In this article, we share examples of intentional practices in a family child care setting, and we highlight how these approaches can be adapted by educators in other types of programs to foster an inclusive learning community.
Authored by
Authored by:
Elena Bacmeister, Dorothy Shapland Rodriguez, Margarita (Mar) Taylor, Renae Cueves Días
This article outlines ways that educators can identify children’s unique strengths and abilities, then offers examples of individualized lesson plans for different times and activities during the day.
This article shares a collaborative approach that two counties in Pennsylvania have taken to tear down the silos and instead promptly and effectively support early learning programs and staff and the children and families they serve.
The Costa Rica Ministry of Education has developed I Learn at Home, a learning initiative to facilitate the use of technological resources and distance instruction to support the educational process during this period of social distancing.
The Costa Rica Ministry of Education has developed I Learn at Home, a learning initiative to facilitate the use of technological resources and distance instruction to support the educational process during this period of social distancing.
In this article, we explore a project whose goal is to use home- and community-based knowledge and concepts with which children are already familiar to introduce new topics around science and engineering in preschool.
Authored by
Authored by:
Christine M. McWayne, Jayanthi Mistry, Sunah Hyun, Virginia Diez, Cynthia Parker, Betty Zan, Daryl Greenfield, Kimberly Brenneman
In this article, we explore a project whose goal is to use home- and community-based knowledge and concepts with which children are already familiar to introduce new topics around science and engineering in preschool.
Authored by
Authored by:
Christine M. McWayne, Jayanthi Mistry, Sunah Hyun, Virginia Diez, Cynthia Parker, Betty Zan, Daryl Greenfield, Kimberly Brenneman
When schools abruptly transitioned to distance learning back in March, I found myself communicating with families more regularly than ever before. And it wasn’t long before I learned many parents and family members were struggling with fears, anxiety, los
Our bi-weekly all staff virtual meetings included personal check-ins. During these moments of truth-telling and tears, teachers expressed loneliness and fears.
As child development programs re-open or begin virtual interactions, teachers and families will need to make enhanced, intentional, targeted efforts to ensure those relationships are meaningful and individualized to respond to each child’s specific needs.
Teachers can be the conduit to connect families with children who are experiencing some similar losses and routine challenges, and group support is valuable.
Like many teachers, I have developed ways to keep my preschoolers engaged and learning while schools are closed due to COVID-19. Also, what I offer is shaped by the feedback I receive from families about how they might (or might not) be able to participat
No one in the world has ever done what we are all doing right now. No one ever thought we would have to try being teachers to 4-year-olds without being in the same room together.
