In this blog, Rebecca Newman-Gonchar shares relevant findings from a recently released practice guide that underscores the importance of developmentally appropriate practice during back to school time.
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.
Authored by
Authored by:
Barbara Wilder-Smith, Deborah J. Leong, Elena Bodrova
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.
Self-Regulation and Executive Function: Responsive and Informed Practices for Early Childhood
This issue of Young Children offers a range of ideas for how early childhood professionals can translate important findings into actionable steps in their own settings to nurture executive function skills.
This blog offers several strategies educators can use to embrace moments of silence in their interactions with young children and to reflect on that practice.
In this article, we discuss the benefits of engaging children in math learning through shared reading, outlining strategies that early childhood educators can use to extend the math during shared reading of both mathematical and non-mathematical books.
Authored by
Authored by:
Megan Onesti, Colleen Uscianowski, Michèle M. Mazzocco
In this article, we discuss the role of contrasting cases when introducing mathematical concepts to young children, especially with regard to integers, the various uses of the minus sign, and number operations.
Teachers can help children build the foundations of algebraic reasoning in preschool and elementary school by focusing on topics critical to algebra by using concrete objects found in any early learning setting or home and by offering simple activities.
