This online version includes an additional reflection from the authors showing how the defining elements of PPR transform participatory research into a vehicle for shared learning for teachers and children alike.
This article will help early childhood educators embed in their instructional plans outdoor learning opportunities that support the whole child. The accompanying examples are based on the authors’ experiences earlier in their careers.
When we find ourselves thinking that sitting and learning go hand in hand for children, we should reflect on our own experiences and remember just how hard sitting can be.
Last month, NAEYC continued with the second iteration of our successful online book club, as members were invited to read Big Questions for Young Minds: Extending Children’s Thinking, by Janis Strasser and Lisa Mufson Bresson.
When teachers integrate high-quality, educational media as part of their teaching, children are likely to be engaged and motivated and on their way to developing important knowledge about the world!
When teachers integrate high-quality, educational media as part of their teaching, children are likely to be engaged and motivated and on their way to developing important knowledge about the world!
The purpose of this article is to highlight strategies that early childhood educators can share with families in an effort to prevent challenging behavior during transitions both inside and outside the home.
In this article, I aim to share my experiences—as a former preschool teacher and as a preschool parent—to help educators broaden their views on the home-toschool transition process.
On HELLO, we’ve noticed seven teaching challenges teachers repeatedly ask about. These are areas preschool teachers grapple with throughout the school year, and they seem to be on many teachers’ minds. Do any of them strike a chord?
In this article, we describe what we learned from our yearlong observation of children’s transitions from the infant to the toddler classroom at a university-based child care center (where the first author serves as faculty director).
While participating in the diaper-changing routine, Lilly is learning language and self-help skills, and developing autonomy, self-regulation, and other capabilities.
Find inspiration to intentionally develop and implement meaningful, developmentally appropriate observation and assessment practices to build responsive, joyful classrooms.
