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So, what is effective if time-out isn't? The simplest answer is to teach kids how to identify and control, or "regulate", their emotions instead of sending them to time out. But this is so much easier said than done.

Quality starts with creating a thriving village of adults who are prepared, supported and compensated to impact children and one another. If tomorrow's policies do not support and elevate those adults in the early education field, they will falter in the support they mean to provide for children.

If you follow a consistent pattern with kids each time you help them navigate a tricky situation, even little ones will pick up on that pattern and then begin applying the strategies they've watched you use.

Within minutes of getting outside each morning, children as young as three become engaged in tasks of their own choosing and remain deeply focused for extended lengths of time with no outside prompting.

Preschoolers often love to explore art in the messiest ways. Painting indoors can be a headache to clean up, so taking the paint outside is the perfect solution.

Healthy habits should be established at a young age. For this to happen, it's important for children to understand why healthy foods are necessary for their growth, strong bones and overall well-being.

Superhero play has received a great deal of attention from parents and educators in the recent past. Teachers of young children have become an increasingly vocal group, voicing concern about superhero play in their classrooms.

Great teachers unleash learning that feeds off student curiosity. Students write down "three things I wonder about in technology" on an index card. Now, as the teacher, I customize the classroom based upon their curiosities. It makes for a more engaging classroom.

One of the best ways you can support children with special needs is by changing the classroom environment to increase children's participation in activities.

I realize that in engaging in math activities in the university and preschool classrooms, my students are experiencing a change of heart and mind around mathematics. During a review of mathematical development at the end of the semester, they are engaged and smiling, eagerly answering questions.