Although some people may believe that frequent opportunities for playful learning outdoors, including explorations of nature, are merely niceties, we believe they are critical for healthy whole child development.
Here we highlight a few posts from a conversation about Fathers Day. See how a discussion on gift ideas for Father’s Day became an exploration of ways to be inclusive of all families.
The scenarios in this article show skilled teachers setting up environments and facilitating infants’ and toddlers’ development and learning. Their process is called scaffolding.
If you’ve visited NAEYC.org lately, you’ve seen our tagline: Promoting high-quality early learning by connecting practice, policy, and research It’s not just a slogan, it’s our guiding principle—and it’s exemplified by the May issue of Young Children.
Of all that brain science has taught us over the last 30 years, one of the clearest findings is that early brain development is directly influenced by babies’ day-to-day interactions with their caregivers.
Between 3 and 4 years old, my son realized that he was "brown." This story recounts the way I helped him feel special for having unique characteristics.
It’s not uncommon to have children in your program who spend time with parents in two different homes. Individualizing communication is an effective way to recognize and welcome diverse family structures.
I had the privilege and pleasure of welcoming Ruby Bridges to NAEYC’s 2015 Annual Conference and hearing her opening address. Her remarks about the difference one teacher can make have stayed with me every moment since.
Motor development is a constant learning process. A child’s body is continuously growing and changing, and his environment offers different opportunities for movement.
Authored by
Authored by:
Sandra Petersen, Emily J. Adams, Linda Groves Gillespie
In this issue of Young Children, we share seven stories of best practice, innovative ideas, and new research related to teaching young children in urban programs.
