Loose Parts Play and Developmentally Appropriate Practice

Loose Parts Play and Developmentally Appropriate Practice

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.

7 tips to make shared book reading even more beneficial for dual-language-learners

7 tips to make shared book reading even more beneficial for dual-language-learners

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.

Do we ask too simple questions during shared book reading?

Do we ask too simple questions during shared book reading?

This blog post was contributed by Astrid Cornelis (Thomas More) Shared book reading reportedly promotes language proficiency, provided that the children are sufficiently challenged. The questions we ask play a crucial role in how much children will get engaged in

How to prevent children’s challenging behaviors in early childhood education

How to prevent children’s challenging behaviors in early childhood education

This blog post was contributed by Carla Peixoto (inED). Preschool teachers often worry about how to manage children’s challenging behaviors, such as throwing objects, disrupting other children’s activities, hitting, etc. While in some cases challenging behaviors are brief and easy

A horrid brat in class? The story of a 3-year-old child of parents with a mental illness

A horrid brat in class? The story of a 3-year-old child of parents with a mental illness

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.

High quality experiences in ECEC, is that enough?

High quality experiences in ECEC, is that enough?

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) [1]. Hence, one may

I can always count on her. What migrant parents value in their relationships with the (pre)school.

I can always count on her.  What migrant parents value in their relationships with the (pre)school.

“When I have something on my mind, I just walk to the teacher. Yes, I’ll ask for suggestions like ‘how do I need to do these things at home? Do you have suggestions?’ Yes, I can always count on her..” – Batoul, parent of Dahbi (4 years old).