A literate child is one who is able to read, write, speak and listen. Literacy begins at birth, and continues steadily as children develop. The explicit processes that form emergent literacy are for example, phonemic awareness, letter and word recognition, vocabulary enrichment and structural analysis. These literacy practices are well documented…

Early childhood educators use several learning centers in a classroom to target growth in different developmental areas, but as a preschool teacher, the author was always impressed by how children addressed multiple areas of development at the sensory table. Understanding that sensory experiences were important for preschoolers, the author wanted…

All children have their own unique ways of interacting with their environments, connecting with people around them, and learning about their world. Babies take in information from their senses and use this information to respond to people and events. Children's daily experiences facilitate integration of their senses. These early sensory…

Discusses the renaissance of motor skill acquisition studies that are affording new insights into the processes by which infants and children learn to control their bodies. The article explains how studies are now focusing less on how children perform and more on how the components cooperate to produce stability or engender change, thus making…

Sensory and motor experiences are essential in childhood and are the foundation for all higher level learning and skill acquisition. This paper examines how young children make sense of sensory experiences, focusing on infants and toddlers, preschoolers, and school-age children. It also looks at the importance of creating an environment rich in…

Discusses elements for a developmentally appropriate movement program for young children ages 3-5 years old. Emphasizes four major areas from the National Association for Sport and Physical Education guidelines: child development, teaching strategies, content, and assessment. Includes a vignette of an appropriate movement class for 4-year-olds.…

This report evaluates a nursery program for pre K pupils in New York City. The program emphasized oral language, sensory motor coordination, conceptual training and the development of a strong self concept. Fifteen pre K pupils participated in the program. An intake diagnosis was used to help specify areas of deficit which needed attention.…

The described teacher inservice education program is designed for elementary school teachers and administrators who are interested in child development in relation to individually guided education. The scope and sequencing of topics in the program are outlined, and the activities and resources involved are described. Ordering information for…

Educators are finding that children who excel early in physical activities also exhibit early academic potential. The Glassboro, New Jersey, Park and Recreation Department sponsors a program featuring teacher-directed group movement activities for children from three to six years old. Activities include warm-up movements, dances, and basic…

In this article, the author presents the 12 benefits of playing as a reference and guide for teachers in helping young children develop their cognitive skills, motor ability, socio-emotional, and academic development during play time. The following 12 benefits are described: (1) Play Enhances Bodily Gracefulness; (2) Play Promotes Social Skills;…

The Child Development Program at John Adams School in North Brunswick, New Jersey, was designed to be an immediate intervention for children with learning problems in the early elementary grades. This two-volume guide describes the work done in the program and how the program can be replicated. The first book details characteristics of the…

The Home Instruction Program for Preschool Youngsters (HIPPY) is a home-based early intervention enrichment program for young Arkansas children and their parents. The program has six objectives: (1) to prepare 4- and 5-year-olds for kindergarten; (2) to develop the parent as the child's educator; (3) to increase parent awareness of educational and…