Promoting equity in your classroom is within your reach, and this course will give you some of the tools you need. It focuses on what equity work can look like for teachers working with children ages 3 through 5 on a day-to-day basis in the classroom.
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.
When schools abruptly transitioned to distance learning back in March, I found myself communicating with families more regularly than ever before. And it wasn’t long before I learned many parents and family members were struggling with fears, anxiety, los
Our bi-weekly all staff virtual meetings included personal check-ins. During these moments of truth-telling and tears, teachers expressed loneliness and fears.
Our commitment to partnering with families has not changed. We are providing remote services that prioritize relationships and we are connecting with families using social media, sending weekly text messages to all, and reaching out to each family.
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.
This module provides teachers with classroom examples and practical strategies to enhance their awareness of how cultural practices are deeply embedded in children and families behavior.
Fostering Content Knowledge: Meaningful Integration in the Primary Grades
The September 2020 issue of Young Children includes a cluster of articles that showcase the power of integrating science, math, technology, literacy, and social studies to make learning meaningful and content-rich across the primary grades.
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.
Through inquiry, teachers and young children can create authentic, organic learning that informs their understanding of themselves, of others, and of the world they live in.
The following article shares three principles for teachers of grades 1–3 who wish to attempt or refine an interdisciplinary approach uniting informational text instruction with social studies content.
Our findings suggest that using screencasting apps can provide more equitable learning opportunities as teachers require all students to justify their mathematical ideas.
Encouraging science through research-based teaching practices may be one way to increase teacher facilitation of early science education and promote language and literacy learning.
Authored by
Authored by:
Jill M. Pentimonti, Hope K. Gerde, Arianna E. Pikus
By completing the 2020 Census, and encouraging your colleagues, family, neighbors, and friends, on and offline, to do the same, you are helping to ensure communities get their fair share of over $800 billion per year in federal funding.
