Read More What to Say When They Play
Math in Preschool: Powered by Play
Children with disabilities have been shown to have low rates of engagement during group activities and higher rates during routines (i.e., meal time) and free play (Kemp, Kishida, Carter, & Sweller, 2013). When planning instruction, it is important to find balance between teacher-directed and child- directed activities. Research Engagement is a necessary prerequisite for… Read More Math in Preschool: Powered by Play
Achieving Positive Outcomes through Meaningful Instruction
Developing children’s interests during the preschool years is particularly important so that they learn to extend their ability to focus and maintain attention at an early age. Planning for children to spend sustained time with focused content and prioritizing the quality of learning experiences over the quantity of topics covered, is recognized as a developmentally… Read More Achieving Positive Outcomes through Meaningful Instruction
Tools To Encourage Play In Children With Autism
A child’s ability to initiate and sustain play interactions with peers not only promotes their engagement and learning, but also serves as a precursor for their participation in future educational environments. Children with autism often display restricted play skills, preventing them from successfully participating in inclusive environments. Research Play gives children the opportunity… Read More Tools To Encourage Play In Children With Autism
