Early childhood educators, early learning settings, higher education and professional development systems, and public policy all have important roles in forging a new path for the future.
The recommendations are based on a set of principles that synthesize current early childhood education research through the lenses of equity and NAEYC’s core values.
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.
Work to change any policy that either directly or through unintended negative consequences undermines children’s physical and emotional well-being or weakens the bonds between children and their families.
This statement breaks new ground for the field and for NAEYC, affirming that all children have the right to equitable learning opportunities and that all early childhood educators have a professional obligation to advance equity.
This position statement is one of five foundational documents NAEYC has developed in collaboration with the early childhood profession. With its specific focus on advancing equity in early childhood education.
We are grateful for the opportunity to partner with so many leading organizations in our collective work to ensure all children have access to equitable learning opportunities that help them achieve their full potential as engaged learners.
Use the practical information and ideas in this book to develop and embed a culture of family engagement in all aspects of your early childhood program, from curriculum planning to addressing children’s individual needs.
Research shows that children thrive when their families are involved in their care and education. Here are some ways you can collaborate with your child’s teacher to create and maintain a great relationship.
Three years ago, the Child Care Center at Hort Woods made a formal commitment to teaching anti-bias education. Center leaders and teachers recognized that an anti-bias program was one way of helping the 170 children and families who attend the center.
There is one option that is accessible, ongoing, and effective: video self-reflection. Many professions use videos to evaluate and improve performance.
This article provides theoretical and research-based support for using videos for self-reflection to enhance teaching practice. It also offers practical guidance for engaging in self-reflection in classrooms and programs.
Wanting to understand the intrinsic and extrinsic factors that impact men’s decisions to teach in early childhood, we spent two years studying the experiences of male early childhood educators in New York City.
Authored by
Authored by:
Kirsten Cole, Jean-Yves Plaisir, Mindi Reich-Shapiro, Antonio Freitas
In this article, we describe those strong organizational contexts and how they empower leaders, teachers, and families to aspire to and realize higher quality practice and better outcomes for young children.
Authored by
Authored by:
Debra M. Pacchiano, Maureen R. Wagner, Holly Lewandowski
