إن الممارسة الصارمة وتلك الملائمة من الناحية التنموية، تعتبران ضروريتين للتعليم بمرحلة الطفولة المبكرة؛ وإذا ما تم القيام بهما على نحو سليم، فإن كل منهما سوف يعزز الآخر
The best available evidence tells us that more guns leads to more violence, and that child-access prevention laws, in particular, can reduce injuries and deaths.
NAEYC is for the active embrace of equity. We are for talking openly and honestly about diversity, and we are for changing our policies and practices to enhance our organizational commitment to being high performing and inclusive.
In a recent Hello discussion, a teacher sought advice on how to support a child with two moms around Father’s Day, and how to discuss this with his parents in a way that was respectful to all the families.
It is vital for early childhood educators to develop cultural awareness and essential proficiencies to effectively teach across racial and cultural differences.
The concept of teacher as ethnographer and the four dimensions of teacher cultural capital could serve as key strategies toward improving the social and academic outcomes for children of color.
This article, along with the suggested resources, provides a starting point for teachers and families seeking to do the important work of supporting young children’s learning and understanding about race and racism.
In this article, we argue that creating engaging early math-learning opportunities is critical, especially for African American boys, and we recommend choosing materials and designing environments to optimize early math learning.
In this article, we describe the transformation of 17 kindergarten classrooms from didactic experiences for children to rigorous and developmentally appropriate student-centered learning environments.
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.
Using international picture books is a powerful vehicle for teachers who want to foster children’s development of intercultural knowledge and understanding in meaningful ways.
This article examines challenging behaviors children with ASD frequently exhibit and reviews three practices teachers use in their classrooms to help children communicate verbally.
Authored by
Authored by:
Christan Coogle, Naomi L. Rahn, Jennifer R. Ottley, Ashley Zehner
