The four authors describe and reflect on a cross-cultural and international exchange of data about inquiry-based teaching and learning between preschool-age children’s science engagement in the West Bank and in San Francisco.
Authored by
Authored by:
Isauro M. Escamilla, Buad Khales, Daniel R. Meier, Martha Melgoza
Using international picture books is a powerful vehicle for teachers who want to foster children’s development of intercultural knowledge and understanding in meaningful ways.
En NAEYC, la educación anti-prejuicio lleva mucho tiempo como el núcleo del trabajo que hacemos relativo a la raza, la justicia social, la equidad y la diversidad.
The four authors describe and reflect on a cross-cultural and international exchange of data about inquiry-based teaching and learning between preschool-age children’s science engagement in the West Bank and in San Francisco.
Authored by
Authored by:
Isauro M. Escamilla, Buad Khales, Daniel R. Meier, Martha Melgoza
This blog post was originally published on New America's website on January 23, 2018, and is part of Moving Beyond False Choices for Early Childhood Educators, a series edited by Stacie G. Goffin.
Read the following story and teacher reflections, and use the Reflective Questions on page 12 to deepen your thinking and shape your teaching practices.
In the field of early childhood education, we certainly understand that young children think differently than adults. Their level of cognitive development means they are not just small grownups - they are unique and fascinating learners.
When mathematical learning at school connects to familiar experiences and objects in children’s lives, the math can seem more interesting and make more sense to children!
Here are some resources from NAEYC’s publications and online content that support anti-bias approaches, positive guidance, and diversity in the classroom
