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.
Knowing that we all have implicit biases and, simultaneously, have the capacity to change our thinking and improve our practices, we’ve outlined four steps that early childhood educators can take to understand our own biases and to advance equity.
What does engaged joyful learning look like when many child care centers around the country are struggling, and educators, families, and children are navigating virtual school and social distancing?
In this article, we explore a project whose goal is to use home- and community-based knowledge and concepts with which children are already familiar to introduce new topics around science and engineering in preschool.
Authored by
Authored by:
Christine M. McWayne, Jayanthi Mistry, Sunah Hyun, Virginia Diez, Cynthia Parker, Betty Zan, Daryl Greenfield, Kimberly Brenneman
In this article, we explore a project whose goal is to use home- and community-based knowledge and concepts with which children are already familiar to introduce new topics around science and engineering in preschool.
Authored by
Authored by:
Christine M. McWayne, Jayanthi Mistry, Sunah Hyun, Virginia Diez, Cynthia Parker, Betty Zan, Daryl Greenfield, Kimberly Brenneman
Promoting justice and knowledge in our youngest learners (and ourselves) could lead to lasting and deep community engagement, empowerment, and evolution.
Authored by
Authored by:
Veronica Benavides, Roxanne Ledda, Maimuna Mohammed
Knowledge-Rich Curriculum: Supporting Identity Development & Advancing Equity
The December issue of Young Children includes a cluster of articles with perspectives on enriching curriculum by connecting lessons to children's social and cultural contexts.
