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Izumi-Taylor, Satomi; Rike, Cheryl – Dimensions of Early Childhood, 2011
Toddlers--from about 16 to 36 months--can learn a variety of skills as they prepare food and follow recipes in developmentally appropriate ways. Early childhood teachers are encouraged to support young children's healthy eating habits by offering simple food preparation experiences. When toddlers--and preschoolers--safely prepare healthy snacks,…
Descriptors: Nutrition, Toddlers, Eating Habits, Teachers
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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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Davidson, Stephanie R.; Boals-Gilbert, Beverly – Dimensions of Early Childhood, 2010
Few people are willing to admit that senior adults and young children share many common characteristics, including: (1) changes in development; (2) need for companionship; and (3) the desire to be understood. These two groups are connected mostly through direct interaction with middle-aged adults. One very practical way to build a greater sense of…
Descriptors: Young Children, Age Differences, Child Development, Child Care Centers
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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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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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Larson, Mark J.; Whitin, David J. – Dimensions of Early Childhood, 2010
Mathematical, scientific, and technological knowledge is critical for people in a 21st Century world that is dependent upon a global interconnectedness and a knowledge-based economy. This is the kind of knowledge that will power innovations and drive decision making in the years ahead. Schools are therefore being called upon to devise a…
Descriptors: Kindergarten, Mathematics Instruction, Graphs, Mathematical Logic
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Giles, Rebecca McMahon; Tunks, Karyn Wellhousen – Dimensions of Early Childhood, 2010
Early encounters with environmental print, words, and other graphic symbols found in children's surroundings are among their first concrete exposures to written language. These experiences: (1) provide an introduction to making meaning of abstract symbols; and (2) offer children their first opportunity to make sense of the world through print. As…
Descriptors: Written Language, Emergent Literacy, Reading Instruction, Writing Instruction
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Boat, Mary B.; Dinnebeil, Laurie A.; Bae, Youlmi – Dimensions of Early Childhood, 2010
Increasing numbers of young children with diagnosed disabilities and unique learning needs are enrolled in early childhood programs. If early childhood inclusion is to be a successful educational approach, it is imperative that all early childhood teachers understand and are able to provide individualized instruction to young children with special…
Descriptors: Early Childhood Education, Student Interests, Disabilities, Young Children
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Olsen, Heather; Donaldson, Ana J.; Hudson, Susan D. – Dimensions of Early Childhood, 2010
Early childhood educators are responsible for providing young children with the best possible early care and education. Research on child care workers' education has shown that professional preparation makes a significant impact on children's cognitive and emotional development (National Association for the Education of Young Children [NAEYC],…
Descriptors: Electronic Learning, Early Childhood Education, Online Courses, Young Children
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Barnes, Susan Kubic – Dimensions of Early Childhood, 2010
Teaching sign language--to deaf or other children with special needs or to hearing children with hard-of-hearing family members--is not new. Teaching sign language to typically developing children has become increasingly popular since the publication of "Baby Signs"[R] (Goodwyn & Acredolo, 1996), now in its third edition. Attention to signing with…
Descriptors: Sign Language, Special Needs Students, Language Acquisition, Hearing Impairments
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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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Shin, Sarah J. – Dimensions of Early Childhood, 2010
Some teachers are justifiably concerned that primary-age students who continue to use their native language skills might hamper their acquisition of English literacy. After all, isn't time spent in writing in the first language time that could have been spent writing in English? Many other teachers agree conceptually with the notion that…
Descriptors: Federal Legislation, Second Language Learning, Language Skills, Immigrants
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Crawford, Patricia A.; Roberts, Sherron Killingsworth; Hickmann, Rosemary – Dimensions of Early Childhood, 2010
"Teacher leadership" is often described as a murky concept that refers not to a particular position, but rather to varied formal and informal leadership roles that teachers play within school communities. Teacher leadership may involve shaping curricula, choosing instructional materials, leading professional book clubs, planning staff…
Descriptors: Teacher Education Programs, Master Teachers, Professional Development, Teacher Leadership
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Cellitti, Anarella – Dimensions of Early Childhood, 2010
The United States is becoming increasingly diverse, so early childhood educators are often among the first to work with families whose primary languages are other than English. Many parents, guardians, and family members do speak English but not fluently enough to feel comfortable communicating with teachers or administrators. When educators and…
Descriptors: Early Childhood Education, Children, English (Second Language), Limited English Speaking
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