Early care and education professionals, advocates, and supporters have worked to solve real and perceived problems within the early childhood education workforce, but without complete success. One ongoing issue is how we—and others—define who we are.
Through the following examples, we aim to show how teachers can support young children’s growth in ways that are important to emergent writing development, with a focus on content knowledge, genre knowledge, and visual literacy.
Carol A. Donovan, Diane C. Sekeres, Cailin Jane Kerch
Mucha gente no piensa preste la debida atención a ninguno de sus muchos prioridades y llevar todo el peso de estas demandas. Les decimos a todos ustedes: son valientes. Son esencial. Y ellos no están solos.
Many are feeling like they are not giving their full attention to any of their many priorities, and they are carrying the weight of this entire burden on their shoulders. To all of you. You are brave. You are essential. And you are not alone.
Durante los años de la primera infancia, los niños empiezan a desarrollar su identidad, una percepción de quiénes son según sus roles y relaciones dentro de la familia, el programa de cuidado infantil o la escuela y su comunidad.
During the early childhood years, children start to develop their self-identity, a sense of who they are based on their roles and relationships in their family, early care settings or school and their community.
This Young Children cluster advocates a curriculum that is knowledge-rich, that is authentically connected to children’s social and cultural contexts, and that promotes positive perceptions of social identities.