education

Play Perspectives Most modern research and theory about play falls into two categories: play as cognitive construct and play as social construct. Both of these perspectives are important and provide a useful framework for teachers to observe and interpret children’s play as a part of the curriculum planning and implementation process. Place Your Order Here!

Benefits of Play Neuroscientists have become increasingly focused on the connections between play and brain development. A theory of mind has emerged that describes how the child’s process of understanding the difference between reality and the abstract develops through symbolic play (Bodrova & Leong, 2007). When a 3-year-old begins to use wooden blocks to represent

What Is Play? Most early childhood educators agree that play is an active and enjoyable activity that is internally motivated, process-oriented, and directed by the players. The International Play Association (2009) has this to say about play: [It should be] controlled by children rather than adults, and . . . undertaken for its own sake

The Importance of Play Smith Collection / Getty Images All children are motivated to play. In 1989 the United Nations expressed the conviction that every child has a right to play. Whatever their needs, we know that all young children learn through all their senses, and that a good curriculum will provide activities that encourage

Examples of Adaptations for Special Needs Table 4.2: Examples of Adaptations for Special Needs Physical Limitations (Office of Head Start, 2012) Visual Impairments (Cox & Dykes, 2001; Monahan, 2011) Speech and/ or Hearing Impairments (Anderson, 2012) Learning Disabilities and Behavioral Issues (Office of Head Start, 2012) Gifted and Talented (Cook & Cook, 2005) Modify equipment

Adapting for Children with Special Needs Adaptations for children with disabilities are intended to provide as normal a school or child care setting experience for the child as possible. An adaptation is something we do to alter the physical environment, curricular materials, and/or teaching strategies to include the child in the daily life and learning

Cognitive Development Our views of intelligence, thinking, and understanding of neurological functions are changing as a result of significant research conducted over recent decades. We know that the brain receives, processes, and stores different kinds of information in specific locations. Neural connections, the development of hard and soft “wiring,” and brain density increase dramatically from

Affective Development Affective development describes how children behave and feel. Social competence, emotional character, and personality develop in highly individualized patterns influenced by the interplay of nature (biological processes) and nurture (environmental influences). Over time and as children acquire language, their affective responses become less outwardly focusedon physical needs (e.g., crying when hungry, tired, or

Physical Development From infancy throughout the early childhood period (birth to age 8), physical development typically progresses from the head downward (cephalocaudal) and from the center of the body outward (proximodistal). As the body lengthens and the head assumes a smaller proportion of the rest of the body, the child’s center of gravity gradually rises.

Typically Developing Children iStockphoto / Thinkstock Children in any particular age group exhibit generally similar developmental characteristics, but with many variations for which teachers must adapt. Typically developing children are those considered to be representative of most children in a population. The developmental progression of typically developing children is often expressed in terms of norms,