Grief can feel devastating to both children and teachers, but the patience, courage, and responsiveness you show will be a lasting gift to a child and family who are grieving.
If we help young children understand death, we help them cope with a personal loss that has already occurred or prepare them to understand and cope with a personal loss at a later time.
Talista Murrill is a pre-kindergarten teacher at Durham Head Start in Durham, North Carolina, who believes a key part of her practice is the importance of building relationships.
This issue of Teaching Young Children focuses on nurturing social and emotional development through preschool environments and practices, whether virtual or in-person.
(NAEYC) joins millions of early childhood educators, families, and business owners in applauding the passage of the American Rescue Plan, which includes an historic $39 billion in child care relief.
Should we refer to our class as friends? On the surface, this may seem like a simple question, but it represents a complex aspect of classroom ecology that is debated in early childhood circles.
Young children with responsive caregivers are likely to thrive, whereas young children who experience emotionally unavailable environments are more likely to experience negative impacts on their cognitive, social, language, and emotional development.
Authored by
Authored by:
Vonda Jump Norman, Audrey C. Juhasz, Krista Nicole Useche, Kristine M. Kinniburgh
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.
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.
Hay que centrar las prioridades en abordar la equidad por medio de igualar la compensación, los seguros médicos, y la jubilación para educadores de la niñez temprana entre los estados y los tipos de programas.
As implementation of the Unifying Framework moves forward, priorities must be centered on addressing equity through scaling compensation, health insurance, and retirement benefits for early childhood educators across states and settings.
In this article, we will weave strategies for fostering collaboration in inclusive early childhood settings by focusing on a child with delays in the social-emotional and communication domains.
Authored by
Authored by:
Christine M. Spence, Deserai Miller, Catherine Corr, Rosa Milagros Santos, Brandie Bentley
