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Swart, Katie; Houser, Katie – Dimensions of Early Childhood, 2023
Academics is not the sole component of school readiness; rather, it is a compilation of children's physical, social--emotional, language, and cognitive development (National Association for the Education of Young Children [NAEYC], 2009; National Education Goal Panels, 1997). The National Association for the Education of Young Children (NAEYC,…
Descriptors: Early Childhood Education, Play, Academic Achievement, Parent Attitudes
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Ellen McKenzie – Dimensions of Early Childhood, 2023
Around the world, on every continent, and in every country, children play. Though culturally contextualized, play is a global common childhood experience. There are cultural variations in children's play activities, and though play looks and sounds different across the world, there are also commonalities. Though scholars find it difficult to…
Descriptors: Play, Learning Activities, Teaching Methods, Young Children
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Harte, Helene Arbouet; Gilbert, Jaesook L.; Griebling, Susan – Dimensions of Early Childhood, 2022
Play allows children to experience joy in the moment of learning. Parrott and Cohen (2020) highlight the benefit of unstructured play to children's overall learning in their case study. Outdoor play typically has no restrictions or end goal in mind. The possibilities of outdoor learning experiences are endless for children as they experiment with…
Descriptors: Play, Outdoor Education, Preschool Education, Learner Engagement
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Leifield, Lisa – Dimensions of Early Childhood, 2022
Young children are disproportionately impacted by trauma (Barnett & Hambien, n.d.) and are more vulnerable to the impact of trauma (Bartlett et al., 2017). Trauma in the early years' impacts brain development (Bartlett, et al., 2017; Sciaffara et al., 2018), which has both immediate (Bartlett & Smith, 2017) as well as long-term…
Descriptors: Young Children, Resilience (Psychology), Trauma, Infants
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Parks, Melissa; Oslick, Mary Ellen – Dimensions of Early Childhood, 2021
Educators strive to support their students as they develop into well-rounded, productive members of society. The ability to act with respect and to work well with others may come somewhat naturally for some young children, while others may benefit from more direct exposure to character education programs. Using children's literature as a tool,…
Descriptors: Childrens Literature, Values Education, Teaching Methods, Elementary School Students
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Pearce, Nicole; Davis, Jill – Dimensions of Early Childhood, 2021
A key factor in a child's healthy development is resilience, which allows a child to have an adaptive response to hardships even when exposed to a toxic environment or adversity. Resilience is the interplay between a child's positive environment and adaptive and coping skills outweighing risk factors and adverse experiences to create a positive…
Descriptors: Resilience (Psychology), Executive Function, Child Development, Teaching Methods
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van der Wilt, Femke; Hofma, Rianne; Koster, Monica; van der Veen, Chiel – Dimensions of Early Childhood, 2020
Research has indicated that shared book reading that is characterized by interactive classroom discussion elicits relatively complex vocabulary and, consequently, contributes to children's vocabulary acquisition (Gonzalez et al. 2014). In addition, this type of book reading has also been found to be related to building listening, comprehension,…
Descriptors: Language Skills, Language Acquisition, Early Childhood Education, Reading Strategies
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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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Aday, Danika Lynn; Kenney, Alison Lynn; Grace, Cathy – Dimensions of Early Childhood, 2020
As graduate assistants (GAs) at the Graduate Center for the Study of Early Learning at the University of Mississippi, two of the authors participated in a trip to Money, Mississippi, the community where one of the most horrific events related to racial unrest in the country's history occurred. While there, they learned about Emmett Till, a young…
Descriptors: Social Justice, Teaching Methods, Graduate Students, Teaching Assistants
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Cheyney-Collante, Kristi; Gonsalves, Vivian; Duggins, Shaunté; Bader, Julie – Dimensions of Early Childhood, 2020
Writing is an important part of learning across all content areas of school (Graham & Harris, 2011). Even very young children experience the symbols of written language all around them. Soon they begin to notice that written symbols stand for people, ideas, things, or events, and attempt their own marks (Aram & Levin, 2011). However,…
Descriptors: Developmentally Appropriate Practices, Handwriting, Writing Instruction, Preschool Education
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Krisell, Meredith; Counsell, Shelly – Dimensions of Early Childhood, 2017
The brain is a complex organ with an intellectual capacity that is unique to humans. For educators, it is wise to study the brain's many attributes and how it functions to help guide, inform, and improve teaching practice. Learners' brains are particularly sensitive to certain kinds of stimuli--that is social, physical, cognitive, and emotional…
Descriptors: Writing Processes, Reading Processes, Cognitive Processes, Grammar
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Jones, Julie P.; Tiller, Margaret – Dimensions of Early Childhood, 2017
Concrete, Representational, Abstract (CRA) instruction is a process for teaching and learning mathematical concepts. Starting with manipulation of concrete materials (counters, beans, Unifix cubes), the process moves students to the representational level (tallies, dots, stamps), and peaks at the abstract level, at which numbers and symbols are…
Descriptors: Teaching Methods, Mathematics Instruction, Mathematical Concepts, Manipulative Materials
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Elsenman, Gordon; Harper, Rebecca – Dimensions of Early Childhood, 2016
The focus and goal of classroom management should be first and foremost learning. When trying to prevent interruptions to learning, or dealing with interruptions to learning when they occur, teachers need to move beyond simply imposing a consequence and assuming students have learned from the interaction. Students need to be taught the skills and…
Descriptors: Bibliotherapy, Classroom Techniques, Childrens Literature, Group Instruction
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Prieto, Linda; Cervantes, Marco – Dimensions of Early Childhood, 2016
The authors share how to develop active, stimulating learning environments with a focus on culturally relevant music for young Latin@ children. They provide a backdrop for this article by sharing the role of música (music) in their own lives as children, educators, and for one of them as an artist and the other as a parent of a now five-year-old.…
Descriptors: Hispanic American Students, Culturally Relevant Education, Music Activities, Teaching Methods
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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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