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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
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
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
Jambor, Tom – Dimensions of Early Childhood, 1994
Discusses the role of school recess periods in children's social development and academic achievement. Also examines changing attitudes toward the use of recess periods in the United States and other nations, and presents strategies for classroom teachers to use in advocating school recess periods in their schools and communities. (MDM)
Descriptors: Academic Achievement, Advocacy, Early Childhood Education, Educational Attitudes