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Zinsser, Katherine M.; Dusenbury, Linda – Early Childhood Research & Practice, 2015
The state of Illinois in the central United States has long been a trendsetter both in the development of learning standards and in addressing social and emotional learning in education settings. With a recent revision to the state's early learning standards, published in 2013, the Illinois State Board of Education (ISBE) fully aligned its…
Descriptors: Social Development, Emotional Development, Academic Standards, State Standards
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Evangelou, Demetra; Dobbs-Oates, Jennifer; Bagiati, Aikaterini; Liang, Sandy; Choi, Ji Young – Early Childhood Research & Practice, 2010
Exploratory learning is recognized as a developmentally appropriate practice in early childhood education. During exploration, exposure to new things guides children in the acquisition of knowledge, while interactions with a range of familiar and unfamiliar artifacts can support developmental integration. Exploratory activity may occur…
Descriptors: Preschool Children, Discovery Learning, Developmentally Appropriate Practices, Early Childhood Education
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Jackson, Lori A. – Early Childhood Research & Practice, 2009
This study used qualitative methods to determine whether kindergarten children exhibited stress behaviors during the academic work period of the day. Sixteen children (8 male, 8 female) ages 5-6 years were observed. The data consisted of classroom observations by the researcher, open-ended interviews with teachers, artifacts collected from the…
Descriptors: Teacher Characteristics, Developmentally Appropriate Practices, Kindergarten, Stress Variables
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Kogan, Yvonne; Pin, Josefina – Early Childhood Research & Practice, 2009
Some features of project work are of value for toddlers, while others are best left until children are older. This article shares the process through which teachers and administrators at a private school in Mexico City gained awareness of the importance of listening, observing, and documenting children's activities to determine how to adapt…
Descriptors: Student Projects, Private Schools, Toddlers, Foreign Countries
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McMullen, Mary Benson – Early Childhood Research & Practice, 2010
This reflective essay describes the author's experiences as an observer in a behaviorist infant classroom. The author developed four categories of practice to describe what happened in the behaviorist infant room: (1) curricular focus on training typically developing infants to meet typical developmental milestones, (2) the use of highly…
Descriptors: Infants, Constructivism (Learning), Observation, Child Care
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Brody, David – Early Childhood Research & Practice, 2009
The young child's exposure to disaster and trauma through the media or in the social milieu poses a challenge for the early childhood educator who is faced with responding and educating in a developmentally appropriate manner. In the case of public commemoration of a national disaster, the classroom implications are seemingly unavoidable. This…
Descriptors: Feedback (Response), Group Discussion, Kindergarten, Preschool Teachers
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Adler, Martha A.; Trepanier­-Street, Mary – Early Childhood Research & Practice, 2007
Although research indicates that early childhood literacy programs can be effective for preschoolers, little is known about the effects of programs on college student mentors. This study explored the beliefs of college students about literacy development in preschool children and whether these beliefs change after their involvement in a yearlong,…
Descriptors: College Students, Student Attitudes, Beliefs, Preschool Children
McMullen, Mary Benson; Alat, Kazim – Early Childhood Research & Practice, 2002
This study examined the relationship between educational background and the philosophical orientation of early childhood educators who worked as caregivers and teachers of preschoolers, ages 3 to 6 years, in one midwestern state (Indiana) in the United States. Specifically, the highest level of education attained by the early childhood…
Descriptors: Bachelors Degrees, Beliefs, Caregiver Attitudes, Child Caregivers
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New, Rebecca S.; Mardell, Ben; Robinson, David – Early Childhood Research & Practice, 2005
Much has been learned about the possibilities of early childhood education from nations that have long invested in high-quality early care and educational programs. These new understandings are now being used by U.S. early childhood advocates to help parents, policy makers, and others better understand children's vast learning potentials, to…
Descriptors: Early Childhood Education, Risk, Curriculum Development, Developmentally Appropriate Practices
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Ackerman, Debra J. – Early Childhood Research & Practice, 2005
Most early care and education teachers are not required to have attained a bachelor's degree (BA) prior to working with young children. Because of the research base demonstrating that teachers with a BA specifically related to early childhood play an integral role in the provision of high-quality early care and education, there have been…
Descriptors: Early Childhood Education, Preschool Teachers, Certification, Teacher Education Programs
Helm, Judy Harris; Gronlund, Gaye – Early Childhood Research & Practice, 2000
Early childhood educators are increasingly concerned about the trend toward national standards and national testing. This article addresses issues of assessment in the early years of schooling, prekindergarten through third grade--a period when active, engaged, hands-on learning is most appropriate. Documentation of a kindergarten project on a…
Descriptors: Academic Standards, Classroom Observation Techniques, Developmentally Appropriate Practices, Documentation
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Bers, Marina U.; New, Rebecca S.; Boudreau, Laura – Early Childhood Research & Practice, 2004
Within the field of early childhood education, there is a strong tradition of integrated, emergent, and arts-oriented curriculum that must now respond to a growing and competing emphasis on literacy-based experiences. Considerably less priority (or teacher expertise) has been or currently is demonstrated in the areas of science, math, engineering,…
Descriptors: STEM Education, Parent Child Relationship, Parent Participation, Integrated Curriculum