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.
By Annemiek Hoppenbrouwers (Fontys) When all children are having Circle Time again after the summer vacation, the teacher asks: “What did you do during the holidays?” “Where did you go on holiday?” It’s nice to meet again after the holidays
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
This blog post was contributed by Olga Wysłowska (University of Warsaw). Up-to-date research provides solid evidence on the positive relation between high quality ECEC provision and development and educational outcomes of children (especially from disadvantaged families) . Hence, one may
This blog post was contributed by Nadine Correia (ISCTE-IUL). Children classify, from an early age, the world surrounding them, in order to better understand it and to assign it meaning. The concept of gender is one of the first categories that children
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
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
Sophie does not want to put on her jacket and shoes to go out to the playground. She is walking around the cloakroom complaining. The teacher tries to talk to Sophie, but it only makes the girl angry. She is
“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?
Every child wants to feel that they are seen and heard; that they belong. This applies to Dutch children and also, perhaps even more, to children from different cultural backgrounds or who speak a different language at home. How do you ensure that all children have the feeling that they belong in the group?