Early childhood educators tell me a lot of stories when I keynote or train. And since I’ve been speaking and training for almost four decades, you can imagine just how many stories there have been. Lately, though, I keep hearing the same three stories from teachers throughout the country.
In early simple dramatic play, children begin to represent concrete actions they have done themselves such as eating their dinner, or seen others do such as driving a car. Moving into more complex socio-dramatic play, however, brings additional cognitive challenges that further develop thinking...
Did you ride bicycles around the block and play Hide-and-Seek outside with friends until you were called inside for dinner? These experiences helped us develop our senses and taught us to self-regulate our actions, preparing us ultimately for the more formal education of school.
So often we when we think of learning we think of paper and pencil. Or maybe we think of watching an educational program or listening to an engaging speaker. It’s important as parents and caregivers to know that movement, and especially movement in free play, is a major contributor to brain growth.
In this final article of our Model for living series we focus on learning, a much debated aspect of life in the early years. What are we doing to give children access to quality learning experiences, ensuring that they make stage-appropriate steps while allowing them freedom to inquire, explore,...
Role play is how children make sense of their world, acting out experiences, ideas or stories. Here’s how role play can incorporate all seven EYFS areas of learning and development.
In this fourth article of the Model for Living series we explore play and playfulness, which are key dynamics in early childhood development.
For two-year-olds, physical learning and development is closely connected to all other aspects of development and learning.
Kindergarten is a time for the full flowering of the imaginations of children, the time for “mature role play” as an engine of mental and social-emotional development.
We expect three-year-olds to behave like elementary-aged children, then wonder why we see “behaviors” in them. Sometimes I wish we could go back to the days when children didn’t start school until age five, and then only in the mornings.