The first schools for the very young in the United States did not include playgrounds because they were established prior to the concept of a playground.
Responses provided by early childhood educators who reflected on the most ethically defensible course of action for a young teacher facing a challenging dilemma at work.
Developing a sense of place through geographic experiences helps build the social and emotional foundation children need and will one day use as adults.
Children—informed by experiences in their homes, communities, and society as a whole—bring their own ideas about gender-appropriate materials and activities to the classroom.
Read the Summer 2015 issue of Voices of Practitioners. Articles include "Using Technology as a Social Tool in the Preschool Classroom" and "Teacher Research as a Professional Development."
This article presents a framework for thinking about the many ways early childhood administrators influence the quality of their programs, and then looks more broadly at the concept of distributed leadership in an organization.
An anti-bias early childhood care and education (ECCE) program puts diversity and equity goals at the center of all aspects of its organization and daily life.
Authored by
Authored by:
Louise Derman-Sparks, Debbie LeeKeenan, John Nimmo
Elements of the infant school—from orientation to teaching through play (including play outdoors)—have endured, helping to give preschool its uniform look.
Many early childhood educators are struggling to create a balance between addressing new initiatives and providing children with the active, dynamic, and integrated learning experiences that block play offers.
