Loose Parts Play and Developmentally Appropriate Practice

Loose Parts Play and Developmentally Appropriate Practice

You have probably come across images of loose parts via social media groups and pages that boast wonderful pictures of intricate constructions and balanced mandalas, coined together with pretty loose parts. Loose parts are becoming popular elements in early childhood settings for a variety of reasons; one of them: to offer developmentally appropriate practice.

7 tips to make shared book reading even more beneficial for dual-language-learners

7 tips to make shared book reading even more beneficial for dual-language-learners

Preschool teachers are at their best during book reading activities, when it comes to posing challenging questions, and taking the discussion outside the here-and-now. We want our young dual-language-learners to share in these experiences and make them even more beneficial. I distilled 7 tips from her inspiring talk by researcher researcher Vibeke Grøver at the Equality & Inclusion conference in Utrecht in November 2019.

Do we ask too simple questions during shared book reading?

Do we ask too simple questions during shared book reading?

This blog post was contributed by Astrid Cornelis (Thomas More) Shared book reading reportedly promotes language proficiency, provided that the children are sufficiently challenged. The questions we ask play a crucial role in how much children will get engaged in

A horrid brat in class? The story of a 3-year-old child of parents with a mental illness

A horrid brat in class? The story of a 3-year-old child of parents with a mental illness

Once again Jip has hurt a child in the circle. For the third time in one week. While the teacher is reading aloud, Jip starts yelling, making it nearly impossible for the other children to follow the story. When teacher Jill tells the boy to stop shouting, he looks at her defiantly. “No, I won’t stop”, three-and-a-half-year-old Jip says in a self-assured way and he simply continues. In a mere couple of weeks, the toddler has turned into a badly-behaved child.

Innovations in ECEC do not always result in positive evidence. How should we deal with it?

Innovations in ECEC do not always result in positive evidence. How should we deal with it?

This blog post was contributed by Helena Taelman (ODISEE).    Educational professionals and researchers may build a nice innovation, grounded in the most recent insights of developmental and educational science. Nevertheless, it may not work as expected, since classrooms and schools

How come our preschoolers do not move enough? And what should we do?

How come our preschoolers do not move enough? And what should we do?

“Ooh, too little exercise? No, my preschoolers move more than enough and can hardly sit still!” This is how teacher Nathalie describes her 4-year-olds during my class visit. However… recent research in Flemish preschoolers reveals a completely different picture. Slightly less than 90% of the preschoolers do not reach the international guidelines for physical activity on weekdays.