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.
Mucha gente no piensa preste la debida atención a ninguno de sus muchos prioridades y llevar todo el peso de estas demandas. Les decimos a todos ustedes: son valientes. Son esencial. Y ellos no están solos.
Many are feeling like they are not giving their full attention to any of their many priorities, and they are carrying the weight of this entire burden on their shoulders. To all of you. You are brave. You are essential. And you are not alone.
In this article, the strategies we used for adapting our chosen curriculum to develop students’ critical thinking skills, language and literacy skills, and world knowledge.
During the early childhood years, children start to develop their self-identity, a sense of who they are based on their roles and relationships in their family, early care settings or school and their community.
Durante los años de la primera infancia, los niños empiezan a desarrollar su identidad, una percepción de quiénes son según sus roles y relaciones dentro de la familia, el programa de cuidado infantil o la escuela y su comunidad.
Katie’s article describes her and her colleagues’ journey with a rare glimpse into what being on the frontline of a professional learning metamorphosis entails.
In this article, we explore a project whose goal is to use home- and community-based knowledge and concepts with which children are already familiar to introduce new topics around science and engineering in preschool.
Authored by
Authored by:
Christine M. McWayne, Jayanthi Mistry, Sunah Hyun, Virginia Diez, Cynthia Parker, Betty Zan, Daryl Greenfield, Kimberly Brenneman
In this article, we explore a project whose goal is to use home- and community-based knowledge and concepts with which children are already familiar to introduce new topics around science and engineering in preschool.
Authored by
Authored by:
Christine M. McWayne, Jayanthi Mistry, Sunah Hyun, Virginia Diez, Cynthia Parker, Betty Zan, Daryl Greenfield, Kimberly Brenneman
Promoting justice and knowledge in our youngest learners (and ourselves) could lead to lasting and deep community engagement, empowerment, and evolution.
Authored by
Authored by:
Veronica Benavides, Roxanne Ledda, Maimuna Mohammed
This Young Children cluster advocates a curriculum that is knowledge-rich, that is authentically connected to children’s social and cultural contexts, and that promotes positive perceptions of social identities.
Knowledge-Rich Curriculum: Supporting Identity Development & Advancing Equity
The December issue of Young Children includes a cluster of articles with perspectives on enriching curriculum by connecting lessons to children's social and cultural contexts.
Fostering Content Knowledge: Meaningful Integration in the Primary Grades
The September 2020 issue of Young Children includes a cluster of articles that showcase the power of integrating science, math, technology, literacy, and social studies to make learning meaningful and content-rich across the primary grades.
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.
