Although some people may believe that frequent opportunities for playful learning outdoors, including explorations of nature, are merely niceties, we believe they are critical for healthy whole child development.
If we want to fully extend America’s promise of a world-class education to the next generation, our country must prioritize and implement a bold vision of family and values that is rooted in the early years.
If you’ve visited NAEYC.org lately, you’ve seen our tagline: Promoting high-quality early learning by connecting practice, policy, and research It’s not just a slogan, it’s our guiding principle—and it’s exemplified by the May issue of Young Children.
Louise Derman-Sparks and Evelyn Moore’s contribution to our understanding of the Ypsilanti Perry Preschool program brings to mind a century of US early childhood education history.
NAEYC has long supported teacher research efforts in the early childhood field, as it advances the field’s understanding of child development and produces creative approaches to building high-quality learning experiences for young children.
In this issue of Young Children we highlight best practices and quality improvement initiatives currently taking place in different settings across the country.
From the cognitive benefits it promotes to the future professional advantages it confers, the scientific consensus confirms that bilingualism is a strength and an asset.
The new Early Childhood Workforce Initiative will take a holistic multisector approach, with a focus on a variety of roles, including teachers, home visitors, mentors, coaches, supervisors, trainers, and program managers
The articles in this cluster describe five very different ways that early childhood educators are connecting with the wider community and with experts in other fields to support young children’s optimal learning and development
In this issue of Young Children, we present a collection of articles demonstrating some of the ways individuals, both inside and outside of classrooms and care settings, provide support to those working with young children.
The first schools for the very young in the United States did not include playgrounds because they were established prior to the concept of a playground.
We are working on behalf of our members and the field on a number of projects and initiatives that focus on bolstering the profession and aligning content and resources around the science behind best practices that support how children develop and learn.
