Many early childhood teachers report lacking confidence to teach science. Today, science education is defined as "doing science", as opposed to memorization of facts (Seefeldt & Galper, 2002). This paper discusses developmentally appropriate practices in the context of teaching science. Knowledge of child development, individual differences and…

Highlights points that guide the Reggio Emilia approach to early childhood education: the learner is a social being who possesses rights and is an active constructor of knowledge; the instructors' role is one of collaborator and co-learner, guiding and facilitating, as well as researching; and knowledge is socially constructed, encompassing…

Describes the dispositions comprising decency. Discusses how children acquire a sense of decency through the learning cycle of caring and serving, and describes how serving and caring strategies in family and school can promote decency through caring for self, others, the environment, and through service to others. Emphasizes the importance of…

Examines three prevalent parental recommendations for reducing children's exposure to violence, noting that if delivered in an authoritarian manner, anticipated outcomes may not occur. Argues that child involvement in setting up family rules encourages self-awareness for children to monitor their own behaviors. Includes five examples of suggested…