During these times of heightened stress due to COVID-19, children and their families want to be seen and to know that they matter. Without this recognition of their humanity and their lived experiences from teachers...
I decided to begin my emergent curriculum paired with our elementary school’s initial response to the shelter in place mandate: What is a community helper? Who is a community helper? How can you be a community helper?
Dr. Brian Wright asks teachers to let families, especially Black and brown families, know that they are seen and their contributions to their children's learning are valued.
While participating in the diaper-changing routine, Lilly is learning language and self-help skills, and developing autonomy, self-regulation, and other capabilities.
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.
Early indications suggest that Goslings improves families’ confidence in interacting with their infants and supports infants in getting the level of stimulation they need (which varies greatly from day to day).
Authored by
Authored by:
Rebecca Dowling, Lisa Shanty, Susan Sonnenschein, Brenda Hussey-Gardner
While it is critical that educators are able to recognize and acknowledge children's and families' painful experiences, this work needs to expand beyond the focus on trauma-laden concepts to highlight and build on children's and families' assets.
When hearing the words suspension and expulsion, most people do not think about children 5 and under. However, young children in state-funded preschool settings are expelled at three times the rate of K–12 students, as private school students.
Authored by
Authored by:
Sarah C. Wymer, Amanda P. Williford, Ann S. Lhospital
