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Demircan, Hasibe Özlen – Journal of Early Childhood Research, 2022
This article analyzes the perspectives of three preschool teachers on integrative STEM practices and the facilitating and hindering factors in their implementation. The participants were preschool teachers working at public preschools. They volunteered to participate in a 14-hour STEM professional development program and to share their…
Descriptors: Preschool Teachers, STEM Education, Barriers, Preschool Education
Güçhan-Özgül, Sinem – Journal of Inquiry Based Activities, 2021
This study aims to introduce inquiry-based play activities and to examine their effectiveness on young children's conceptual understanding of the shape of the Earth and the day-night cycle. The inquiry-based play activities for preschool children were designed to support children to learn the concepts of the shape of the Earth and the day-night…
Descriptors: Active Learning, Inquiry, Play, Preschool Children
Awang, Zahiroh; Yakob, Nooraida; Hamzah, Aswati; Talling, Mohd Mernan – International Journal of Evaluation and Research in Education, 2020
The culture of Science, Technology, Engineering, Art and Mathematics (STEAM) teaching is still new among preschool teachers. Nevertheless, STEAM teaching is seen as challenging to be implemented if there is no clear guideline prepared by qualified experts. Therefore, a need analysis on STEAM teaching strategies ought to be conducted to ensure the…
Descriptors: Art Education, STEM Education, Preschool Education, Teaching Methods
Weisberg, Deena Skolnick; Kittredge, Audrey K.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Klahr, David – Phi Delta Kappan, 2015
Children, especially in the preschool years, learn a tremendous amount through play. Research on guided play demonstrates how schools can couple a curriculum-centered preschool program with a developmentally appropriate pedagogical approach to classroom teaching. However, to fully test this claim, we need a clear definition of the term…
Descriptors: Play, Preschool Children, Developmentally Appropriate Practices, Classroom Techniques
Lee, Joan – Office of Educational Technology, US Department of Education, 2016
Recognizing the growth of technology use in early learning settings, the U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the "Early Learning and Educational Technology Policy Brief" to promote developmentally appropriate use of technology in homes and early learning…
Descriptors: Early Childhood Education, Preschool Education, Primary Education, Young Children
Jones, Elizabeth – Principal, 1997
Suggests becoming a master player is a critical learning task for young children. "Push-down" programs (direct teaching, work sheets, and drill), designed to give children a head start in school, fail to consider the active-learning mode in which young children are most competent. Notes that a developmentally appropriate classroom for 3- to 5-year…
Descriptors: Active Learning, Developmental Stages, Developmentally Appropriate Practices, Educational Environment
Gronlund, Gaye – 2003
This guide provides field-tested frameworks for planning and for reflection to assist preschool teachers in integrating popular curricular approaches. Chapter 1 of the guide describes the key components of a good preschool curriculum related to learning, a rich classroom environment, respectful caring relationships with children and families,…
Descriptors: Active Learning, Childhood Interests, Developmentally Appropriate Practices, Family School Relationship
Brickman, Nancy Altman, Ed. – 1996
The High/Scope Curriculum is a developmentally based approach to early childhood education. The curriculum's "Extensions" newsletter, in which the articles in this collection first appeared, informs curriculum users about new development, relating to the High/Scope "open framework" curriculum. This collection divides the…
Descriptors: Active Learning, Art Education, Child Development, Childhood Needs