Children need help making sense of what they are seeing and hearing. These conversations also offer us important teachable moments to engage young children in discussion about their identities, human diversity, fairness and unfairness, and the right of pe
Dina Treff is the lead teacher of the preschool program at the Child Development Lab (CDL) at the University of Georgia. She has been an early educator since 2002, with 13 years at the CDL.
We know how crucial social and emotional well-being is to young children’s development, but we all have questions about how teachers wearing masks and how digital distance learning (and the related isolation) are affecting our youngest learners.
Discover engaging, effective ways to explore real-life, thorny ethical issues with early childhood professionals in the context of the NAEYC Code of Ethical Conduct.
All participants, including, but not limited to attendees, speakers, volunteers, exhibitors, sponsors, NAEYC staff, service providers and others are expected to comply with this Virtual Event Code of Conduct.
NAEYC's Commission on the Accreditation of Early Childhood Higher Education Programs is pleased to announce that it has granted renewed accreditation to early childhood degree programs at three institutions of higher education during its summer meeting.
Promoting equity in your classroom is within your reach, and this course will give you some of the tools you need. It focuses on what equity work can look like for teachers working with children ages 3 through 5 on a day-to-day basis in the classroom.
Through our virtual programming for both teachers and parents, our relationship-based approach that is already key to our programming was ramped up to identify, acknowledge, and attend to children’s emotions.
Young children find a goodbye ritual very comforting. Families can make up a love ritual such as a secret handshake and a kiss. Reading books about separation such as The Kissing Hand can also provide comfort to children
When schools abruptly transitioned to distance learning back in March, I found myself communicating with families more regularly than ever before. And it wasn’t long before I learned many parents and family members were struggling with fears, anxiety, los
Social- emotional learning (SEL) is the foundation and heartbeat of the classroom. Students need to feel connected, safe, and secure, before we even begin to address academics. T
Our bi-weekly all staff virtual meetings included personal check-ins. During these moments of truth-telling and tears, teachers expressed loneliness and fears.
Our commitment to partnering with families has not changed. We are providing remote services that prioritize relationships and we are connecting with families using social media, sending weekly text messages to all, and reaching out to each family.
As child development programs re-open or begin virtual interactions, teachers and families will need to make enhanced, intentional, targeted efforts to ensure those relationships are meaningful and individualized to respond to each child’s specific needs.
This module provides teachers with classroom examples and practical strategies to enhance their awareness of how cultural practices are deeply embedded in children and families behavior.
More than ever, early childhood educators need accurate information and practical guidance for helping children and families who have experienced trauma.
Fostering Content Knowledge: Meaningful Integration in the Primary Grades
The September 2020 issue of Young Children includes a cluster of articles that showcase the power of integrating science, math, technology, literacy, and social studies to make learning meaningful and content-rich across the primary grades.
