This article on digital storybooks used in early childhood settings provides an international collaboration comparing teachers’ and children’s interactions in two cultural settings.
Hear from DAP thought leader, Dr. Iheoma Iruka as she shares her perspective on taking an equity-focused approach to understand and support child development.
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
My favorite part of my work with families, educators, staff, and children is the privilege of mentoring, encouraging, motivating, and learning alongside them.
We may not be able to control the spread of the virus, the changing mandates, or the inequities and social justice issues intensified by the pandemic, but we can control how much our children feel loved by us.
This in-depth look at a yearlong investigation that emerged from a class visit to a school garden gives teachers ideas for extending garden learning across literacy, math, and science content areas.
Authored by
Authored by:
Kristin N. Rainville, Anna E. Greer, Cristina Sandolo
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
Partnering with families is key to developmentally appropriate practice, with two-way, respectful, and collaborative communication at the heart of the partnerships between families of children with ASD and schools.
Authored by
Authored by:
Melissa A. Sreckovic, Tia R. Schultz, Christine K. Kenney, Kelly Crenshaw
When planned, implemented, and individualized to meet children’s strengths and needs, inclusive practices can lead to positive outcomes for all children in the form of increased access, membership, participation, friendships, and support.
To create inclusive environments for every young child, early childhood educators must intentionally design and adapt the learning environment based on children’s diverse and unique assets, strengths, abilities, and needs.
Authored by
Authored by:
Alissa Rausch, Jaclyn Joseph, Phillip S. Strain, Elizabeth A. Steed
To be effective, individualized teaching includes a child’s entire educational team—teachers, specialists, and other professionals who collect assessment information, identify learning outcomes, use instructional strategies, and monitor progress.
Authored by
Authored by:
Christan Coogle, Emily R. Lakey, Jennifer R. Ottley, Jennifer A. Brown, Mollie Romano
Individuality and Inclusive Practices for Early Childhood
This cluster of Young Children articles takes up that call by digging deeper into the core consideration of individuality and guidelines related to inclusion and offering in-depth descriptions of approaches to meet each child where they are.
Hear from DAP thought leaders, Sue Bredekamp and Barbara Willer, as they reflect on the importance of the core considerations to teacher decision making.
We are so pleased to be able to offer you the 2021 compilation of Voices of Practitioners articles. This volume marks VOP’s 17th year as an online journal.
