NAEYC’s new community platform has been live for just 3 months and already, it is emerging into a thoughtful community for early childhood educators to engage and connect with their peers
Of all that brain science has taught us over the last 30 years, one of the clearest findings is that early brain development is directly influenced by babies’ day-to-day interactions with their caregivers.
Free play and guided play—together known as playful learning—are pedagogical tools through which children can learn in joyful and conceptually rich ways.
Authored by
Authored by:
Brenna Hassinger-Das, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff
Something special is happening in Head Start of Lane County, in Springfield, Oregon.
Authored by
Authored by:
Eric Pakulak, Melissa Gomsrud, Mary Margaret Reynolds, Theodore A. Bell, Ryan J. Giuliano, Christina M. Karns, Scott Klein, Zayra N. Longoria, Lauren Vega O'Neil, Jimena Santillán, Helen Neville
The scenarios in this article show skilled teachers setting up environments and facilitating infants’ and toddlers’ development and learning. Their process is called scaffolding.
Free play and guided play—together known as playful learning—are pedagogical tools through which children can learn in joyful and conceptually rich ways.
Authored by
Authored by:
Brenna Hassinger-Das, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff
If you’ve visited NAEYC.org lately, you’ve seen our tagline: Promoting high-quality early learning by connecting practice, policy, and research It’s not just a slogan, it’s our guiding principle—and it’s exemplified by the May issue of Young Children.
Reading the articles in this Young Children cluster about social and emotional development, I can’t help but dream of a world in which all children reap the benefits of the research-based practices highlighted here.
Children with higher emotional intelligence are better able to pay attention, are more engaged in school, have more positive relationships, and are more empathic.
Authored by
Authored by:
Shauna L. Tominey, Elisabeth C. O’Bryon, Susan E. Rivers, Sharon Shapses
Many behaviors have cultural roots that teachers can capitalize on to foster each child’s developing identity, share cultural lessons with the whole class, and help children cultivate shared norms for their behavior as students.
