Research Papers

At brainbutter we are constantly on the hunt for research on creative teaching.  Below is our first lot that we have found from the professionals.  So go on, click on your category, start reading and try something different! 

 

Toddler

  • Sydney Gurewitz Clemens, “Editing: Permission to Start Wrong”. Early Childhood Research & Practice. Vol 14. No 1 (2007).

    About “how teachers can strive to free children from the burden of instant perfectionism, to develop skills in investigation, communication, and creativity. ” (Clemens, 2007).

    http://ecrp.uiuc.edu/v1n1/clemens.html

  • About the vulnerability of infants and toddlers and what an adult may learn from inferring a child’s possible answers to questions such as the following:

    • Do I usually feel that I am someone who belongs rather than just part of the crowd?
    • Do I usually feel accepted, understood, and protected by the adults, rather than scolded or neglected by them?
    • Am I usually addressed seriously and respectfully, rather than as someone who is “precious” or “cute”?
    • Do I find most of the activities engaging, absorbing, and challenging, rather than just amusing, fun, entertaining, or exciting?
    • Do I find most of the experiences interesting, rather than frivolous or boring?
    • Do I find most of the activities meaningful, rather than mindless or trivial?
    • Do I find most of my experiences satisfying, rather than frustrating or confusing?
    • Am I usually glad to be here, rather than reluctant to come and eager to leave” (Katz & Mendoza, 2010).

    Lilian G. Katz & Jean A. Mendoza, “Introduction to the Special Section on Working with Infants and Toddlers”. Early Childhood Research & Practice. Vol 12, No. 1, (2010).

    http://ecrp.uiuc.edu/v12n1/intro.html

  • About anxiety in toddlers and how it is one of many variables that are related to tantrums, and the findings imply that parents and caregivers should consider that a tantrum might reflect a child’s underlying anxiety, confusion, or stress, in addition to or instead of willful opposition. (Mirealt and Trahan, 2007).

    Gina Mireault & Jessica Trahan, “Tantrums and Anxiety in Early Childhood: A Pilot Study”. Early Childhood Research & Practice.  Vol 9, No. 2. (2007).

    http://ecrp.uiuc.edu/v9n2/mireault.html

  • About “the many connections between cognitive competence and high-quality pretend play and how there is a growing body of evidence to suggest that high-quality pretend play is an important facilitator of perspective taking and later abstract thought, that it may facilitate higher-level cognition, and that there are clear links between pretend play and social and linguistic competence”. (Bergen, 2002).

    Doris Bergen, “The Role of Pretend Play in Children’s Cognitive Development”. Early Childhood Research & Practice. Vol 4. No. 1, (2002).

    http://ecrp.uiuc.edu/v4n1/bergen.html

  • About Dr. Alice Sterling Honig’s work (spanning over 40 years) in early childhood development, care, and education.  Dr Alice Sterling Honig’s contributions have included research, university teaching, advocacy, training of parents and caregivers, and rearing her own children. (ECRP, 2009).

    “Spend Your Whole Life Learning and Giving!” An interview with Alice Sterling Honig. Early Childhood Research & Practice. Vol 11, No. 2, 2009.

    http://ecrp.uiuc.edu/v11n2/interview-honig.html

Child

Teenager

Grown Ups

Best Practice Teaching