Developmentally appropriate practice requires early childhood educators to seek out and gain knowledge and understanding using three core considerations: commonality, individuality, and experiences.
NAEYC’s guidelines and recommendations for developmentally appropriate practice are based on the following nine principles and their implications for early childhood education professional practice.
Just as we lay the foundations for print literacy starting at birth, early childhood educators have a vital role to play in laying the foundations for the more sophisticated media literacy skills we expect of adolescents and adults.
Throughout the pandemic, I have been reading articles and blogs about families and how they are coping. I decided to survey Black families (a group underrepresented in most of the accounts I read) and find out how they were doing and what they would find
While many of the recommendations have changed considerably over the years, the primary focus of DAP remains the same: NAEYC emphasizes the importance of the relationships between children and well-prepared early childhood educators.
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
If you join children during their play and ask open-ended, person-oriented and process-oriented questions, you can gain information about what each child understands and is coming to understand.
If your center is operating fairly “normal,” what have you noticed during play? Are children talking about COVID? Do they interact the same way as before?
We gathered insights from individuals with various perspectives and roles in early childhood. Here, you will read excerpts of what some of them would share with families about supporting children during this period of rapid change.
The practice of an intentional morning greeting is something that can empower young children to embrace their day and their learning. Young children may be experiencing challenges or anxieties beyond the classroom, whether we are aware of them or not.
The three de-escalation activities detailed here can be useful in targeting anxiety—two are used for de-escalating children’s anxious behaviors, and the third assists children in identifying the cause of their anxiety and in developing coping skills.
Authored by
Authored by:
Sierra L. Brown, Allison McCobin, Stephanie Easley, Kara E. McGoey
