In this article, we focus on communication and collaboration—qualities that are important in achieving the critical thinking, creativity, and content knowledge involved across STEAM areas.
In this article, Jenna Valasek explains how she uses open-ended materials with intentional teacher planning and scaffolding to engage children in active thinking, social interactions, and joyful learning across multiple areas.
Teaching Young Children is NAEYC's magazine for anyone who works with preschoolers. Colorful, informative, and easy-to-read, TYC is packed full of teaching ideas, strategies, and tips.
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 share contextual information about using the engineering design process our program, including how we adapted a research-based curriculum to meet the individual needs of children with disabilities.
By connecting with their children while playing on the floor, at eye-level with them, families can foster their child's social, emotional, and cognitive development through creative play.
Spending time on the playground is a great opportunity for children to be physically active and engage in various forms of play, as well as develop a variety of foundational social and emotional skills.
Authored by
Authored by:
Hsiu-Wen Yang Michaelene M. Ostrosky Paddy Cronin Favazza Yusuf Akemoğlu W. Catherine Cheung Katherine Aronson-Ensign
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.
In this excerpt of our book The Young Child and Mathematics, third edition, we showcase children’s thinking about data as a teacher engages her preschoolers in a data-centric activity.
Authored by
Authored by:
Angela Chan Turrou Nicholas C. Johnson Megan L. Franke
The following classroom activity and its home extension include step-by-step instructions and sample questions to promote conversations about spatial orientation to build children’s reasoning processes and spatial terminology.
Authored by
Authored by:
Lindsey Perry Eloise Aniag Kuehnert Leanne Ketterlin Geller
Use the following tips to build on your preschooler’s math skills—including counting, pattern recognition, and sequencing to solve problems—to support computational thinking.
You can build upon children’s capacity for number composition and decomposition through engaging games and stories and authentic and meaningful experiences.
Authored by
Authored by:
Alissa Lange Hagit Mano Sylwia Lech Irena Nayfeld
In this article, we look at how a service-learning project helped foster receptive language competencies for infants through art experiences and encouraged socially and culturally responsive practices by students.
Even the smallest moment has great potential for learning. But what makes a moment “teachable,” and how can early childhood educators transform an everyday occurrence into such a learning experience?
