NotesFAQContact Us
Collection
Advanced
Search Tips
Assessments and Surveys
What Works Clearinghouse Rating
Showing 46 to 60 of 318 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Blank, Jolyn – Dimensions of Early Childhood, 2012
Early literacy instruction is receiving increasing emphasis. Many teachers of young children recognize that skills such as identifying and forming letters and practicing oral language skills are important (Helm & Katz, 2010). At the same time, teachers also report feeling pressure to focus on intensive drill and practice of isolated skills such as…
Descriptors: Literacy Education, Language Acquisition, Emergent Literacy, Early Childhood Education
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Morrison, Kathy – Dimensions of Early Childhood, 2012
Linking science and art explorations makes sense in early childhood education for a number of reasons. Young children have a natural curiosity about their world and how it works. Young children are also natural artists. Most are delighted to participate in open-ended art activities, dramatic play, singing, and dancing. For young children, the…
Descriptors: Early Childhood Education, Art Activities, Young Children, Science Process Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Jennings, Danielle; Hanline, Mary Frances; Woods, Juliann – Dimensions of Early Childhood, 2012
Embedding early intervention activities into routines and activities of early care and education programs can result in increased skill development for young children with special needs or developmental delays. Routines-based interventions must be implemented through ongoing collaboration and communication among teachers, families, intervention…
Descriptors: Disabilities, Developmental Delays, Special Needs Students, Skill Development
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Nuner, Joyce E.; Griffith, Amy C. Stevens – Dimensions of Early Childhood, 2011
Early care and education providers often are the first to notice children's developmental differences because their extensive knowledge about and experience with typical development is a baseline frame for recognizing differences. Educators of young children are aware that the earlier children with developmental delays, such as those caused by…
Descriptors: Early Intervention, Autism, Young Children, Developmental Delays
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Kemple, Kristen Mary; Kim, Hae Kyoung – Dimensions of Early Childhood, 2011
Early childhood educators spend extensive amounts of time with young children, so they are often the first adults to notice signs that a child may be abused or neglected. All educators are required by law to report suspected maltreatment, and can play an important role in preventing and responding to abuse and neglect of young children. What is…
Descriptors: Child Abuse, Young Children, Teacher Role, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Sanchez, Claudia; Walsh, Bridget A.; Rose, Katherine Kensinger – Dimensions of Early Childhood, 2011
Early childhood educators are always looking for accessible, easy-to-use strategies to enhance communication with families. Technology innovations have the potential to enhance and create more meaningful school and home communication that involves families and encourages them to support their children's learning at home. Effective technological…
Descriptors: Video Technology, Family Involvement, Family School Relationship, Technology Uses in Education
Peer reviewed Peer reviewed
Direct linkDirect link
Cutler, Carrie S. – Dimensions of Early Childhood, 2011
Preschool children are learning so many skills--how to cut with scissors, zip zippers, recognize the alphabet and their names, and share toys with others. A strong academic curriculum also requires that children learn more about math (National Council of Teachers of Mathematics [NCTM], 2000). By following the five easy principles outlined here,…
Descriptors: Preschool Children, Educational Principles, Mathematics Instruction, Mathematics Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Baumgartner, Jennifer J.; DiCarlo, Cynthia F.; Apavaloaie, Loredana – Dimensions of Early Childhood, 2011
Early childhood professionals are familiar with finding and appreciating daily moments of joy. Teachers smile inside and out when toddlers are able to pull up their own pants, preschoolers write their names for the first time, or kindergarteners figure out how to make complicated patterns with blocks. Working with young children can also be very…
Descriptors: Young Children, Teacher Attitudes, Teacher Burnout, Teaching Conditions
Peer reviewed Peer reviewed
Direct linkDirect link
Harte, Helene Arbouet – Dimensions of Early Childhood, 2011
Teachers of young children work hard to be professional and to be viewed by others as professionals. These efforts to maintain professionalism must include e-professionalism. E-professionalism involves behavior related to professional standards and ethics when using electronic communication (Evans & Gerwitz, 2008). Cellular telephones, social…
Descriptors: Video Technology, Mass Media Use, Telecommunications, Information Technology
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Morrison, Johnetta W.; Storey, Pamela; Zhang, Chenyi – Dimensions of Early Childhood, 2011
Family involvement in early childhood classrooms benefits children, school staff, and families. The development of a strong relationship between early childhood programs and families is a critical component of developmentally appropriate practices. What strategies enable families to be full and active participants in their young children's…
Descriptors: Early Childhood Education, Family Involvement, Young Children, Developmentally Appropriate Practices
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  22