In the Places to Play in Providence (Rhode Island) project, teachers treat children as citizens--not as hypothetical or future citizens, but as contemporary members of their community. They see children as capable of constructing and communicating complex ideas, adding their unique and valuable perspectives. What does it mean for a city or a state…

Superhero play has long been thought of as violent, aggressive, and disruptive. Some argue that aggressive play should not be allowed because it exposes children to inappropriate concepts and attitudes and sends the message that the use of aggression can achieve a desired goal. However, educators know that pretend play is an avenue for healthy…

A year and a half ago, Rena, Cheri, and Cassandra were introduced to each other by a colleague because they shared an interest in exploring the impact newer technologies have on learning in early childhood classrooms. They meet regularly to share ideas and information on how to incorporate tablets using best practices. Cassandra's preschool…

Many early childhood educators are seriously concerned about bullying and aggression. Children's negative social behaviors also dominate the media and are the focus of much current research. Recent studies result in some progress in understanding the early origins and harmful effects of physical and relational aggression and designing…

This article considers the story of 3-year-old Mia and her mother's request that teachers keep Mia away from messy projects. It offers an opportunity to apply the Code, with a special emphasis on its 2011 reaffirmation and update. This revision has sharpened the focus on the importance of nurturing two-way communication between teachers/caregivers…

Young preschoolers (ages 2-3) have not been the focus of story drama discussions, as some developmental beliefs suggest that this kind of curriculum is beyond their reach--children in this age group do not yet engage in pretend play, are not generally interested in organized social interaction, and their language skills are too immature. In his…

Environmentalists talk about the natural world and dream of spaces that belong to nature and should be entered, like hiking in the woods, on nature's terms. Another natural space, the garden, is a familiar place tamed by humans to serve social purposes such as growing food. But it has the potential to bring young children into meaningful contact…

Early childhood educators use several learning centers in a classroom to target growth in different developmental areas, but as a preschool teacher, the author was always impressed by how children addressed multiple areas of development at the sensory table. Understanding that sensory experiences were important for preschoolers, the author wanted…

Noticing and being able to manipulate the sounds of spoken language-phonological awareness-is highly related to later success in reading and spelling. The authors define and explain the levels of phonological awareness-syllable awareness, onset-rime awareness, phoneme awareness. They give teachers step-by-step instructions for implementing a…

Examines how using play to promote literacy in preschool can interfere with play and become a stumbling block to literacy. Discusses concerns related to access of literacy materials in the play environment, adult intervention, and assessment during play. Urges educators to provide moderate amounts of literacy materials, intervene sensitively, and…

Recounts a teacher's initiation into the process of documentation over several weeks as she joined toddlers on a "fishing trip." Draws on Piagetian and Vygotskian theories to understand and enhance children's play. Discusses how documentation is used to communicate and converse with children and offers teachers opportunities to…

Presents preschool and kindergarten teachers with ideas and guidelines for teaching mathematics, focusing on the processes of classifying, comparing, matching, adding, and subtracting in relation to number sets, especially as children encounter sets in play settings. (BB)

Notes that the majority of brain development occurs in the first three years of life. States that infant and toddler interactions are beneficial to both ages, provided contact occurs in a safe environment. Discusses how infants and toddlers learn from each other through play, even if they are nonverbal, and further benefit from insights and…

Floor time is a play-based, one-to-one approach to helping children develop relationships, language, and thinking. Developed by child psychiatrist Stanley Greenspan, floor time is helpful not only for children with special needs but also for children who are developing typically. It can be used by teachers, caregivers, and families in brief…

Describes negative contributors to young children's pretend play development and how early childhood educators can support both play development and foundational skills. Identifies ways that play influences development and contributes to children's ability to profit from academic activities. Offers suggestions for helping children create an…