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.
Adult-imposed responses to behaviour, whether positive or negative, can take away a child's own feelings of control and stop them learning to think for themselves.
Many teachers tell me they spend too much time trying to maintain a sense of safety in their classrooms and admit to resorting to more “time outs” and harsher “discipline techniques” than in the past. What is causing some children to develop social behaviour disturbances that I have come to...
We would love our children to become self-regulated, happy individuals, but do some of the strategies we use in our early years settings actually backfire in this regard?
Having moments of boredom is a good thing. It allows children time to simply float along, daydream, or imagine. Boredom is useful in that it compels children to invent, to switch gears, to think of something new, and to learn to enjoy their own company.
If children have not yet managed to cross the “centre line”– the line that runs down the middle of their bodies – then get them outside and climbing and balancing.
address what we are calling “a living model” for childhood which aims to reconsider the basic essentials that must be present for children to actively thrive.
Throughout the world there is a growing concern that children are being exposed to a range of cultural pressures that may be damaging to their long-term health and wellbeing. How can we ensure we are promoting the form of adult life that we value and wish to perpetuate?
The importance of schemas in children’s self-initiated and spontaneous play has become a valued and embedded part of early childhood practice.
Going backwards and forwards in time, what do we know of the past and future of schemas in human development?