In this blog, Rebecca Newman-Gonchar shares relevant findings from a recently released practice guide that underscores the importance of developmentally appropriate practice during back to school time.
Jana has worked in the field for more than 20 years, working in instructional, leadership, and advocacy experiences. She has taught pre-K, directed child care centers, and managed the early learning program of Catholic Charities of Baltimore.
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
Authored by
Authored by:
Tahnee L. Wilder, Ashley Y. Grays, Fanica Young, Danica Moise, Sharde Theodore
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
Authored by
Authored by:
Barbara Wilder-Smith, Deborah J. Leong, Elena Bodrova
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
Self-Regulation and Executive Function: Responsive and Informed Practices for Early Childhood
This issue of Young Children offers a range of ideas for how early childhood professionals can translate important findings into actionable steps in their own settings to nurture executive function skills.
In this article, we share examples of intentional practices in a family child care setting, and we highlight how these approaches can be adapted by educators in other types of programs to foster an inclusive learning community.
Authored by
Authored by:
Elena Bacmeister, Dorothy Shapland Rodriguez, Margarita (Mar) Taylor, Renae Cueves Días
In this article, I present some key findings about how infants build the foundations of social connection through eye gaze and facial emotion processing.
