The authors in this collection examine their own identities by looking at their histories; reflecting on how their identities that arise from group memberships influence their teaching.
Authored by
Authored by:
Barbara Henderson, Isauro M. Escamilla, Megina Baker, Amanda Branscombe, Maleka Donaldson, Debra Murphy, Andrew J. Stremmel
Scholar Amanda LaTasha Armstrong discusses ways that educators can ensure the children and families in their settings see themselves represented in technology and media.
Thanks to their knowledge of child development and developmentally appropriate practice, it is possible for educators of the very young to select and use technology that enhances learning, creativity, and interactions with others.
Without a doubt, the legacy of Fred Rogers is an exemplary part of the heritage of the early childhood field, especially in the areas of child development, social and emotional domains, and the thoughtful creation and integration of technology and media.
In partnership with families and specialists, one teacher transformed her learning environment to help children actively and safely engage in motor activities.
In this article, we share examples of developmentally, culturally, and linguistically appropriate practices that include families’ funds of knowledge through the use of family artifacts and photographs.
This article offers strategies teachers can use to create learning communities that welcome and support families’ home languages as children develop their English-speaking skills.
Cecilia Fowler teaches 3- and 4-year-olds at the University of Maryland’s laboratory preschool, The Center for Young Children, where she has been since 2003.
