We gathered insights from individuals with various perspectives and roles in early childhood. Here, you will read excerpts of what some of them would share with families about supporting children during this period of rapid change.
The practice of an intentional morning greeting is something that can empower young children to embrace their day and their learning. Young children may be experiencing challenges or anxieties beyond the classroom, whether we are aware of them or not.
The three de-escalation activities detailed here can be useful in targeting anxiety—two are used for de-escalating children’s anxious behaviors, and the third assists children in identifying the cause of their anxiety and in developing coping skills.
Authored by
Authored by:
Sierra L. Brown, Allison McCobin, Stephanie Easley, Kara E. McGoey
Here are three strategies you (as the teacher) can use to help families turn picture books into tools to prompt rich conversations about expressing feelings, gaining self-esteem, showing perseverance, and many other important skills.
Children need help making sense of what they are seeing and hearing. These conversations also offer us important teachable moments to engage young children in discussion about their identities, human diversity, fairness and unfairness, and the right of pe
Through our virtual programming for both teachers and parents, our relationship-based approach that is already key to our programming was ramped up to identify, acknowledge, and attend to children’s emotions.
Young children find a goodbye ritual very comforting. Families can make up a love ritual such as a secret handshake and a kiss. Reading books about separation such as The Kissing Hand can also provide comfort to children
Social- emotional learning (SEL) is the foundation and heartbeat of the classroom. Students need to feel connected, safe, and secure, before we even begin to address academics. T
As child development programs re-open or begin virtual interactions, teachers and families will need to make enhanced, intentional, targeted efforts to ensure those relationships are meaningful and individualized to respond to each child’s specific needs.
More than ever, early childhood educators need accurate information and practical guidance for helping children and families who have experienced trauma.
This Focus on Ethics column discusses some of the ethical issues the pandemic has created for teachers and administrators working in programs that serve young children.
Here, you will read key excerpts of what they would share with teachers about supporting children and families as they adapt to the dramatic changes in daily routines and circumstances.
Teachers using an emergent inquiry curriculum are responsive to children, planning provocations around questions they have developed that challenge the children toward the edges of their own understandings.
No one in the world has ever done what we are all doing right now. No one ever thought we would have to try being teachers to 4-year-olds without being in the same room together.
This is the first article in a series about asking questions that foster rich conversations. Visiting a variety of preschool settings, we’ll consider the different types of questions teachers ask and listen to children’s responses.
