مقتبسة بتصرف من كتابات هيثر بيغر توملنسون على شبكة الانترنت. وقد شاركت الكاتبة في كتابة مقالة بعنوان الممارسة الملائمة نمائيا: التركيز على العاملين في مرحلة ما قبل المدرسة
The articles in this cluster offer detailed information on ways teachers can observe and document children’s learning across developmental domains and then use that documentation to plan instruction.
On June 7, we joined 540 national and state organizations, including many NAEYC affiliates, in writing a letter to the Department of Homeland Security clearly stating our opposition to the zero-tolerance practice of separating children from their parents
As the field of early childhood education looks to the future of preschool for children who are refugees, there are three key programming components that should be seen as best practices for the field moving forward.
Today, 97 percent of all KinderCare Education centers are accredited by NAEYC! Read this blog post by the Director of Quality & Accreditation on how KinderCare managed to navigate the accreditation process, as well as practical tips and advice for other p
Reflecting NAEYC’s commitment to periodically revising and updating its core position statements, we’ve worked hard to reflect the knowledge from research and practice that has emerged over the last decade since DAP was last revised.
One reason it is so important to introduce science to very young children: the understandings they develop—no matter how basic or partial—provide a framework for later learning.
Teachers should also prepare themselves for basic questions (like whether or not a dead animal feels cold) and for supporting children and their families after a loved one dies.
As an outdoor educator and “nature elder,” Heather Taylor tells two stories that stretched her personal views of what it means to allow children to have the freedom to make their own choices as they study nature.
In this article, we aim to support teachers by sharing our experiences creating, managing, and sustaining developmentally appropriate opportunities for meaningful talk in prekindergarten classrooms with multilingual learners.
Authored by
Authored by:
Mary E. Bolt, Carmen M. Rodriguez, Christopher J. Wagner, C. Patrick Proctor
