Michelle Zurita-Sharpe is a special education teacher in a blended pre-K classroom at Blair Early Childhood Center, a Chicago public school. Blair serves children in prekindergarten through second grade.
Sometimes our listening reinforces what we thought we knew—and sometimes it takes us in directions we didn’t anticipate, identifies consequences we didn’t envision, and helps us find solutions we hadn’t thought of.
In this issue of Young Children, authors present the meaning behind children’s behaviors and developmentally appropriate, equitable ways to respond to them.
As we reflect on what it means to transform our understanding of and approaches to children’s behaviors, let’s consider ways in which we are fostering an environment that supports young children’s social and emotional health and development.
Transforming Our Understanding of and Approaches to Children’s Behaviors
In this issue of Young Children, authors present the meaning behind children’s behaviors and developmentally appropriate, equitable ways to respond to them.
In this issue of Young Children, authors present the meaning behind children’s behaviors and developmentally appropriate, equitable ways to respond to them.
The revision of the "Early Childhood Program Standards" position statement reflects moderate updates informed by research, evidence, and educator experience and expertise.
Programs can use the self-assessment tools to reflect on their practices and evidence to identify their strengths and identify areas that are not fully met to then create an action plan
What is the relationship between the type and amount of professional support accessed by ECE educators and their self-reported intentions about staying or leaving the ECE field?
Authored by
Authored by:
NAEYC’s Applied Research and Policy and Professional Advancement Teams
STEM-focused children’s books that span genres and highlight gender-, ability-, culturally, and racially diverse characters enhance all children’s STEM learning.
