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DeShelter, Lori; Slutsky, Ruslan – Dimensions of Early Childhood, 2017
Due to an influx of new technology, children today have more options for how they engage in play through technology than ever before. Computers, tablets, hand held video games and parents' cell phones are among the numerous technologies that affect children's playtime. Traditional play and technology play are two ways that young children engage in…
Descriptors: Parent Attitudes, Preschool Children, Information Technology, Play
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Izumi-Taylor, Satomi; Ito, Yoko – Dimensions of Early Childhood, 2016
This article describes how American and Japanese kindergartners see play and what teachers can learn from them. The authors share their findings from analyzing photos and interviews from 44 American children in the southeastern United States and 55 Japanese children in the main island of Japan, all aged five to six years. In the study, children…
Descriptors: Kindergarten, Play, Photography, Interviews
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Griebling, Susan; Jacobs, Jennifer; Kochanowski, Leslie; Vaughn, Lisa M. – Dimensions of Early Childhood, 2016
While conducting a needs assessment for a large Midwestern social service organization, the authors asked 252 preschool children from six Head Start programs what they like best about school. They wanted to reveal how children perceived their school and what they liked best about school--more specifically, what were their favorite areas and…
Descriptors: Preschool Children, Early Intervention, Disadvantaged Youth, Student Attitudes
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Andrews, Nicole – Dimensions of Early Childhood, 2015
Blocks are not just for play! In this article, Nicole Andrews describes observing the interactions of three young boys enthusiastically engaged in the kindergarten block center of their classroom, using blocks in a building project that displayed their ability to use critical thinking skills, physics exploration, and the development of language…
Descriptors: Manipulative Materials, Play, Interaction, Kindergarten
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Lentz, C. Lorelle; Seo, Kay Kyeong-Ju; Gruner, Bridget – Dimensions of Early Childhood, 2014
The conversation about young children and their use of technology has dramatically changed over the past ten years in the early childhood education community and in the general public. It appears the debate has moved forward from the question posed by Vail (2001) in her article titled, "How Young Is Too Young? When It Comes to Computer Use,…
Descriptors: Technology Uses in Education, Preschool Children, Preschool Education, Emergent Literacy
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Henderson, C. Miki; Lasley, Elizabeth – Dimensions of Early Childhood, 2014
Art, drama, music, dance and literature activities are part of the basic components of an early childhood curriculum. They do not rely heavily on oral language or English proficiency, and this makes them accessible to all children regardless of language differences or language abilities. Teachers can use creative expression and art to practice…
Descriptors: Inclusion, Classroom Environment, Play, Art Activities
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Slutsky, Ruslan; Slutsky, Mindy; DeShelter, Lori M. – Dimensions of Early Childhood, 2014
Technology now plays a very large role in the way children of all ages play. Children want access to technology, so parents and teachers must determine the best ways to present it to them. Computers are a popular form of technology for children as young as age three. With that in mind, computer games should be problem-solving oriented and…
Descriptors: Computer Games, Young Children, Child Development, Cognitive Development
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Harte, Helene Arbouet – Dimensions of Early Childhood, 2013
Engagement in the natural environment provides authentic and concrete opportunities for children to enhance development in all domains (Bailie, 2010). As children play and explore in nature they build gross motor development moving through the outdoors. Learning outside and in nature not only allows for learning across subject areas and…
Descriptors: Outdoor Education, Natural Resources, Play, Experiential Learning
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Jacobi-Vessels, Jill L. – Dimensions of Early Childhood, 2013
Nature play can be an effective teaching strategy across the curriculum and may provide children and teachers with lasting memories. Research shows that experiences in natural settings provide multiple benefits to young children, including increased physical activity, reduced obesity, improved concentration, and enhanced social skills. Early…
Descriptors: Preschool Children, Preschool Teachers, Outdoor Education, Physical Activities
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Olsen, Heather – Dimensions of Early Childhood, 2013
Can teachers of young children create stimulating and enriching outdoor environments that are also safe? This article highlights early childhood outdoor safety standards and presents a framework for creating quality and SAFE™ outdoor environments in early childhood programs that support children's interest and best practice. The outdoor…
Descriptors: Early Childhood Education, Preschool Children, Preschool Teachers, Outdoor Education
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Gross, Carol M. – Dimensions of Early Childhood, 2012
Water is fascinating, fun, and multifaceted. Children can play with it endlessly. But play, for play's sake, is not water's only value (Crosser, 1994, Tovey, 1993). Indeed, water play is a compelling focus of study for young children (Chalufour & Worth, 2005). The concepts that young children learn from water play are essential for early childhood…
Descriptors: Play, Young Children, Water, Scientific Concepts
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Olsen, Heather; Thompson, Donna; Hudson, Susan – Dimensions of Early Childhood, 2011
Early childhood programs strive to provide good-quality care and education as young children develop their physical, emotional, social, and intellectual skills. In order to provide children with positive, developmentally appropriate learning opportunities, educators ensure the safety and security of children, indoors and outdoors. The outdoor…
Descriptors: Play, Early Childhood Education, Supervision, Young Children
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Gilbert, Jaesook L.; Harte, Helene Arbouet; Patrick, Carol – Dimensions of Early Childhood, 2011
Initiatives such as the No Child Left Behind Act of 2001 (NCLB) reflect America's recent emphasis on literacy and educational accountability. Policymakers have a heightened interest in educating children earlier and fostering brain growth, in part due to the increased awareness of research on brain development and the importance of the early years…
Descriptors: Play, School Readiness, Early Childhood Education, Brain
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Aina, Olaiya E.; Cameron, Petronella A. – Dimensions of Early Childhood, 2011
The early gender bias experiences that children encounter can shape their attitudes and beliefs related to their development of interpersonal and intrapersonal relationships, access to education equality, participation in the corporate work world, as well as stifling their physical and psychological well being. For early childhood educators, being…
Descriptors: Sex Stereotypes, Young Children, Sexual Identity, Gender Issues
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Rudd, Loretta C.; Satterwhite, Macy; Lambert, Matthew C. – Dimensions of Early Childhood, 2010
Mathematical Mediated Language (MML) is a teaching technique designed to enhance children's learning. Teachers who use MML engage in a dialogue with children about mathematics concepts that apply to the activity in which they are engaged. This dialogue links "conceptually related linguistic and mathematical knowledge." In other words, teachers…
Descriptors: Mathematics Education, Play, Learning Motivation, Mathematical Concepts
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