Nurturing Equity Leaders: Where We Are and Where We Need to Be
The Summer 2021 issue of Young Children includes a cluster of articles drawing on the upcoming NAEYC book, Advancing Equity and Embracing Diversity in Early Childhood Education: Elevating Voices and Actions.
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.
Grief can feel devastating to both children and teachers, but the patience, courage, and responsiveness you show will be a lasting gift to a child and family who are grieving.
If we help young children understand death, we help them cope with a personal loss that has already occurred or prepare them to understand and cope with a personal loss at a later time.
Should we refer to our class as friends? On the surface, this may seem like a simple question, but it represents a complex aspect of classroom ecology that is debated in early childhood circles.
Young children with responsive caregivers are likely to thrive, whereas young children who experience emotionally unavailable environments are more likely to experience negative impacts on their cognitive, social, language, and emotional development.
Authored by
Authored by:
Vonda Jump Norman, Audrey C. Juhasz, Krista Nicole Useche, Kristine M. Kinniburgh
In order to be part of an effective safety net for young children’s emotional well-being, we need to understand their unique vulnerability to trauma and extended stress during the first few years of life.
Sharpening our “behavior detective” skills requires us to use reflective practices to apply our knowledge of development in service of understanding the individual infant or toddler.
Authored by
Authored by:
Claire D. Vallotton, Jennifer A. Mortensen, Melissa M. Burnham, Kalli B. Decker, Marjorie Beeghly
Since emotions are learning opportunities in an early childhood setting, a developmentally appropriate goal is for children to learn strategies to manage and express their emotions through warm, attentive teacher responses.
Vivian Gussin Paley, author of thirteen insightful books that illuminate children’s social and emotional competence, captured the essence of what young children ask of us with respect to social and emotional support.
This issue of Young Children offers research-supported responses to these questions with a cluster of articles devoted to intentional practices that promote social and emotional development.
