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time and structure (e.g., daily schedule, routines, distribution of time to tasks, pacing, transitions) (LePage et al., 2005).learning materials (e.g., equipment, toys, technology) (LePage et al., 2005).the physical environment, indoors and outside, to create an environment that is comfortable, safe, and responsive to the needs of young children (e.g., room arrangement, furnishings, use of wall and floor space/lighting/color, storage, use of outdoor space) (LePage et al., 2005 Sutterby and Frost, 2006 Tanner, 2009).Managing the learning environment encompasses managing a number of important components of the context in which young children are educated (several of which are also discussed in more depth in subsequent sections of this chapter):

In addition, some subject areas have had greater research and development invested in curricular tools than others.

They lack, for example, developmentally appropriate curricula to help them lay the specific foundations needed for later learning in core subject areas, compared to some tools that have been developed for language and mathematics in preschool and those for educators in the early elementary years, who have greater availability of curricular resources. Educators working with infants and toddlers have fewer such resources than other educators, which hinders the quality of their practice and puts the burden entirely on the provider. Unfortunately, research-based curricula and tools are not equally available across age ranges and subjects.

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These tools help educators by presenting material in sequences aligned with learning trajectories, providing the teacher with instructional activities and questions to ask children, informing the teacher of common misconceptions that children may hold or mistakes commonly made and how to address them, and providing updated information as research becomes available. The discussion of several of these principles includes some the context of available validated, research-based curricula and other materials that serve as an important means to support educators in their work, especially given the broad range of content areas and domains they are responsible for in educating young children. Through the application of these principles, effective educators can challenge and have high expectations for all students to make progress in development and early learning (Askew et al., 1997 Clarke et al., 2002 Clements and Sarama, 2007, 2008 Thomson et al., 2005). These principles include managing the learning environment, teaching subject-matter content through learning trajectories, using tiered intervention approaches, using a mix of instructional methods, using interdisciplinary approaches to instruction, and ensuringДЇollow-through and continuity. This section reviews some of the principles for instructional practices that are generally applicable provided that they are developed and applied in specific ways for different developmental domains and learning needs, including general learning competencies, socioemotional development, cognitive development, and specific subject-matter content (as illustrated in the specific sections that follow).

The sections that follow then cover other important educational practices, including using technology effectively, supporting the early learning of dual language learners, supporting children with and at risk for disabilities, working with families, and conducting child assessments.Д¬ROSS-CUTTING PRINCIPLES FOR INSTRUCTIONAL PRACTICES First is a discussion of cross-cutting principles for instructional practices and curricula, with an overview followed by examples of applications of instructional practices specific to working with infants and toddlers, language and literacy, mathematics, science, and socioemotional development. This chapter provides an in-depth discussion of some of the key educational practices identified in Chapter 5 that, when applied with consistency and high quality over time for children as they age, can continuously support the development and early learning of children from birth through age 8.