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Godin, Julie; Freeman, Andrew; Rigby, Patty – Early Child Development and Care, 2019
Children with autism spectrum disorder (ASD) experience significant difficulties engaging in meaningful play. Although enabling their playful engagement in social interactions is an important objective, little is known about which interventions effectively promote it. The aim of this was study to conduct a scoping study to map the breadth and…
Descriptors: Intervention, Interpersonal Relationship, Preschool Children, Autism
Chang, Ya-Chih; Shire, Stephanie – TEACHING Exceptional Children, 2019
This article provides practitioners with a guide to (1) understand the developmental emergence of play skills in young children to inform developmentally appropriate instructional decisions (e.g., toy choices); (2) set up the play space to support social play; and (3) use key strategies from an evidence-based intervention for young children with…
Descriptors: Play, Evidence Based Practice, Intervention, Autism
Kreider, Carri – Childhood Education, 2019
While we are seeking new ways to ensure students' academic success, we must ensure that we are not neglecting their need for physical activity. As we innovate to improve academic success, we can also seek ways to overcome the challenges of space, time, and behavior management to reap the benefits of movement, which include increased student…
Descriptors: Physical Activities, Movement Education, Elementary School Teachers, Class Activities
Cameron, Tracy A.; Carroll, Jane L. D.; Taumoepeau, Mele; Schaughency, Elizabeth – New Zealand Journal of Educational Studies, 2019
Teachers of year 0/1 students in English-medium schools in New Zealand (1896 schools) were invited to participate in a survey focussed on assessment of new entrant children's oral language and emergent literacy skills, with an estimated 21% response rate (N = 745). Teachers indicated using a variety of methods for assessing children's skills at…
Descriptors: Preschool Teachers, Early Childhood Teachers, Young Children, Oral Language
Brouillette, Liane – Teachers College Press, 2019
This practical resource emphasizes the special contribution that visual art, drama, music, and dance can make to student literacy and understanding of content-area reading assignments. Focusing on those areas where students tend to struggle, this book helps K-5 teachers provide an age-appropriate curriculum that is accessible to an increasingly…
Descriptors: Elementary School Students, Art Education, Visual Arts, Drama
Bodrava, Elena; Leong, Deborah J. – Journal of Cognitive Education and Psychology, 2018
The article describes Tools of the Mind--an instructional program developed 25 years ago and now implemented in a variety of early childhood settings across the United States and in Canada. Based on the principles of cultural-historical psychology, this program addresses developmental and learning needs of young children by offering a…
Descriptors: Early Childhood Education, Student Needs, Developmentally Appropriate Practices, Faculty Development
Glance, Dorea; Rhinehart, Alessandra; Brown, Amanda – Adult Learning, 2018
Drawing upon foundations in constructivist philosophies, learner-centered and flipped-classroom pedagogies, the Learn, Expand, Engage (LEE) Model for teaching clinical skills across the mental health helping professions is presented. Utilizing and incorporating strengths of multiple helping professions, the goals of this model is to enable…
Descriptors: Mental Health, Allied Health Occupations Education, Constructivism (Learning), Student Centered Learning
Callaghan, Melissa N.; Reich, Stephanie M. – Learning, Media and Technology, 2018
Over half of educational apps on mobile-app markets are for preschoolers, but little research has examined whether the designs of preschool apps are truly educational. Preschoolers process information differently from older learners (i.e., shorter attention spans), so app designs should be guided by developmental science. This content analysis of…
Descriptors: Telecommunications, Handheld Devices, Computer Oriented Programs, Preschool Children
Seymour, Clancy M.; Reeds, Gregory K. – Strategies: A Journal for Physical and Sport Educators, 2018
While there are differences between coaches and physical educators, there are best practices in each profession that have universal applications. Using a coaching/teaching scenario to provide background for this article, the authors identify useful strategies employed by both successful coaches and physical educators that can be adopted by each.…
Descriptors: Teaching Methods, Athletic Coaches, Physical Education, Physical Education Teachers
Rufo, Christopher F. – Manhattan Institute for Policy Research, 2023
The purposes of this policy document are: (1) to encourage public-school instruction conducive to developing skills and gaining factual knowledge necessary for students' future success as critical thinkers, citizens, and leaders of the state of [STATE]; (2) to protect children against the unwarranted and harmful influence of politicized classroom…
Descriptors: Public Schools, Teaching Methods, School Safety, Developmentally Appropriate Practices
McKown, Clark – Future of Children, 2017
In the push to boost young people's social and emotional learning (SEL), assessment has lagged behind policy and practice. We have few usable, feasible, and scalable tools to assess children's SEL. And without good assessments, teachers, administrators, parents, and policymakers can't get the data they need to make informed decisions about SEL.…
Descriptors: Social Development, Emotional Development, Evaluation Methods, Definitions
Arthur, Ann M.; Smith, Michelle Howell; White, Andrew S.; Hawley, Leslie; Koziol, Natalie A. – Nebraska Center for Research on Children, Youth, Families and Schools, 2017
Designing instruments for children and youth that result in reliable and valid data requires consideration beyond calculating grade-level equivalence of the text. Very little methodological research has been conducted on the survey response processes of children and youth and there are no comprehensive guidelines informing instrument development…
Descriptors: Test Construction, Children, Adolescents, Child Development
Dore, Rebecca A.; Shirilla, Marcia; Hopkins, Emily; Collins, Molly; Scott, Molly; Shatz, Jacob; Lawson-Adams, Jessica; Valladares, Tara; Foster, Lindsey; Puttre, Hannah; Toub, Tamara Spiewak; Hadley, Elizabeth; Golinkoff, Roberta M.; Dickinson, David; Hirsh-Pasek, Kathy – Grantee Submission, 2019
Despite the prevalence of educational apps for children, there is little evidence of their effectiveness for learning. Here, children were asked to learn ten new words in a narrative mobile game that requires children use knowledge of word meanings to advance the game. Study 1 used a lab-based between-subjects design with middle-SES 4-year-olds…
Descriptors: Vocabulary Development, Computer Software, Preschool Children, Language Tests
Hosek, Angela M.; Presley, Rachel – College Teaching, 2018
This study investigated college student perceptions of the (in)appropriateness of instructor disclosures and perceived functions of instructor disclosures. An interpretive analysis of 35 college students identified that family relationships, life experiences and background, and everyday talk and activities were forms of appropriate disclosures;…
Descriptors: College Students, Student Attitudes, Disclosure, Developmentally Appropriate Practices
Tripathi, Suriyadeo – International Journal of School & Educational Psychology, 2018
The aim of the present study was to determine the factor structure of the Positive Life Assets Scale (PLAS), a new measure to identify both internal and external life assets among high school students in Thailand, and to further examine the usefulness of the PLAS for a comprehensive, developmental, and strengths-based school and community…
Descriptors: Factor Structure, High School Students, Program Validation, Factor Analysis