In this article, we share how reading experiences served as jumping off points for exploring how disability representation in children’s literature can be incorporated as an essential component of teacher preparation and children’s literacy learning.
In this essay, I share how my perceptions of my students’ capabilities—and my own—were deeply influenced by my identity as a White, gay, cis male from a rural college town.
Here, I share my experiences with culturally responsive teaching and inclusive practices, how aspects of my identity have influenced my work with children and other educators to honor, include, and celebrate our identities.
Scholar Amanda LaTasha Armstrong discusses ways that educators can ensure the children and families in their settings see themselves represented in technology and media.
NAEYC's Commission on the Accreditation of Early Childhood Higher Education Programs is pleased to announce that it has granted accreditation to early childhood programs during its summer meeting.
In partnership with families and specialists, one teacher transformed her learning environment to help children actively and safely engage in motor activities.
