This case study challenges us and our insights into how prior experiences and cultural knowledge shape our definitions of teacher research and of “best” practices.
In this article, we present six research-informed resources for making the most of these conferences, with examples of how pre-K teachers received and made use of them.
Authored by
Authored by:
Tricia Zucker, Michael Mesa, April Crawford, Shauna Spear, Sonia Cabell
In this article, we share five practices that early childhood educators can follow to become culturally competent in building relationships with Black fathers of children in their schools.
his article describes the collaboration between teachers and researchers designing a translanguaging space where bilingual children and their families could explore the linguistic and cultural practices that they engage in at home.
Authored by
Authored by:
Ivana Espinet, Maite T. Sánchez, Sabrina Poms, Elizabeth Menendez
This article highlights the evolution of family-centered services in EI/ECSE through which young children with delays and disabilities, birth through age 8, receive services
Educators, families, and the community come together at the Little Friends of the River program, part of overall STEAM programming at the Bronx Children’s Museum.
In this article, we look at how a service-learning project helped foster receptive language competencies for infants through art experiences and encouraged socially and culturally responsive practices by students.
I offer five Rs—respect, responsiveness and reassurance, relationship, reciprocity, and reflection—to help you build trust and promote positive family engagement in your preschool classroom.
The following DAP snapshot and reflection touches on how one teacher built on preschool children’s funds of knowledge in the context of their neighborhood environments to enrich their science curriculum.
Digital documentation such as photos, videos, and audio recordings offer windows into a classroom environment and can also help increase families’ respect for and understanding of the work a program does.
My favorite part of my work with families, educators, staff, and children is the privilege of mentoring, encouraging, motivating, and learning alongside them.
Partnering with families is key to developmentally appropriate practice, with two-way, respectful, and collaborative communication at the heart of the partnerships between families of children with ASD and schools.
Authored by
Authored by:
Melissa A. Sreckovic, Tia R. Schultz, Christine K. Kenney, Kelly Crenshaw
This article shares a collaborative approach that two counties in Pennsylvania have taken to tear down the silos and instead promptly and effectively support early learning programs and staff and the children and families they serve.
