Edelson, R. J., & Johnson, G. (2003). Music makes math meaningful. Childhood Education, 80(2), 65-70.
Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), Caring classrooms/intelligent schools: The social emotional education of young children (Chapter 1). New York, NY: Teachers College Press.
Watch how this teacher uses LED lights in her classroom to match student tasks as well as influence the general mood in the classroom throughout the day.
By being intentional about the amount of visuals and the classroom instruction they support, teachers can help learners focus on their math skills.
By being intentional about the amount of visuals and the classroom instruction they support, teachers can help learners focus on their math skills.
By being intentional about the amount of visuals and the classroom instruction they support, teachers can help learners focus on their math skills.
Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's engagement within the preschool classroom and their development of self-regulation. Early Education & Development, 24(2), 162-187.
Bouchard, C., Sylvestre, A., & Forget-Dubois, N. (2020). Why are boys perceived as less prosocial than girls by their early childhood educators? The role of pragmatic skills in preschool and kindergarten children. Educational Psychology, 40(10), 1190-1210.
Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8-13.
Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350-377.
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