This issue of Teaching Young Children offers content that is both relevant to the times we’re living in and looks forward to the day when we can be back in the classroom on a regular basis.
This blog post features four educators (pre-K, kindergarten, ESL, migrant education) in culturally diverse programs who focused their intentional teaching with guidance from the NAEYC & Fred Rogers Center Position Statement on Technology and Interactive M
In this presentation for preschool teachers, get insights on the core considerations, principles of child development, and guidelines for DAP in action.
The 2020 Voices of Practitioners issue highlights the experiences of early childhood educators from different races, professional backgrounds, and life histories.
We are so pleased to be able to offer you the 2020 compilation of Voices of Practitioners articles. This volume marks VOP’s 16th year as an online journal.
Early care and education professionals, advocates, and supporters have worked to solve real and perceived problems within the early childhood education workforce, but without complete success. One ongoing issue is how we—and others—define who we are.
Through the following examples, we aim to show how teachers can support young children’s growth in ways that are important to emergent writing development, with a focus on content knowledge, genre knowledge, and visual literacy.
Authored by
Authored by:
Carol A. Donovan, Diane C. Sekeres, Cailin Jane Kerch
Many are feeling like they are not giving their full attention to any of their many priorities, and they are carrying the weight of this entire burden on their shoulders. To all of you. You are brave. You are essential. And you are not alone.
During the early childhood years, children start to develop their self-identity, a sense of who they are based on their roles and relationships in their family, early care settings or school and their community.
Durante los años de la primera infancia, los niños empiezan a desarrollar su identidad, una percepción de quiénes son según sus roles y relaciones dentro de la familia, el programa de cuidado infantil o la escuela y su comunidad.
In this article, the strategies we used for adapting our chosen curriculum to develop students’ critical thinking skills, language and literacy skills, and world knowledge.
In this article, we explore a project whose goal is to use home- and community-based knowledge and concepts with which children are already familiar to introduce new topics around science and engineering in preschool.
Authored by
Authored by:
Christine M. McWayne, Jayanthi Mistry, Sunah Hyun, Virginia Diez, Cynthia Parker, Betty Zan, Daryl Greenfield, Kimberly Brenneman
In this article, we explore a project whose goal is to use home- and community-based knowledge and concepts with which children are already familiar to introduce new topics around science and engineering in preschool.
Authored by
Authored by:
Christine M. McWayne, Jayanthi Mistry, Sunah Hyun, Virginia Diez, Cynthia Parker, Betty Zan, Daryl Greenfield, Kimberly Brenneman
Promoting justice and knowledge in our youngest learners (and ourselves) could lead to lasting and deep community engagement, empowerment, and evolution.
Authored by
Authored by:
Veronica Benavides, Roxanne Ledda, Maimuna Mohammed
