Regarding the advancement of equity in ECE, the following article focuses on people of African descent and speaks to how and why knowing their history can shed light on their current practices and help us design more responsive programs.
Nurturing Equity Leaders: Where We Are and Where We Need to Be
The Summer 2021 issue of Young Children includes a cluster of articles drawing on the upcoming NAEYC book, Advancing Equity and Embracing Diversity in Early Childhood Education: Elevating Voices and Actions.
The NAEYC Commission on the Accreditation of Early Childhood Higher Education Programs is pleased to announce that it has been granted recognition by the Council for Higher Education Accreditation (CHEA).
In our first digital-only issue, we have included chapters from the Advancing Equity book to showcase critical concepts, historical and current trends and obstacles, and recommendations for equitable practices.
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.
In this training, get insights on the core considerations, principles of child development, guidelines for DAP in action, and implications for higher education faculty.
(NAEYC) joins millions of early childhood educators, families, and business owners in applauding the passage of the American Rescue Plan, which includes an historic $39 billion in child care relief.
In this module, learn about NAEYC's history, mission, and goals and gain a foundational understanding of DAP and NAEYC's Early Learning Program Standards.
Should we refer to our class as friends? On the surface, this may seem like a simple question, but it represents a complex aspect of classroom ecology that is debated in early childhood circles.
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.
Hay que centrar las prioridades en abordar la equidad por medio de igualar la compensación, los seguros médicos, y la jubilación para educadores de la niñez temprana entre los estados y los tipos de programas.
In this article, we will weave strategies for fostering collaboration in inclusive early childhood settings by focusing on a child with delays in the social-emotional and communication domains.
Authored by
Authored by:
Christine M. Spence, Deserai Miller, Catherine Corr, Rosa Milagros Santos, Brandie Bentley
While all aspects of self-care are important for early childhood educators’ well-being, in this article, we focus on how we, as educators of infants and toddlers, can cultivate self-awareness.
Authored by
Authored by:
Holly Hatton-Bowers, Elita Amini Virmani, Laura Nathans, Bridget A. Walsh, Martha J. Buell, Patricia Lanzon, Sandra I. Plata-Potter, Laura Anne Roe
This issue of Young Children offers research-supported responses to these questions with a cluster of articles devoted to intentional practices that promote social and emotional development.
