Article Link: http://exchangepress.com/article/the-good-the-bad-and-the-wonderful!-keeping-children-and-teachers-together/5013624/
"It has been ten years since he played with blocks, painted his fingernails with tempera paint (much to his father's chagrin), grew over two inches in just a few months, and learned that Jimmy really was his friend - if he let him have a turn first. His hair is still red and he is almost six feet tall. He says he just stopped by to tell his "old" teacher hello! The appreciation in his mother's eyes reminds me of our close connection. What a wonderful and satisfying feeling." - Brenda KerrThe early childhood literature is full of references to primary caregiving as a strategy for facilitating the development of infants and toddlers during the first three years of life (Bernhardt, 2000; Greenman & Stonehouse, 1996; Lally, 1995; Raikes, 1996; Reisenberg, 1995). Primary caregiving usually focuses on the development of an intimate, sensitive, and reciprocal relationship between children and their most frequent caregivers.
Our view of primary caregiving is more comprehensive, a view that offers the opportunity to develop close ties between parents, teachers, children, and school. Our idea, which we call primary teaching (although we are still looking for a neat, catchy, more descriptive name), is not limited to younger ...