“The learning environment is an important and powerful teaching tool. Much of the early childhood teacher’s work is done before the children ever arrive. If the enThe vironment is set up with the knowledge of how children learn and develop it can positively support teaching and learning. A teacher experiencing difficulty with student behaviour should carefully evaluate the daily schedule, classroom arrangement, materials within each learning centre, and the curriculum.
In creating a positive early childhood environment, the following practices should be observed: Continue reading
“Research shows that children who engage in complex forms of socio-dramatic play have greater language skills than nonplayers, better social skills, more empathy, more imagination, and more of the subtle capacity to know what others mean. They are less aggressive and show more self-control and higher levels of thinking.
Long-term research casts doubt on the assumption that starting earlier on the teaching of phonics and other discrete skills leads to better results. For example, most of the play-based kindergartens in Germany were changed into centers for cognitive achievement during a wave of educational “reform” in the 1970s. But research comparing 50 play-based classes with 50 early-learning centers found that by age ten the children who had played in kindergarten excelled over the others in a host of ways. They were more advanced in reading and mathematics and they were better adjusted socially and emotionally in school. They excelled in creativity and intelligence, oral expression, and “industry.” As a result of this study German kindergartens returned to being play-based again. Continue reading
“Play develops the foundation of intellectual, social, physical, and emotional skills necessary for success in school and in life. It “paves the way for learning.” Block building, sand and water play lay the foundation for logical mathematical thinking, scientific reasoning, and cognitive problem
solving. Rough-and-tumble play develops social and emotional self-regulation and may be particularly important in the development of social competence in boys. Play fosters creativity and flexibility in thinking. There is no right or wrong way to do things; there are many possibilities in play – a chair can be a car or a boat, a house or a bed. Continue reading
“Emotional development and behavioral self-regulation are as important to early development as learning to read. In order to promote literacy, early educational programs have to attend to the whole child, attending also to the promotion of emotional development and health.”
C. C. Raver, 2002
“Asking questions that don’t have one right answer encourages children to respond creatively without being afraid of giving the wrong answer.”
– Scholastic Website
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“In playing, children express, explore, combine, and extend what they have learned about the sights, sounds, smells, and textures of the world around them; about the words, signs, symbols, and customs of their language and culture; and about their own and other people’s thoughts, feelings, ideas, and sensations. In the play scenarios children invent and explore by themselves and with other children, they bring together everything they have learned and are wondering about. In play, children represent and transform the world around them, providing other children and adults with a window into their thoughts and perceptions, and often helping adults to see the world in new ways.”
– British Columbia Early Learning Framework, 2008
Early Learning Framework
“Recording children’s remarks as they reflect on their activities tells them their thoughts are worth preserving. You can label their drawings or take dictation as they dramatize something that happened. For older children, encourage them to write letters and words that capture their experiences and what they learned and thought while engaging in them.”
– Epstein, 2003