Children move the instant they are born and the moment they wake up every morning. Moving is one of the first and most important ways infants and toddlers explore and learn about the world, and this process continues as they grow and develop. Research shows that movement and exercise can spark the growth of new brain cells and facilitate learning…

Children need sound language and literacy skills to communicate with others and actively participate in a classroom learning community. When an early childhood classroom offers a language- and literacy-rich environment, children have numerous opportunities to practice language and literacy in a social setting. A language-rich classroom includes an…

The authors remind teachers that standards are not intended to fence in creative teachers or become obstacles for learners with special needs. To help teachers optimize learning for all children, they review brained-based research findings such as the importance of safe environments, the effect of emotions on learning, the use of multisensory…

The belief that a child has to abandon his home language to learn English implies that the young brain has limited learning capacity. Early childhood teachers need to help families understand that children can learn two languages at the same time. What matters is that the infant/toddler is in an effective language-learning environment, whether it…

Nature studies are an often overlooked part of healthy child development. Living in urban or suburban areas can present a big obstacle to studying the natural world with any authenticity or depth. Quite often, the only sense of nature children have is from picture books, stuffed animals, play sets, and nature programs on television and in…

Reading, writing, and mathematics are best learned by children in meaningful, integrated experiences. In an engaging project combining math and literacy, primary children in Michelle Piwko's classroom followed the framework of verses from a classic children's book to structure their own writing about geometric forms. They brainstormed geometric…

Families often ask, "What did you do at school today?" when their children come home from preschool. When a child responds with a typical "Play" or "I don't know," it is difficult for families to learn details about their child's program day. But when preschoolers have access to cameras to take photographs of their experiences, they can provide an…

Excerpted from Sarama and Clements's chapter in NAEYC's book K Today: Teaching and Learning in the Kindergarten Year, the authors explain that in response to the need for high-quality early childhood mathematics instruction, the field has developed research-based content standards identifying key concepts and skills children need to gain…

The importance of including humor and playfulness in the classroom is emphasized. Children in such classrooms learn quickly, retain more, and have fewer problems than other children. (DG)

Community partnerships serving young children and families take many forms. This article presents six community partnerships that are engaged in innovative and creative approaches to learning. These programs have varied goals, but they share a common focus on linking community resources to enhance learning opportunities for the children and…

Illustrates that every child is to some degree involved in every class activity. Creative teaching can accommodate the needs of an apparently nonparticipating child. (BB)

Introduces Developmentally Appropriate Practice (DAP) and explains how those practices are effective with five- through eight-year olds. Key elements discussed are: children learn by doing through active engagement, the idea of play with intent and purpose, and moving from the simple to the complex in planning for learning in active and engaging…

Home-based and school-based literacy programs are analyzed. Creative play in home-based programs is contrasted to play in the teacher-directed school. School-based literacy programs that embed academic skills in meaningful experiences are advocated. Other desirable qualities of literacy programs are considered. (DG)