Únase a nosotros—como los defensores que son y tienen que ser—para insistir en que nuestro país cumpla la promesa de una educación infantil de alta calidad para nuestros niños, familias y comunidades.
Join us—as the advocates you are and must be—to insist that our country deliver on the promise of high-quality early childhood education for our children, families, and communities.
This article considers some specific areas of children’s learning commonly addressed in ELDS, with an eye toward how they do—and do not—honor cultural diversity.
Authored by
Authored by:
Jeanne L. Reid, Catherine Scott-Little, Sharon Lynn Kagan
As teachers, we need to begin by reflecting on our own spiritual experiences, biases, knowledge bases, and identities. Regardless of our beliefs, we should consider how these views could impact daily interactions.
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.
On the most challenging days, begin your self-reflection with Derman-Sparks’ and Edwards’ wise words: “Anti-bias work is essentially optimistic work about the future for our children.”
Tessie Ragan comes from a long line of educators. Her mother was a military family child care provider, and her grandmother taught public elementary school in Queens, New York.
Si ven “Moving Day”, es posible que les afecte como me afectó a mí lo mucho que a veces tienen en común las prácticas de los cuidadores zoológicos y las de los educadores.
There is one option that is accessible, ongoing, and effective: video self-reflection. Many professions use videos to evaluate and improve performance.
This article provides theoretical and research-based support for using videos for self-reflection to enhance teaching practice. It also offers practical guidance for engaging in self-reflection in classrooms and programs.
Today, the field is in the midst of another of those periods, with widespread calls for all teachers of infants through third graders to have associate or bachelor’s degrees in early childhood education and to receive fair compensation.
Wanting to understand the intrinsic and extrinsic factors that impact men’s decisions to teach in early childhood, we spent two years studying the experiences of male early childhood educators in New York City.
Authored by
Authored by:
Kirsten Cole, Jean-Yves Plaisir, Mindi Reich-Shapiro, Antonio Freitas
The consequences in the wake of high turnover are staggering, with the loss of staff affecting children, families, and the general morale and stress levels of staff remaining in the program (Marotz & Lawson 2007).
