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:
This blog post was contributed by Pauline Slot (Utrecht University). Pedagogues, special education teachers or other types of specialists working in ECEC sometimes have to deal with teacher’s concerns about a child’s development, behaviour or home situation. It is good
This blog post was contributed by Eva Dierickx (AP). In general educators agree that an ideal preschool class offers every child the opportunity to develop optimally by providing an environment where they can improve their executive functions, establish healthy socio-emotional interactions,
This blog post was contributed by Olga Wysłowska (University of Warsaw). In a group of two-year-olds, children paint with small sponges. A teacher sitting at one of the tables with three children encourages them (or that is what she intends
This blog post was contributed by Nadine Correia (ISCTE-IUL). “This classroom is so beautiful because the teacher listens to children. Boys and girls can choose and do what they want to”(A., 5 years old). Children’s right to participate has gained
This blog message was contributed by Mehrnaz Tajik (CED-Group) A glance at lunch time in inclusive child care The children – cheerful babies and toddlers – sit down at the table for lunch. Not all children receive the same food.
This blog post was contributed by Helena Taelman (Odisee). Emotions run high, when early childhood education experts and professionals debate about the degrees of freedom in a curriculum. I want to blog about my favorite research article that bears on
Kasia doesn’t want to sit down at the table at lunchtime. First, she screams loudly: No, no! She moves away from the group. The caregiver tries to encourage her to come back. Kasia screams louder and louder, finally pushes the
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?
This blog post was contributed by Annemiek Hoppenbrouwers (Fontys hogeschool). “Did you have a nice holiday?” I ask my colleague. She starts telling me about the activities she and her children did together and how much fun that was. “So
This blog post was contributed by Hilde Stroobants & Tinne Van Camp (UCLL) “Look,” says Leentje, “the moon has curved lines and I made them beautiful!” “Tell me about that?” “I did a gem and a stone.” “How did you
