Early childhood educators encounter many ethical issues in the course of their daily work with children and families. Focus on Ethics presents such an issue and asks readers to determine how an early childhood educator might best respond to it.
As a master’s student reflecting on my elementary school education, I realized that the academic knowledge that I gained each year seemed to have been related to the social and emotional feel of the classroom.
We are honored to present this column about a milestone in 20th century American early care and education—the Perry Preschool in Ypsilanti, Michigan, 1962 to 1967. (A second column on the preschool will follow in the November 2016 issue of Young Children.
The North Carolina Office of Early Learning designed and implemented the Pre-K and Kindergarten Demonstration Program to support educators across the state in developing as early childhood teacher leaders.
Authored by
Authored by:
Sharon Ritchie, Eva C. Phillips, Carla Gravitte Garrett
This article gives an example of an arts infusion lesson that embraces creativity, describes the process of implementing the lesson and the resulting understanding demonstrated by the students.
Looking critically at gender can allow teachers to have broader perceptions and interpretations of daily classroom events, thereby allowing children more space as they develop their gender identities.
The skills used in this scenario are what children will need as adults to succeed in the 21st century, and the children in this scenario are developing them seamlessly and organically through play.
Children’s books captivate young children, and teachers love to see kids engrossed in their pages. But what if that book is an e-book? Does that change the equation?
Showing children that we see and value all aspects of them—including attributes related to race and culture—is a critical step in helping them feel welcome and connected to their teachers and peers.
