By examining the core considerations of DAP through the lens of adult learning theory, we (the article authors) created a framework for supporting early childhood professionals who are continuing their educations.
Authored by
Authored by:
Martha Muñoz, Linda Anderson Welsh, Tina L. Chaseley
This column calls attention to the important roles that leaders—including administrators and teachers who take on additional responsibilities—play to inspire and support teaching young children.
Explore the challenges and early successes of new ways to connect teachers with one another in poor, rural areas of Indonesia and identify some insights that may be applicable to teachers in the United States who struggle with similar issues.
Here are some NAEYC resources that educators can use to get to know students and develop activities to meet their academic, social, and emotional needs
The North Carolina Office of Early Learning designed and implemented the Pre-K and Kindergarten Demonstration Program to support educators across the state in developing as early childhood teacher leaders.
Authored by
Authored by:
Sharon Ritchie, Eva C. Phillips, Carla Gravitte Garrett
NAEYC’s Young Professionals Advisory Council (YPAC) was formed to help NAEYC strengthen its engagement with young professionals in the field. We asked YPAC members about their advice for new teachers. Here’s what they had to say.
Authored by
Authored by:
Rachel J. Franz, Jenifer N. Fuller, Zainia Keenan , Alexandra Green, Kathryn O'Hara-Wallis, Cody Summerville, Nick Terrones, Jillian Wendolowski
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.
