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Cover Summer 2015
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Winter 2015
Volume 39, No. 3

Features

Supporting play and executive function—It’s how children learn

by Beth Morgan Russell
Dramatic play begins at about 1 year of age, when young children begin to pretend, and continues throughout the elementary school years, when children engage in fantasy... > Read

Writing to communicate: Start young

by Barbara Langham
“My students can’t write meaningful sentences,” says a university political science professor. “How are they ever going to get a job? > Read

Giving STEM a place in early childhood classrooms

by Louise Parks
No doubt you have seen and heard the designation STEM as part of a school program name, the object of grant funding, an effort of youth organizations, or a campaign of the nation’s corporations. > Read

Engaging young learners in STEM

STEM activities—those focused on science, technology, engineering, and math—have traditionally held an important place in early childhood curriculum and classrooms. The new focus on STEM, however, encourages a more mindful practice than simply putting water in a tub... > Read

Help children manage anger

Sensing the restlessness of her 4-year-olds, Ms. Johnson peers out the window as the cold wind whips the trees and the rain drenches the playground. Wham! She turns to see puzzle pieces knocked to the floor and Jeremy pushing Craig. “It’s not your turn,” Jeremy yells. > Read

Tips for talking with children

Engaging children in conversation is essential for optimal language and social-emotional development. It’s important to remember that conversation is two-way. Here are suggestions for improving that interaction. > Read