To effectively prepare and support the early childhood profession, we must ensure institutions enhance early childhood educators’ knowledge base, develop their competencies, improve higher education programs, and more.
Authored by
Authored by:
Christine Lux, Nanci L. Red Bird, Allison B. Wilson
This article is organized to support readers to learn about and utilize strategies for institutions to prepare teachers provide culturally responsive learning experiences to increasingly diverse populations of children..
This cluster of Young Children articles focuses on impactful practices for teacher educators and preparation programs related to syllabi, course assignments, and class activities as well as clinical and field experiences.
This cluster of Young Children articles focuses on impactful practices for teacher educators and preparation programs related to syllabi, course assignments, and class activities as well as clinical and field experiences.
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
A group of coaches, teacher educators, and program directors in Massachusetts spends a school year investigating the ways a cross-context inquiry group can support early childhood leaders in their work with early childhood educators.
Authored by
Authored by:
Megina Baker, Stephanie Cox Suárez, Brenda Acero, Peggy Martalock, Denise Nelson, Jenny Hanseul Park, Annalisa Hawkinson Ritchie, Natacha Shillingford
In his teacher research, Ron Grady investigates how play can support and scaffold a favorite domain of so many early childhood professionals—language and literacy.
The lessons of COVID-19 have been unexpected and surprising gifts. I have experienced what community feels like as Children Campus’ director, and I sense that feeling has been contagious.
When I explored the options Zoom provided during virtual meetings, I discovered that its Spotlight feature and the mute button were two ways to work toward learning goals and an approach focused on the whole child.
My favorite part of my work with families, educators, staff, and children is the privilege of mentoring, encouraging, motivating, and learning alongside them.
We may not be able to control the spread of the virus, the changing mandates, or the inequities and social justice issues intensified by the pandemic, but we can control how much our children feel loved by us.
For Alyssa Smith, the pandemic enabled her to view her courses on play and curriculum as a big “look into the mirror” to discern what matters and what was important about becoming a teacher.
While inclusion is an important goal for many families and teachers and is a hallmark of a high-quality early learning program, effective implementation requires planning, intentionality, and collaboration.
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.
This article outlines how teachers can use storytelling, empathy, perspective taking, and community engagement to foster ethics learning in the classroom.
This in-depth look at a yearlong investigation that emerged from a class visit to a school garden gives teachers ideas for extending garden learning across literacy, math, and science content areas.
Authored by
Authored by:
Kristin N. Rainville, Anna E. Greer, Cristina Sandolo
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
For Dr. Elaine S. Spellman, a fulfilling career in early childhood education includes three major things: community building, continuous growth, and being responsive to and supportive of others.
