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Showing 1 to 15 of 33 results Save | Export
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Elsenman, Gordon; Harper, Rebecca – Dimensions of Early Childhood, 2016
The focus and goal of classroom management should be first and foremost learning. When trying to prevent interruptions to learning, or dealing with interruptions to learning when they occur, teachers need to move beyond simply imposing a consequence and assuming students have learned from the interaction. Students need to be taught the skills and…
Descriptors: Bibliotherapy, Classroom Techniques, Childrens Literature, Group Instruction
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Jiang, Hui S.; Jones, Sarah Y. – Dimensions of Early Childhood, 2016
Challenging behaviors can happen to children with a variety of abilities in all kinds of settings, and children's early experiences as members of classroom communities serve as the foundation on which lifelong patterns of social behaviors are constructed. Therefore, helping children with challenging behaviors become fully included is essential for…
Descriptors: Behavior Problems, Preschool Children, Classroom Techniques, Behavior Modification
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Bauml, Michelle; Mongan, Katherine – Dimensions of Early Childhood, 2014
Early childhood educators have a responsibility to foster healthy relationships as well as appreciation and acceptance for diversity through culturally relevant teaching in their classrooms. Culturally relevant teaching, a term that has been written about extensively (e.g., Gay, 2010; Ladson-Billings, 2009; Nieto, 2010) involves intentionally…
Descriptors: Early Childhood Education, Preschool Teachers, Cultural Awareness, Culturally Relevant Education
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Mathews, Sarah E. – Dimensions of Early Childhood, 2012
Just as humming a merry tune helped Snow White and her furry animal friends to quickly clean a filthy cottage in the movie "Snow White and the Seven Dwarfs" (Disney & Cottrell, 1937), singing can be an effective way to help keep young children fully engaged during classroom transitions. The purposes of this article are to: (1) consider why…
Descriptors: Classroom Techniques, Singing, Young Children, Class Activities
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Ponciano, Leslie; Shabazian, Ani – Dimensions of Early Childhood, 2012
Early childhood educators work with children and families from a range of diverse backgrounds. As society becomes increasingly multiracial, multilingual, and multicultural, so too grows the need for educators' abilities to support children's development by instilling in them the tools they need to live together respectfully and stand up to…
Descriptors: Early Childhood Education, Multilingualism, Cultural Pluralism, Intercultural Programs
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Warash, Bobbie Gibson; Smith, Keri; Root, Amy – Dimensions of Early Childhood, 2011
Young children's capabilities continue to be revealed through brain and other scientific research. These advances in knowledge have led to the implementation of more progressive learning experiences in preschool programs. More in-depth explorations accommodate young children's intellect and they help children develop life skills as competent…
Descriptors: Cognitive Ability, Teaching Methods, Student Educational Objectives, Executive Function
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Alanis, Iliana – Dimensions of Early Childhood, 2011
Early education programs in the United States are experiencing an increase in the number of English learners and, consequently, an increase in dual-language programs that best serve the needs of these children. Dual-language programs enable children to communicate orally and in written forms in both their native languages and in English. This…
Descriptors: Communication Strategies, Multilingualism, Second Language Learning, Language Skills
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Test, Joan E.; Cunningham, Denise D.; Lee, Amanda C. – Dimensions of Early Childhood, 2010
In general, talking with young children encourages development in many areas: (1) spoken language; (2) early literacy; (3) cognitive development; (4) social skills; and (5) emotional maturity. Speaking with children in increasingly complex and responsive ways does this even better. This article explores research findings about the effects of…
Descriptors: Class Activities, Speech, Learning Activities, Oral Language
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Lynch, Sharon A.; Simpson, Cynthia G. – Dimensions of Early Childhood, 2010
Well-informed teachers of young children recognize the importance of children's social development. The development of social skills lays a critical foundation for later academic achievement as well as work-related skills. Social development is such a key issue with young children that a number of methods to address social skills have been…
Descriptors: Direct Instruction, Socialization, Academic Achievement, Young Children
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Kirmani, Mubina Hassanali; Davis, Marcia H.; Kalyanpur, Maya – Dimensions of Early Childhood, 2009
Computers have become an important part of young children's lives, both as a source of entertainment and education. The National Association for the Education of Young Children's (NAEYC) position statement on Technology and Young Children (2006) supports the need for equal access to technology for all children with attention to eliminating gender…
Descriptors: Sex Stereotypes, Computer Uses in Education, Young Children, Instructional Materials
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Moffett, Kimberly R.; Swafford, Melinda; Richey, Linda Hall – Dimensions of Early Childhood, 2008
Early childhood programs are becoming increasingly inclusive. What strategies can teachers use to address challenging behaviors? This article demonstrates how DAP and PBS can be blended so teachers can help children learn more positive behaviors.
Descriptors: Behavior Problems, Early Childhood Education, Teacher Role, Young Children
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Nissen, Hannah; Hawkins, Carol J. – Dimensions of Early Childhood, 2008
Systematic and ongoing assessment of children's skills and progress is at the heart of developmentally appropriate practice in early childhood classrooms. Careful assessment enables teachers to know the children with whom they work. Effective early childhood practice focuses on the needs of the whole child, so child assessment must similarly focus…
Descriptors: Young Children, Social Development, Skill Development, Interpersonal Competence
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Riojas-Cortez, Mari – Dimensions of Early Childhood, 2001
Describes a bilingual prekindergarten teacher's approach to oral language development with children who are Spanish-language dominant, considering the links between her approach and constructivist learning theory. Describes how children in the classroom interact socially with adults and peers to develop oral language skills. (JPB)
Descriptors: Bilingual Education, Bilingual Teachers, Class Activities, Classroom Techniques
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Sloane, Marie W. – Dimensions of Early Childhood, 2000
Presents rationale for using learning centers in early childhood classrooms. Describes teaching strategies to support active learning, including providing open-ended materials, organizing for independence, introducing centers, brainstorming ideas, and extending children's learning. (KB)
Descriptors: Active Learning, Classroom Environment, Classroom Techniques, Early Childhood Education
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Boutte, Gloria – Dimensions of Early Childhood, 2000
Considers multiculturalism as a moral issue. Notes scarcity of authentic multicultural classrooms and identifies four underlying factors. Uses two realistic classroom scenarios to point out moral and educational considerations that underlie multiculturalism. Recommends four multicultural practices for teachers. (DLH)
Descriptors: Classroom Techniques, Cultural Differences, Cultural Pluralism, Educational Objectives
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