Supporting children and their families as they cope with the death of someone close to them is never easy. If you ever need to support a child at such a time, I encourage you to refer to this list of resources.
Informed and influenced by NAEYC’s forthcoming position statement on equity and diversity, this collection of articles contextualizes how educators of children from birth through third grade can advance equity and embrace diversity.
Guided play is a powerful tool educators can use to help preschoolers and kindergartners learn essential knowledge and skills in the context of playful situations.
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.
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.
Returning to the classroom after winter break can be challenging. With the tips and strategies here, the children in your classroom will be able to transition back to the daily routine in no time.
The fourth article in a TYC series about asking children several different types of questions and inviting meaningful conversations, this piece focuses on discussions about diversity.
The focus of this article is how to pose a teacher research question. More precisely, the aim is to examine the components of a researchable question and offer suggestions for how to go about the question in a way that makes it researchable.
Reading Talene Artinian’s Voices of Practitioners article, “Engaging Teachers and Toddlers in Science,” as a school administrator, I am moved to encourage other school administrators to think about their roles as change agents in their settings.
Giving young children lots of meaningful and enriching math experiences, both in school and at home, can build a firm foundation for later math learning.
This opportunity to write a commentary on the article “Reflecting across Borders” allowed me to highlight how this project that used teacher inquiry within a global frame created important questions for us to consider as educators.
These are ideas for open-ended indoor and outdoor activities that use inexpensive or free materials—bubbles, mud, chalk, playdough, and cardboard boxes. The activities are appropriate for preschoolers of all abilities.
