This article focuses on one aspect of a child’s specific culture—making and relating to friends—and the paradigm shift that occurs when teachers evaluate what they observe and experience with children by the yardstick of childhood rather than adulthood.
In this article, we discuss the need for teacher candidates to experience play, the equitable benefits of playful learning, and strategies that we use to position play within a standards-based curriculum.
Authored by
Authored by:
Melanie Loewenstein Toni Sturdivant Josh Thompson
In this article, we describe our inquiry to better understand children’s thinking through play. We also share ideas about how teachers can build upon children’s interests and expertise in ways that are respectful, inclusive, and engaged.
Authored by
Authored by:
Mary Ellin Logue Hattie Harvey Amanda Beckett
This excerpt from Developmentally Appropriate Practice illustrates the ways in which play and learning mutually support one another and how teachers connect learning goals to children’s play.
Authored by
Authored by:
Jennifer M. Zosh Caroline Gaudreau Roberta Michnick Golinkoff Kathy Hirsh-Pasek
This issue of Young Children delves into different aspects of play, different roles of educators during play, and the contexts of children and families with play.
This article on digital storybooks used in early childhood settings provides an international collaboration comparing teachers’ and children’s interactions in two cultural settings.
Authored by
Authored by:
Majida “Mohammad Yousef” Dajani Daniel Meier
Hear from DAP thought leader, Dr. Iheoma Iruka as she shares her perspective on taking an equity-focused approach to understand and support child development.
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
My favorite part of my work with families, educators, staff, and children is the privilege of mentoring, encouraging, motivating, and learning alongside them.
We may not be able to control the spread of the virus, the changing mandates, or the inequities and social justice issues intensified by the pandemic, but we can control how much our children feel loved by us.
This in-depth look at a yearlong investigation that emerged from a class visit to a school garden gives teachers ideas for extending garden learning across literacy, math, and science content areas.
Authored by
Authored by:
Kristin N. Rainville Anna E. Greer Cristina Sandolo
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
