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Showing 1 to 15 of 55 results Save | Export
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Lisa Colvin; Anna Fox; Melissa Roberts Becker; Erin M. Pearce; Lauren Reasor – Dimensions of Early Childhood, 2023
A goal of university undergraduate early childhood teacher preparation programs is to create meaningful experiences that allow teacher candidates to learn theory and evidence-based best practices they will carry into their classrooms as professional educators. They should have direct interactions with young learners to apply coursework to the real…
Descriptors: Art Education, STEM Education, Early Childhood Education, Preservice Teacher Education
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Lema, José; Summers, Stacie – Dimensions of Early Childhood, 2022
In today's fast paced early childhood classrooms, mathematics play activities in prekindergarten settings are not consistently supported. Administrators and educators have discussed with great intensity and passion about incorporating mathematics play in prekindergarten classrooms. Both groups discussed the benefits and reservations of…
Descriptors: Preschool Education, Mathematics Activities, Mathematics Instruction, Play
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Cutler, Carrie; Johnson, Adrienne – Dimensions of Early Childhood, 2022
The psychological and cognitive impacts of COVID-19 on children are still unfolding; however, several researchers have noted negative effects of quarantine on youth (Orgilés et al., 2020) and parents (Fontanesi et al., 2020). The abrupt departure from preschool due to social distancing and potential family disharmony associated with financial and…
Descriptors: Preschool Education, Preschool Children, Educational Practices, Self Control
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Gonulates, Funda; Gilbert, Jaesook – Dimensions of Early Childhood, 2021
Mathematics is abstract for young children. One way to help children develop better understanding of core early mathematical concepts is by providing concrete learning experiences, thereby making mathematics more accessible to them. Additionally, children will choose to spend more time on subjects or activities they enjoy, which in turn leads to…
Descriptors: Mathematics Instruction, Early Childhood Education, Preschool Children, Mathematics Activities
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McKenzie, Ellen – Dimensions of Early Childhood, 2021
Psychologists caution that the COVID-19 pandemic may exacerbate already existing mental health challenges -- warning that we may see more depression and anxiety in children due to fears about their health and that of their families, exposure to negative messages from the media, social isolation, and family financial issues due to economic…
Descriptors: Resilience (Psychology), Pandemics, COVID-19, Child Development
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Guirguis, Ruth V.; Longley, Jennifer M. – Dimensions of Early Childhood, 2021
Vygotsky (1978) describes play as having three main components, one being the ability for a child to create an imaginary situation, the second taking on and acting out roles, and the third, following a set of rules that were determined by the roles children took on during play during social or group settings. Hence, supporting much needed social…
Descriptors: COVID-19, Pandemics, Play, Trauma
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Deaver, Alicia; Wright, Lindsay E.; Herrington, Brittany – Dimensions of Early Childhood, 2020
Since social and emotional development in early childhood is so significant for success later in life and the foundation of the capacity for learning, it is essential for caregivers to build these capacities in young children through everyday moments (Russell, Lee, Spieker, & Oxford, 2016; Turculet & Tulbure, 2014). Caregivers who provide…
Descriptors: Caregiver Child Relationship, Preschool Children, Child Development, Emotional Response
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Sturdivant, Toni Denese – Dimensions of Early Childhood, 2020
There is a prevailing myth that young children do not notice race (Doucet & Adair, 2013; Hirschfeld, 2012). While, in fact, infants as early as three months old notice race (Bar-Haim et al., 2006; Kelly et al., 2005). If numerous early childhood educators find discussing race and ethnicity inappropriate for young children, children could be…
Descriptors: Child Development, Play, Toys, Racial Differences
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Reed, Jolene; Lee, Elizabeth L. – Dimensions of Early Childhood, 2020
Children use language structures as a basis for learning how to read. Therefore, literacy learning for young children must incorporate the child's personal use of oral language. It is their personal oral language that supports them as they attempt new concepts and become better readers. Because of the important role that oral language plays in a…
Descriptors: Oral Language, Literacy, Child Language, Language Acquisition
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DeShelter, Lori; Slutsky, Ruslan – Dimensions of Early Childhood, 2017
Due to an influx of new technology, children today have more options for how they engage in play through technology than ever before. Computers, tablets, hand held video games and parents' cell phones are among the numerous technologies that affect children's playtime. Traditional play and technology play are two ways that young children engage in…
Descriptors: Parent Attitudes, Preschool Children, Information Technology, Play
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Muro, Joel H.; Muro, Lilia Lamar; Rose, Katherine Kensinger; Webster, Lindsey; Allen, Cassie – Dimensions of Early Childhood, 2017
The communication process between care providers and children can, at times, be complex. Young children typically lack the verbal language necessary for complex emotional expression. In this article, the authors contend that using some basic "child centered play therapy" (CCPT) techniques would be beneficial in enhancing communicative…
Descriptors: Play Therapy, Child Care, Caregiver Child Relationship, Emotional Development
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Jiang, Hui S.; Jones, Sarah Y. – Dimensions of Early Childhood, 2016
Challenging behaviors can happen to children with a variety of abilities in all kinds of settings, and children's early experiences as members of classroom communities serve as the foundation on which lifelong patterns of social behaviors are constructed. Therefore, helping children with challenging behaviors become fully included is essential for…
Descriptors: Behavior Problems, Preschool Children, Classroom Techniques, Behavior Modification
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Griebling, Susan; Jacobs, Jennifer; Kochanowski, Leslie; Vaughn, Lisa M. – Dimensions of Early Childhood, 2016
While conducting a needs assessment for a large Midwestern social service organization, the authors asked 252 preschool children from six Head Start programs what they like best about school. They wanted to reveal how children perceived their school and what they liked best about school--more specifically, what were their favorite areas and…
Descriptors: Preschool Children, Early Intervention, Disadvantaged Youth, Student Attitudes
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Cellitti, Anarella; Hastings, Rascheel – Dimensions of Early Childhood, 2015
Many new teachers are concerned with how to respond appropriately when preschoolers make statements that can be considered rude, hurtful, or socially inappropriate. This is particularly true for comments related to children with disabilities. New teachers are often afraid that negative and unkind comments will be made by young children in their…
Descriptors: Personality Traits, Disabilities, Preschool Children, Inclusion
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Soundy, Cathleen S. – Dimensions of Early Childhood, 2015
Picture books constitute the first format through which most children experience literature. Young readers respond positively to the visual images and written language of picture books that tell a story. While offered primarily for the pleasure of an implied child viewer, "reading picture books aloud can be an important contribution to…
Descriptors: Freehand Drawing, Semiotics, Visual Literacy, Picture Books
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