The benefits of outdoor play aren鈥檛 just physical. It allows children to challenge themselves and become appraisers of risk. This, in turn, helps develop cognitive, social and emotional, and听self-regulatory skills.
In this article, we share strategies for incorporating fine and large motor skills into daily learning experiences and highlight a lesson from one preschool class.
Authored by
Authored by:
Amy August, Maria Fusaro, Andrea Golloher, Emily Slusser, Jihyun Lee, Julie Sliva Spitzer
Head Start preschool educator Amanda Messer offers insight into how young children can demonstrate early learning goals through engagement in process art.
Art is important to the development of young children鈥檚 physical and cognitive skills and their aesthetic awareness. Examples of children鈥檚 creative expressions often fill early childhood settings. But what about听appreciating听visual art?
In this article, we describe how early childhood educators can purposefully plan for and scaffold vocabulary learning during open-ended听art activities.
In this article, Mimi Brodsky Chenfield shares reflections from her experiences and conversations with children across the early childhood years鈥攅ach of which builds to a major shift, moving from STEM to STEAM.
You don鈥檛 need to be a musician to use music comfortably, confidently, and creatively with children. Here are eight ways to make it an integral part of听your classroom.
No matter your own skills in the arts, this issue of Teaching Young Children has ideas for you. You鈥檒l learn about 鈥減rocess art鈥�, ways to integrate art into other content areas, using music in your setting, and more!
This article shares ways in which process art can help children grow in their expressive language, nurture social and emotional development, and encourage听thinking skills.
People often think about art as creating something beautiful鈥攁 replica听Starry Night听collage or a seasonal craft to serve as a gift. But when children engage in听process art, they explore and experience materials without working toward a particular goal.
The following DAP snapshot and reflection touches on how one teacher responded to children鈥檚 marks on paper, encouraging creativity and integrated learning, particularly around drawing, writing, and storytelling.
In make-believe play, young children are actively engaged with peers and are in control: it is the children鈥攏ot an adult鈥攚ho make decisions during play.
Authored by
Authored by:
Barbara Wilder-Smith, 听Deborah J. Leong, Elena Bodrova
To create a community building event with family involvement, we decided to engage in a Cardboard Challenge focused on trees: How could children build a tree with cardboard-like materials and make it interactive?
