The articles in this cluster offer detailed information on ways teachers can observe and document children’s learning across developmental domains and then use that documentation to plan instruction.
On June 7, we joined 540 national and state organizations, including many NAEYC affiliates, in writing a letter to the Department of Homeland Security clearly stating our opposition to the zero-tolerance practice of separating children from their parents
Reflecting NAEYC’s commitment to periodically revising and updating its core position statements, we’ve worked hard to reflect the knowledge from research and practice that has emerged over the last decade since DAP was last revised.
Ensuring that outdoor play is an integral part of your child care and education setting’s daily schedule supports early learning across all domains and unleashes a whole lot of joy—for you and for children!
One reason it is so important to introduce science to very young children: the understandings they develop—no matter how basic or partial—provide a framework for later learning.
Teachers should also prepare themselves for basic questions (like whether or not a dead animal feels cold) and for supporting children and their families after a loved one dies.
As an outdoor educator and “nature elder,” Heather Taylor tells two stories that stretched her personal views of what it means to allow children to have the freedom to make their own choices as they study nature.
In this article, we aim to support teachers by sharing our experiences creating, managing, and sustaining developmentally appropriate opportunities for meaningful talk in prekindergarten classrooms with multilingual learners.
Authored by
Authored by:
Mary E. Bolt, Carmen M. Rodriguez, Christopher J. Wagner, C. Patrick Proctor
