This message was written by Sarah Sierens and Kristel Detollenaere, language specialists in the teacher training at HOGENT. They found inspiration at Foyer VZW, Freinetschool De Mandala and the Boekenkaravaan of De Schoolbrug during the project Little Children – Great
How to promote inclusion by book reading
This blog was contributed by Ruth Heuvelman (CED Group). Take a (critical) look at the picture books in your group. What books are there? Do you see society reflected in the picture books? Can all children identify with the
The mental health benefits of living closer to nature when you are a child
Why explore nature with your ECEC group? Exposure to neighborhood green space during childhood may have a protective effect on mental health as an adult. We reblog this research update, written by science writer Meeri Kim and published on the
The power of words…
Imagine two situations where children are playing: Situation 1 | The five-year-olds play joyfully outside. Joe is autistic and Tom is disabled. They show great difficulties in the game, because Joe isolates himself and Tom cannot move his wheelchair through
Language stimulation during meals
This blog message was written by teacher trainers Helena Taelman & Marlies Algoet (Belgium, ODISEE) Meals can offer excellent opportunities for language stimulation, according to current research. How can we savor every bit of it in the family context and
Effective cooperation with families – how to prepare the “ground” for it?
Stephanie’s mother is frustrated. She was talking to her daughter on their way home from the setting and learned that the children spent the whole day playing. This is the third day in a row when Stephanie ‘hasn’t learnt’ at
Socially disadvantaged contexts: Additional challenges and resources?
“I think (…) that children are always challenging (…) everything we do here in preschool is very important to them”. These were statements by a teacher with whom we talked about the challenges and opportunities of working with different groups
As long as my child is happy
This blog post was contributed by Pauline Slot, assistant professor, and Celeste Bekkering, researcher, at Utrecht University, the Netherlands “As long as my child is happy.” For parents, that is the most important thing. But when is a child happy? And how can you see
How to integrate STEM and language in a diverse preschool class?
This blog post was contributed by teacher trainers Marlies Algoet, Thijs Eeckhout & Helena Taelman (ODISEE) Flemish preschool classrooms contain a relatively high number of multilingual preschoolers from families with a low socioeconomic status. These children may benefit from high-quality
Arts-based practices reduce poverty-related stress in children
This blog message was contributed by Astrid Cornelis (Thomas More). Can poverty get under your skin? It certainly can. Preschool teachers, however, can help to diminish high stress levels in young children of low socioeconomic status. Arts-based activities – including