Listen to my idea, we could do it together! Cooperative tasks and child participation

Listen to my idea, we could do it together! Cooperative tasks and child participation

This blog was contributed by Tandem Team (http://tandemforfour.weebly.com/) and translated by Carlos Pereira and Marina Fuertes (Escola Superior de Educação de Lisboa).   From their early years, children can be involved in daily tasks such as helping bake a cake,

Three reasons to value the first languages of all children in the classroom

Three reasons to value the first languages of all children in the classroom

Not all children attending early childhood education classrooms speak the same first language. What to do when children express themselves in their mother tongue, and not in the language of instruction? If we invest in the first language (i.e., the mother tongue), can we delay learning the language of instruction or, conversely, can we foster the successful development of the two languages? How to respond to immigrant or ethnic minority parents when they ask what they should do at home to promote language development in general or to promote the learning of the language of instruction?

“What does the child have?” – 6 questions about the meaning of a child’s diagnosis

“What does the child have?” – 6 questions about the meaning of a child’s diagnosis

“We still don’t know what the child has…”, told me a teacher about the difficulties she was experiencing with a child who demonstrated behavioural problems. That sentence kept me wondering. Gathering information about what the child “has”, i.e., trying to know “his/her” diagnosis, underlies a genuine concern. But are those difficulties due primarily to something he/she “has”? To what extent knowing the diagnosis is essential to plan interventions at home, daycare or kindergarten?

Moving on from special education… The Portuguese new legislation on inclusive education

Moving on from special education… The Portuguese new legislation on inclusive education

How should we organize inclusive education? This is a key question in many European countries as they move from special to inclusive education. We would like to introduce the new Portuguese law to you as an innovative and inspiring framework, and describe some motivations behind the law.

7 reasons to follow the EarlyYearsBlog.eu

7 reasons to follow the EarlyYearsBlog.eu

The EarlyYearsBlog.eu is now online! We have designed this blog to make research findings and recommended practices in early childhood education more accessible and useful. Our goal is to help early childhood education professionals innovate their pedagogical practices and promote the inclusion of all children. “Why should I read the EarlyYearsBlog.eu?”, our potential readers may ask. Here are some reasons: