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.
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.
Self-Regulation and Executive Function: Responsive and Informed Practices for Early Childhood
This issue of Young Children offers a range of ideas for how early childhood professionals can translate important findings into actionable steps in their own settings to nurture executive function skills.
By leveraging children's natural curiosity, educators can offer a wide range of equity-based opportunities to learn about social studies principles every single day.
Author Maria Beteta describes how an innocent question became an opportunity to explore powerful concepts such as identity, culture, self-perception, differences, and similarities that connect us all.
In this article, we share how reading experiences served as jumping off points for exploring how disability representation in children’s literature can be incorporated as an essential component of teacher preparation and children’s literacy learning.
In this essay, I share how my perceptions of my students’ capabilities—and my own—were deeply influenced by my identity as a White, gay, cis male from a rural college town.
Here, I share my experiences with culturally responsive teaching and inclusive practices, how aspects of my identity have influenced my work with children and other educators to honor, include, and celebrate our identities.
To empower our children to embrace their own identities and the diversity around them, we need to first engage in identity-affirming, self-reflective practices ourselves.
Feelings of being an imposter, along with the delicately woven systems of oppression that exist in schools, often stop educators from sharing their true identities.
The authors in this collection examine their own identities by looking at their histories; reflecting on how their identities that arise from group memberships influence their teaching.
Authored by
Authored by:
Barbara Henderson, Isauro M. Escamilla, Megina Baker, Amanda Branscombe, Maleka Donaldson, Debra Murphy, Andrew J. Stremmel
Scholar Amanda LaTasha Armstrong discusses ways that educators can ensure the children and families in their settings see themselves represented in technology and media.
