On June 7, we joined 540 national and state organizations, including many NAEYC affiliates, in writing a letter to the Department of Homeland Security clearly stating our opposition to the zero-tolerance practice of separating children from their parents
Developmentally appropriate practice (DAP) is a framework designed to promote young children’s optimal learning and development. Read the DAP position statement (in English, Spanish, or Mandarin), including supplements and summaries.
As the field of early childhood education looks to the future of preschool for children who are refugees, there are three key programming components that should be seen as best practices for the field moving forward.
NAEYC is in the process of developing a revised edition of the book, Developmentally Appropriate Practice in Early Childhood Programs. We are now accepting applications for volume editors!
Reflecting NAEYC’s commitment to periodically revising and updating its core position statements, we’ve worked hard to reflect the knowledge from research and practice that has emerged over the last decade since DAP was last revised.
It’s our pleasure to introduce NAEYC’s America for Early Ed State Fact Sheets to help you talk with policymakers about what’s happening in early childhood education and for early childhood educators.
Here are just a few of the many ways that NAEYC and the Affiliate network are working for you out in the world, while you work for the children and families in your communities.
Ensuring that outdoor play is an integral part of your child care and education setting’s daily schedule supports early learning across all domains and unleashes a whole lot of joy—for you and for children!
As an outdoor educator and “nature elder,” Heather Taylor tells two stories that stretched her personal views of what it means to allow children to have the freedom to make their own choices as they study nature.
In this article, we aim to support teachers by sharing our experiences creating, managing, and sustaining developmentally appropriate opportunities for meaningful talk in prekindergarten classrooms with multilingual learners.
Authored by
Authored by:
Mary E. Bolt, Carmen M. Rodriguez, Christopher J. Wagner, C. Patrick Proctor
In this article, I offer five strategies that take into account the unique aspects of learning an additional language and capitalize on the social and interactive nature of early childhood classrooms.
This issue of Young Children takes you inside several multilingual classrooms for in-depth, practical examples of how to enhance social, emotional, scientific, language, and literacy development with children who are learning more than one language.
