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Childhood Education | 34 |
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Burnett, Jeanie – Childhood Education, 2007
Exemplary teachers do work with happy children and youth in productive classrooms because the best teachers work to develop communities of learners where people cooperate with each other and have strong expectations for good work and high achievement. Teachers in these classrooms are lifelong learners who appear to have boundless energy and…
Descriptors: Teacher Effectiveness, Role Models, Teaching Experience, Knowledge Base for Teaching
Ma, Imei – Childhood Education, 2006
Peer relationships play an important role in socialization during childhood and young adolescence. Negative relationships may pose multiple difficulties for children related to their development that can have lifelong influences. Research indicates that the quality of peer relationships is associated with a variety of outcomes, such as social…
Descriptors: Personality Traits, Social Adjustment, Peer Relationship, Socialization
Peer reviewed
Childhood Education, 2005
Every teacher has one particular wish, and it is usually for a peaceful classroom. This article features several tips for educators on how to have a peaceful classroom. They should plan carefully for their first week. They should write out half-hour segments of what they wish to accomplish. They should introduce a Peace Table, set up near their…
Descriptors: Peace, Classroom Techniques, Instructional Materials, Teaching Methods
Peer reviewed
Kostelnik, Marjorie J.; And Others – Childhood Education, 1988
Maintains that the manner in which adult participants in early childhood programs create the verbal environment in the classroom dictates children's estimation of self-worth. Presents the characteristics of negative and positive verbal environments, the importance of a positive verbal environment, and steps for establishing a positive verbal…
Descriptors: Adult Child Relationship, Classroom Communication, Classroom Environment, Early Childhood Education
Peer reviewed
Isenberg, Joan; Quisenberry, Nancy L. – Childhood Education, 1988
Describes the characteristics of play and its contributions to development, and proposes fundamental principles and practices for its encouragement. Delineates the necessity of play and affirms its centrality in the lives of all children. Stresses both teacher and parental roles in providing a safe and calalytic play environment. (Author/RWB)
Descriptors: Behavior Development, Children, Classroom Environment, Cognitive Development
Peer reviewed
Corey, Stephen M. – Childhood Education, 1988
Reprint of Corey's classic satire written in the first person of a student who is discussing his overview of his educational experiences in elementary school. From a seventh grader's perspective, the article speaks sensitively and clearly to the dynamics underpinning the dichotomy between a student operating within a rigid academic structure and…
Descriptors: Academic Achievement, Academic Aptitude, Academic Failure, Childhood Interests
Peer reviewed
Carver, Nancy K. – Childhood Education, 1986
Argues that structured reading programs, workbook pages, and drills do not alone provide an adequate basis for beginning reading instruction and suggests that experiences, knowledge, and other environmental factors ensure success in reading. (HOD)
Descriptors: Beginning Reading, Classroom Environment, Cognitive Development, Early Experience
Peer reviewed
Moyer, Joan – Childhood Education, 1986
Maintains that child development knowledge is important in providing a strong basis for teachers' decision-making processes. Discusses how teachers must consider all aspects of development--physical, social/emotional, and intellectual--in making classroom decisions, as well as decisions concerning parental involvement and the use of community…
Descriptors: Child Development, Classroom Environment, Community Resources, Decision Making
Peer reviewed
Stewart, Ida Santos – Childhood Education, 1985
Addresses attitudes toward reading resulting in beginning reading instruction in the kindergarten and preschool curriculum. Argues that previously accepted notions of the necessity of reading readiness are no longer viable and encourages home and classroom support for the acquisition of reading abilities through written and oral language. (DST)
Descriptors: Beginning Reading, Classroom Environment, Family Influence, Kindergarten
Peer reviewed
Steffin, Sherwin A. – Childhood Education, 1983
Discusses some critical aspects of divergent and convergent thinking, examining attributes of the public school environment that apparently foster convergent thinking and addressing the microcomputer's potential as an instrument for fostering divergent cognitive styles. (MP)
Descriptors: Classroom Environment, Convergent Thinking, Divergent Thinking, Educational Media
Peer reviewed
Manning, Maryann; Manning, Gary – Childhood Education, 1981
Argues that traditional classroom practices and educational policies constitute an assault on children. Among the practices considered are standardized testing, homogeneous grouping, drill, fragmented curricula, and restrictions on peer interaction in the classroom. (Author/DB)
Descriptors: Classroom Design, Classroom Environment, Curriculum Design, Educational Philosophy
Peer reviewed
Chamberlin, Leslie J. – Childhood Education, 1981
Argues that the teacher's most significant contribution is to help children believe in their capabilities. Several rules of thumb for teachers are mentioned: avoid negativism, create success opportunities for students, relate to students as individuals, encourage risk-taking, communicate help with social needs, and build student feelings of…
Descriptors: Adjustment (to Environment), Children, Classroom Environment, Competence
Peer reviewed
Dickerson, Mildred G.; Davis, Michael D. – Childhood Education, 1981
Maintains that teachers trained to nurture children and to educate the whole child successfully integrate handicapped children into a classroom with other normally developing children. (Author/DB)
Descriptors: Classroom Environment, Curriculum Design, Developmental Programs, Disabilities
Peer reviewed
Stone, Sandra J.; Glascott, Kathleen – Childhood Education, 1998
Asserts that teachers must consider the innate passion to discover and the desire to understand when designing science instruction. Argues that in an emotionally secure and stimulating environment, children will freely express passions to discover and understand and that educators must ensure and support every child's affective development along…
Descriptors: Affective Behavior, Classroom Environment, Elementary Education, Emotional Experience
Peer reviewed
Frieman, Barry B.; And Others – Childhood Education, 1996
Discusses research on homosexuality, including origins and physiology. Claims that teachers play an important role in developing and maintaining the classroom as a psychologically safe and appreciative environment. Provides suggestions on how teachers should handle biases. Concludes that by treating all children with respect and dignity, teachers…
Descriptors: Case Studies, Child Development, Classroom Environment, Conflict Resolution