When Zoë joined the group, she was overwhelmed by everything. When another child approached her, she would hit or bite that child. She didn’t talk and closed herself off to others. Educational staff member Lotte carefully made contact with Zoë
This blog post was contributed by Johan De Wilde (ODISEE). “We are the giraffes’ class, but miss Monique is the beavers’ teacher.” In this quote ‘we’ refers to a group of five-year-old kids in a pre-primary school in Belgium.
This post was contribute by Tiago Almeida (ESELx). The Millennium Development Goals only considered children with reference to child mortality and maternal mortality. While important, both indicators are insufficient to ensure the future well-being of children and families. Beyond survival,
This blog post was contributed by Helena Taelman (ODISEE). It takes a village to raise a child. This saying is particularly true for young multilingual children growing up in a diverse context: they thrive with the support of their families,
These messages were valued most by our readers in 2019: 1. A horrid brat in class? The story of a 3-year-old child of parents with a mental illness 2. Three reasons to value the first languages of all children in
This blog post was contributed by Pauline Slot (Utrecht University). How are the poor children doing that participated more than 40 years ago in the famous Perry Preschool Project, now they are middle-aged adults? Renowned scholar James Heckman analyzed the
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.
This blog post was contributed by Katarzyna Gajek, PhD, (University of Lodz, Poland) ECEC professionals’ understanding of the child’s socio-cultural background and the role of mother in the family may be an important pillar for building trustful relationships between practitioners
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.
By Pauline Slot (Utrecht University) When a child with a heritage language that is different than the school language enters a daycare or nursery school, the idea is often “how can we teach this child to speak the school language