When schools abruptly transitioned to distance learning back in March, I found myself communicating with families more regularly than ever before. And it wasn’t long before I learned many parents and family members were struggling with fears, anxiety, los
Social- emotional learning (SEL) is the foundation and heartbeat of the classroom. Students need to feel connected, safe, and secure, before we even begin to address academics. T
Our bi-weekly all staff virtual meetings included personal check-ins. During these moments of truth-telling and tears, teachers expressed loneliness and fears.
Our commitment to partnering with families has not changed. We are providing remote services that prioritize relationships and we are connecting with families using social media, sending weekly text messages to all, and reaching out to each family.
As child development programs re-open or begin virtual interactions, teachers and families will need to make enhanced, intentional, targeted efforts to ensure those relationships are meaningful and individualized to respond to each child’s specific needs.
This module provides teachers with classroom examples and practical strategies to enhance their awareness of how cultural practices are deeply embedded in children and families behavior.
More than ever, early childhood educators need accurate information and practical guidance for helping children and families who have experienced trauma.
Through inquiry, teachers and young children can create authentic, organic learning that informs their understanding of themselves, of others, and of the world they live in.
Our findings suggest that using screencasting apps can provide more equitable learning opportunities as teachers require all students to justify their mathematical ideas.
Teachers can be the conduit to connect families with children who are experiencing some similar losses and routine challenges, and group support is valuable.
NAEYC’s Early Learning Program Standards and Assessment Items to compile a set of questions and considerations. These are designed to help educators and administrators think through options, opportunities, & tradeoffs as you support children and families
Discover what math teaching and learning look like in the playful, emergent environment of the early childhood classroom. Every day, children explore math concepts in their conversations and interactions.
Teachers using an emergent inquiry curriculum are responsive to children, planning provocations around questions they have developed that challenge the children toward the edges of their own understandings.
NAEYC appreciates the work of the Developmentally Appropriate Practice/Diversity and Equity Workgroup and the Early Learning Systems Committee, who participated in the development of this statement. See a full list here.
NAEYC has regularly updated and reaffirmed its position statement on developmentally appropriate practice, and the term continues to be widely used within and beyond the early childhood field.
