Understanding why and how to implement a continuity of care approach can inspire positive and responsive changes for all—early childhood educators, families, and children.
his article describes the collaboration between teachers and researchers designing a translanguaging space where bilingual children and their families could explore the linguistic and cultural practices that they engage in at home.
Authored by
Authored by:
Ivana Espinet, Maite T. Sánchez, Sabrina Poms, Elizabeth Menendez
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.
In this article, we focus on communication and collaboration—qualities that are important in achieving the critical thinking, creativity, and content knowledge involved across STEAM areas.
In this article, Jenna Valasek explains how she uses open-ended materials with intentional teacher planning and scaffolding to engage children in active thinking, social interactions, and joyful learning across multiple areas.
Teaching Young Children is NAEYC's magazine for anyone who works with preschoolers. Colorful, informative, and easy-to-read, TYC is packed full of teaching ideas, strategies, and tips.
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.
In this article, we share contextual information about using the engineering design process our program, including how we adapted a research-based curriculum to meet the individual needs of children with disabilities.
