Educators can reflect on and plan anew how the appropriate use of digital technologies and media can promote young children’s learning and healthy development, particularly when embedded in strong relationships and joyful, engaging experiences.
However, decades of research and professional practice point to the potential of technology and media, especially when the content is of high quality and created for educational purposes with young children.
Authored by
Authored by:
Rachel Konerman, Jennifer Horwitz, Sarah Clancy, Carmen Rietta
Ferlady Wilhelm has worked in early childhood education for more than 15 years. She currently serves as director of early childhood and a pre-K teacher at St. Jerome Catholic School in Fort Lauderdale, Florida.
What Is Developmentally Appropriate Technology for Preschool?
Teaching Young Children is NAEYC's magazine for anyone who works with preschoolers. Colorful, informative, and easy-to-read, TYC is packed full of teaching ideas, strategies, and tips.
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
A group of coaches, teacher educators, and program directors in Massachusetts spends a school year investigating the ways a cross-context inquiry group can support early childhood leaders in their work with early childhood educators.
Authored by
Authored by:
Megina Baker, Stephanie Cox Suárez, Brenda Acero, Peggy Martalock, Denise Nelson, Jenny Hanseul Park, Annalisa Hawkinson Ritchie, Natacha Shillingford
In his teacher research, Ron Grady investigates how play can support and scaffold a favorite domain of so many early childhood professionals—language and literacy.
When I explored the options Zoom provided during virtual meetings, I discovered that its Spotlight feature and the mute button were two ways to work toward learning goals and an approach focused on the whole child.
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.
For Alyssa Smith, the pandemic enabled her to view her courses on play and curriculum as a big “look into the mirror” to discern what matters and what was important about becoming a teacher.
While inclusion is an important goal for many families and teachers and is a hallmark of a high-quality early learning program, effective implementation requires planning, intentionality, and collaboration.
This article introduces the Patty Smith Hill blocks and describes how they helped one teacher build a curriculum and intentionally plan and teach in ways that engaged children in deep study of topics they could learn through firsthand experiences.
