This article provides an overview of the history of the Bureau of Educational Experiments and examines the work of a group of women who came together to found the Bureau in 1916.
Without a doubt, the legacy of Fred Rogers is an exemplary part of the heritage of the early childhood field, especially in the areas of child development, social and emotional domains, and the thoughtful creation and integration of technology and media.
Family engagement in early childhood education is essential, as are strong, reciprocal relationships and collaboration among early childhood educators and families.
This article highlights the evolution of family-centered services in EI/ECSE through which young children with delays and disabilities, birth through age 8, receive services
This article introduces the Patty Smith Hill blocks and describes how they helped one teacher build a curriculum and intentionally plan and teach in ways that engaged children in deep study of topics they could learn through firsthand experiences.
In this column, we put renewed interest in outdoor learning into context by reviewing the past 200 years of ideas and practices in nature-based education for young children.
Early care and education professionals, advocates, and supporters have worked to solve real and perceived problems within the early childhood education workforce, but without complete success. One ongoing issue is how we—and others—define who we are.
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.
Patty Smith Hill was instrumental in the formation of early childhood educational practice in the United States. Many of her ideals still constitute the foundation for educating and socializing young children.
This column provides some much-deserved recognition by telling the story of one teacher, Betsey Stockton, an African American freedwoman living in the 19th century.
Often called the “Mother of the Public Kindergarten Movement,” Susan Blow established a rich legacy of public school kindergartens throughout the United States.
Although researchers no longer adhere to the notion of fixed stages of development (Siegler 2016), the norms Gesell established are still used today by psychologists, educators, and pediatricians to predict developmental changes.
In this column, readers will learn how three popular practices—circle time, free play, and field trips—originated and how they can continue to be used intentionally today
Although some people may believe that frequent opportunities for playful learning outdoors, including explorations of nature, are merely niceties, we believe they are critical for healthy whole child development.
Louise Derman-Sparks and Evelyn Moore’s contribution to our understanding of the Ypsilanti Perry Preschool program brings to mind a century of US early childhood education history.
We are honored to present this column about a milestone in 20th century American early care and education—the Perry Preschool in Ypsilanti, Michigan, 1962 to 1967. (A second column on the preschool will follow in the November 2016 issue of Young Children.
Abigail Eliot was one of the first women to create a nursery school for young children in the United States. She based it on her training and education with the British founder of the nursery school, Margaret McMillan.
The first schools for the very young in the United States did not include playgrounds because they were established prior to the concept of a playground.
