NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
Authored by
Authored by:
Tahnee L. Wilder, Ashley Y. Grays, Fanica Young, Danica Moise, Sharde Theodore
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
Authored by
Authored by:
Barbara Wilder-Smith, Deborah J. Leong, Elena Bodrova
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
Self-Regulation and Executive Function: Responsive and Informed Practices for Early Childhood
This issue of Young Children offers a range of ideas for how early childhood professionals can translate important findings into actionable steps in their own settings to nurture executive function skills.
Early childhood educators can use evidence-based strategies—such as modeling, prompting, and reinforcement—to support the individual needs of children with ASD.
Authored by
Authored by:
Christan Coogle, Naomi L. Rahn, Kayla Lipscomb, Kirsty Bennett, Emma Cooley
In this article, we share examples of intentional practices in a family child care setting, and we highlight how these approaches can be adapted by educators in other types of programs to foster an inclusive learning community.
Authored by
Authored by:
Elena Bacmeister, Dorothy Shapland Rodriguez, Margarita (Mar) Taylor, Renae Cueves Días
This article outlines ways that educators can identify children’s unique strengths and abilities, then offers examples of individualized lesson plans for different times and activities during the day.
