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.
This Focus on Ethics column discusses some of the ethical issues the pandemic has created for teachers and administrators working in programs that serve young children.
Here, you will read key excerpts of what they would share with teachers about supporting children and families as they adapt to the dramatic changes in daily routines and circumstances.
Through inquiry, teachers and young children can create authentic, organic learning that informs their understanding of themselves, of others, and of the world they live in.
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.
Naomi Black has been working with young children throughout her career, and there are many things she’s learned along the way about how to be developmentally appropriate in practice and continue to grow and learn as a teacher.
The following article shares three principles for teachers of grades 1–3 who wish to attempt or refine an interdisciplinary approach uniting informational text instruction with social studies content.
Our findings suggest that using screencasting apps can provide more equitable learning opportunities as teachers require all students to justify their mathematical ideas.
Encouraging science through research-based teaching practices may be one way to increase teacher facilitation of early science education and promote language and literacy learning.
Authored by
Authored by:
Jill M. Pentimonti, Hope K. Gerde, Arianna E. Pikus
