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Izumi-Taylor, Satomi; Ito, Yoko – Dimensions of Early Childhood, 2016
This article describes how American and Japanese kindergartners see play and what teachers can learn from them. The authors share their findings from analyzing photos and interviews from 44 American children in the southeastern United States and 55 Japanese children in the main island of Japan, all aged five to six years. In the study, children…
Descriptors: Kindergarten, Play, Photography, Interviews
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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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Kim, Soonhyang; Plotka, Raquel – Dimensions of Early Childhood, 2016
Early childhood teachers play a key role in addressing the needs of young English Language Learners, and a vast body of research is dedicated to assessing best practices for teachers. However, less research addressing the role of policymakers, program directors and administrators is available. Although teachers can make a difference in the lives…
Descriptors: Early Childhood Education, Second Language Learning, Language Acquisition, Misconceptions
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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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Vera, Debbie; Castilleja Trejo, Michelle – Dimensions of Early Childhood, 2016
With the increased accountability of early childhood programs and the need to carefully document each assessment, teachers need to explore videotaping to enhance observational assessments. Observing children continues to be an effective method for understanding the uniqueness of each child's development. In this article, the authors present a case…
Descriptors: Video Technology, Observation, Student Evaluation, Early Childhood Education
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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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Crow, René; Cooper, Mark; Dallas, Jamie – Dimensions of Early Childhood, 2015
Teachers of students with chronic challenging behaviors need relief, and they need it quickly. While they may appreciate the sympathy of others, what they really need is some genuine help. Challenging children can make a teacher's day difficult. In this article, the authors share some strategies that can provide "emergency relief" to…
Descriptors: Child Behavior, Behavior Problems, Young Children, Early Childhood Education
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Campbell, Ashley; Williams, Judy – Dimensions of Early Childhood, 2015
This article describes a semester-long project developed by the authors to create a positive connection between children and nature. The project integrated reading instruction with science activities to emphasize the natural world in the lives of children. This intervention involved the authors visiting an elementary classroom five times over the…
Descriptors: Natural Resources, Reading Instruction, Science Activities, Intervention
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Csaszar, Imre Emeric; Buchanan, Teresa – Dimensions of Early Childhood, 2015
Early childhood teachers can be relaxed and peaceful as they create playful and harmonious classrooms, even if they work in stressful contexts. However, the stressors faced by teachers may lead to negative consequences that can undermine their ability to sustain personal health and positive interactions. In the absence of positive coping…
Descriptors: Preschool Teachers, Early Childhood Education, Stress Management, Relaxation Training
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DeMeulenaere, Michelle – Dimensions of Early Childhood, 2015
In this article, Michelle DeMeulenaere discusses social/emotional learning (SEL), with a focus on helping preschool children gain knowledge about feelings and getting along with others. SEL is the process in which children are able to acknowledge and recognize the emotions of others, develop empathy, make good decisions, establish friendships, and…
Descriptors: Socialization, Emotional Development, Social Development, Preschool Children
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Andrews, Nicole – Dimensions of Early Childhood, 2015
Blocks are not just for play! In this article, Nicole Andrews describes observing the interactions of three young boys enthusiastically engaged in the kindergarten block center of their classroom, using blocks in a building project that displayed their ability to use critical thinking skills, physics exploration, and the development of language…
Descriptors: Manipulative Materials, Play, Interaction, Kindergarten
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Kinard, Tim; Gainer, Jesse – Dimensions of Early Childhood, 2015
What is realia and theory-building? Tim Kinard and Jesse Gainer explain that when students explore using "realia," they are not just being exposed to abstract concepts or text on a page, they are using "real-life" objects to build understandings of the natural world while they builds vocabulary about it. Handling and discussing…
Descriptors: Science Instruction, English (Second Language), Preschool Children, Hands on Science
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Salinas-Gonzalez, Irasema; Arreguin-Anderson, Maria G.; Alanís, Iliana – Dimensions of Early Childhood, 2015
This article focuses on biliteracy development of English and Spanish through the practical strategy of systematically labeling the classroom within the context of daily classroom activities and providing children with various opportunities to use the words throughout the day. Using the foundational work related to classroom labels from Pinnell…
Descriptors: Bilingual Students, Spanish Speaking, English Language Learners, Language Usage
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