In November 2017, Ofsted published Bold Beginnings, a report on its findings about teaching in the Reception year. Like very many practitioners in the early years, the author of this article believes this report to be of concern, as the recommendations it proposes would be so damaging for the early education of young children. She believes its…

Describes ways in which current software for the early childhood classrooms can be enhanced to better match the developmental abilities of children and the playful ways in which they naturally learn. Offers six suggestions for improving future software options, including decreasing the need for adult instruction and interaction, and designing…

Discusses the tactile and kinesthetic areas of learning children experience when using clay. Includes practical tips for using and storing clay for preschool use and notes the differences between potters' clay and play dough. (HTH)

As long as progress is being made in any field, and new strategies, knowledge, and insights are being developed, there must always be a gap between the theoretical or knowledge base and practices. However, the gap between what is known about how best to support the growth, development, and learning of young children and the nature of actual…

Presents an overview of developmentally appropriate practices for preschool classrooms. Discusses the role of the teacher, and emphasizes the use of age-appropriate schedules, space, group and individual activities, music and movement, as well as interest-based curricula. (MOK)

Presents guidelines that teachers and supervisors can use to make decisions about curriculum content and assessment in programs serving young children three through eight years of age. These decisions concern appropriate curriculum content and assessment; evaluation of curriculum and assessment practices; and the advocacy of appropriate…

This paper outlines 22 principles of practice that serve as criteria by which to judge the developmental appropriateness of an early childhood curriculum. The principles lead to the assertion that young children as learners are greatly supported when a "project approach" is used--e.g., when their early childhood education experience…

This paper traces the development of graded and non-graded classrooms in the United States in the 19th and 20th centuries and describes the implementation of multiage classrooms at an elementary school in Hopedale, Massachusetts. After defining what is meant by multiage classrooms, the paper discusses the role of Horace Mann, who was then a…