This article focuses on one aspect of a child’s specific culture—making and relating to friends—and the paradigm shift that occurs when teachers evaluate what they observe and experience with children by the yardstick of childhood rather than adulthood.
While inclusion is an important goal for many families and teachers and is a hallmark of a high-quality early learning program, effective implementation requires planning, intentionality, and collaboration.
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.
Melissa A. Sreckovic Tia R. Schultz Christine K. Kenney Kelly Crenshaw
Knowing that readers will want to dive into the rich collection of high-quality titles featured in this issue, Young Children has introduced an online catalogue of the books found in this issue’s articles.