The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. Results indicated that higher active play was associated with better self-regulation, which in turn was associated with higher scores on early reading and math assessments.
This clip presents and explains Piaget’s Stages of Development. These stages are demonstrated through a series of experiments with children who are at each stage of development.
This is an Australian parenting website that outlines briefly the benefits of inclusive friendship for both children with disabilities and their typically developing peers. It offers practical suggestions on how parents and caregivers can support the development of the children’s social skills.
This website is set up to assist readers in locating activities that will playfully support learning and development. The activities are developmentally appropriate for each age category and support multiple domains.
The science of child development points to three core principles that can guide what society needs to do to help children and families thrive. These include: 1) supporting responsive relationships; 2) strengthening core life skills; and 3) reducing sources of stress. In this video, learn more about how play can support all three principles and foster children’s resilience to hardship, and how the complex play interactions help build their brains.
See examples of promoting positive identity and sense of belonging for children with disabilities in this 60-minute Circle Time Magazine video. The video includes experts who share ways to promote friendships between children with and without disabilities.
This article provides several examples of engaging activities that show how to use standards, curricula, and assessments to support—not stifle—math learning through play. As the author writes, “Abundant research has demonstrated that young children enjoy learning math and can learn far more than was previously assumed—without a single flash card or worksheet.”
This evidence-based set of resources explores options for facilitating social interactions in inclusive settings, teaching friendship skills, and creating caring environments.
This article by Christie and Roskos summarizes what we currently know about two basic relationships: 1) the relationship between play processes (language, pretense, narrative development) and early literacy skills; and 2) relationships between the play environment – both physical and social – and early literacy activity and skills.
This May 2015 issue of the Future of Children reviews the strongest evidence to date on how best to promote child health and discusses what interventions and strategies work best at various stages of children's development. It includes articles specific to promoting child health in the early childhood years and the importance of family-centered programs and policies.
This position statement by the NAEYC discusses current critical issues in child development, learning, and educational effectiveness. Considerations for early childhood practitioners in developmentally appropriate practice (DAP) as well as principles of principles of child development and learning and implementation guidelines are presented.
This position statement from the national Parent-Teacher Association (PTA) highlights recommendations for supporting children who have experienced trauma.
The position statement from the Division for Early Childhood outlines the expected role of special education professionals who directly support and care for children with disabilities who have been maltreated or are at risk due to factors within their environment. It also provides action recommendations and guidelines for working with families.