NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Goals 20001
Individuals with Disabilities…1
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 63 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
William Harper-Hooper IV; Amy J. Samuels; Gregory L. Samuels – Dimensions of Early Childhood, 2024
This article presents a framework that considers how relationships, representation, and respect can be prioritized, presented, and nurtured in early learning environments to support and foster equity and inclusion. This simultaneously supports an enhanced sense of belonging and creates an environment where students feel valued and respected. As an…
Descriptors: Inclusion, Equal Education, Student Diversity, Interpersonal Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Jasmin A. King; Ksenia S. Zhbanova; Jeffrey L. Leffler – Dimensions of Early Childhood, 2024
Early childhood educators have a tremendous opportunity to foster inclusivity, respect, and a sense of belonging in young children and their families (Abacioglu et al., 2020). They can impact children's early experiences by creating caring and inclusive learning environments in schools and homes (Vidal-Hall et al., 2020). Facilitating diverse…
Descriptors: Early Childhood Education, Early Childhood Teachers, Teacher Role, Student Diversity
Peer reviewed Peer reviewed
Direct linkDirect link
Moore, Lin; Zweig, Elaine – Dimensions of Early Childhood, 2022
Children with special needs may have less access to play due to the nature of their developmental delay or disability or their lack of experience with typically developing peers. Many preschools and kindergartens have reduced play in their daily schedules and elementary schools have reduced or eliminated recess (Jarrett et al., 2015; Zigler &…
Descriptors: Play, Students with Disabilities, Student Needs, Teacher Role
Peer reviewed Peer reviewed
Direct linkDirect link
Facun-Granadozo, Ruth; Olubowale, Olawale; Ejiogu, Chukwudebelu Franklin – Dimensions of Early Childhood, 2022
Africans are often misrepresented or under-represented in popular books and media. They are often presented as a single group of people; hence, other peoples' formed notion of Africans represents a single story (Adichie, 2009). This single story needs to change because it does not represent many Africans' lived experiences. The antidote to…
Descriptors: African Culture, Early Childhood Teachers, Books, Childrens Literature
Peer reviewed Peer reviewed
Direct linkDirect link
Zhang, Aidong – Dimensions of Early Childhood, 2022
Play-based classroom learning environments have an immediate and long-term impact on children's optimal growth and development. With the continuing efforts of state and federal government agencies to fund early childhood programs with the intention of assuring that all children enter school ready to learn, enrollment into these programs continues…
Descriptors: Play, Educational Environment, Teacher Role, Early Childhood Teachers
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Minish, Siobian J.; McCorkle, Laura S. – Dimensions of Early Childhood, 2020
Educators are encouraged to form a collaborative partnership with the family as a way to learn about who the child is, work together to provide positive outcomes for the child, and to promote the capacity of the family to make decisions that work best for their child and the entire family. Though home visits are not explicitly stated as an avenue…
Descriptors: Home Visits, Family Involvement, Young Children, Early Childhood Education
Peer reviewed Peer reviewed
PDF on ERIC Download full text
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
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Bell, Douglas D., Jr. – Dimensions of Early Childhood, 2017
Observation is a useful tool, even in infant and toddler classrooms. Applied correctly, observation and assessment can help lay a foundation for a successful education throughout life. As appropriate practices are researched and policies change, teachers and caregivers of the youngest children (referred to as careteachers for this article) find…
Descriptors: Infants, Toddlers, Child Care, Observation
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Kim, Kyoung Jin; Wee, Su-Jeong; Gilbert, Beverly Boals – Dimensions of Early Childhood, 2017
Among various benefits of art for young children, this article highlights the emotional development aspect, specifically boosting self-confidence through art activities. The definition of self-confidence as having trust in one's self, clear knowledge of one's strengths and limitations, and assurance of one's ability to handle a variety of…
Descriptors: Young Children, Art Activities, Preschool Teachers, Early Childhood Education
Peer reviewed Peer reviewed
Direct linkDirect link
Olsen, Heather; Thompson, Donna; Hudson, Susan – Dimensions of Early Childhood, 2011
Early childhood programs strive to provide good-quality care and education as young children develop their physical, emotional, social, and intellectual skills. In order to provide children with positive, developmentally appropriate learning opportunities, educators ensure the safety and security of children, indoors and outdoors. The outdoor…
Descriptors: Play, Early Childhood Education, Supervision, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Gilbert, Jaesook L.; Harte, Helene Arbouet; Patrick, Carol – Dimensions of Early Childhood, 2011
Initiatives such as the No Child Left Behind Act of 2001 (NCLB) reflect America's recent emphasis on literacy and educational accountability. Policymakers have a heightened interest in educating children earlier and fostering brain growth, in part due to the increased awareness of research on brain development and the importance of the early years…
Descriptors: Play, School Readiness, Early Childhood Education, Brain
Peer reviewed Peer reviewed
Direct linkDirect link
Kemple, Kristen Mary; Kim, Hae Kyoung – Dimensions of Early Childhood, 2011
Early childhood educators spend extensive amounts of time with young children, so they are often the first adults to notice signs that a child may be abused or neglected. All educators are required by law to report suspected maltreatment, and can play an important role in preventing and responding to abuse and neglect of young children. What is…
Descriptors: Child Abuse, Young Children, Teacher Role, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Aina, Olaiya E.; Cameron, Petronella A. – Dimensions of Early Childhood, 2011
The early gender bias experiences that children encounter can shape their attitudes and beliefs related to their development of interpersonal and intrapersonal relationships, access to education equality, participation in the corporate work world, as well as stifling their physical and psychological well being. For early childhood educators, being…
Descriptors: Sex Stereotypes, Young Children, Sexual Identity, Gender Issues
Peer reviewed Peer reviewed
Direct linkDirect link
Lynch, Sharon A.; Simpson, Cynthia G. – Dimensions of Early Childhood, 2010
Well-informed teachers of young children recognize the importance of children's social development. The development of social skills lays a critical foundation for later academic achievement as well as work-related skills. Social development is such a key issue with young children that a number of methods to address social skills have been…
Descriptors: Direct Instruction, Socialization, Academic Achievement, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Test, Joan E.; Cunningham, Denise D.; Lee, Amanda C. – Dimensions of Early Childhood, 2010
In general, talking with young children encourages development in many areas: (1) spoken language; (2) early literacy; (3) cognitive development; (4) social skills; and (5) emotional maturity. Speaking with children in increasingly complex and responsive ways does this even better. This article explores research findings about the effects of…
Descriptors: Class Activities, Speech, Learning Activities, Oral Language
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5