This collection of Voices focuses on what we all have been learning about ourselves and our work over the past year and a half of overlapping crises in our nation and the world.
We are so pleased to be able to offer you the 2022 compilation of Voices of Practitioners articles. This volume marks VOP’s 18th year as an online journal.
This article highlights the evolution of family-centered services in EI/ECSE through which young children with delays and disabilities, birth through age 8, receive services
NAEYC member Aarie Wade is a role model, a community leader, and an example of how NAEYC resources and membership can support an educator’s work and development.
As NAEYC’s new chief executive officer, Michelle Kang engages with the question, "How does the world’s largest early childhood membership organization connect to our journey?"
As NAEYC’s new chief executive officer, Michelle Kang engages with the question, "How does the world’s largest early childhood membership organization connect to our journey?"
As we continue to emerge from the pandemic, social justice inequities related to child care have not been resolved. Advocacy for children and those who care for and educate them is needed now more than ever.
As we continue to emerge from the pandemic, social justice inequities related to child care have not been resolved. Advocacy for children and those who care for and educate them is needed now more than ever.
In this article, we discuss the benefits of engaging children in math learning through shared reading, outlining strategies that early childhood educators can use to extend the math during shared reading of both mathematical and non-mathematical books.
Authored by
Authored by:
Megan Onesti, Colleen Uscianowski, Michèle M. Mazzocco
In this article, we discuss the role of contrasting cases when introducing mathematical concepts to young children, especially with regard to integers, the various uses of the minus sign, and number operations.
Teachers can help children build the foundations of algebraic reasoning in preschool and elementary school by focusing on topics critical to algebra by using concrete objects found in any early learning setting or home and by offering simple activities.
This article focuses on one aspect of a child’s specific culture—making and relating to friends—and the paradigm shift that occurs when teachers evaluate what they observe and experience with children by the yardstick of childhood rather than adulthood.
