This Focus on Ethics column discusses some of the ethical issues the pandemic has created for teachers and administrators working in programs that serve young children.
Here, you will read key excerpts of what they would share with teachers about supporting children and families as they adapt to the dramatic changes in daily routines and circumstances.
Through inquiry, teachers and young children can create authentic, organic learning that informs their understanding of themselves, of others, and of the world they live in.
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.
Naomi Black has been working with young children throughout her career, and there are many things she’s learned along the way about how to be developmentally appropriate in practice and continue to grow and learn as a teacher.
The following article shares three principles for teachers of grades 1–3 who wish to attempt or refine an interdisciplinary approach uniting informational text instruction with social studies content.
Our findings suggest that using screencasting apps can provide more equitable learning opportunities as teachers require all students to justify their mathematical ideas.
Encouraging science through research-based teaching practices may be one way to increase teacher facilitation of early science education and promote language and literacy learning.
Authored by
Authored by:
Jill M. Pentimonti, Hope K. Gerde, Arianna E. Pikus
While participating in the diaper-changing routine, Lilly is learning language and self-help skills, and developing autonomy, self-regulation, and other capabilities.
