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.
In this article, we discuss the need for teacher candidates to experience play, the equitable benefits of playful learning, and strategies that we use to position play within a standards-based curriculum.
Authored by
Authored by:
Melanie Loewenstein, Toni Denese Sturdivant, Josh Thompson
In this article, we describe our inquiry to better understand children’s thinking through play. We also share ideas about how teachers can build upon children’s interests and expertise in ways that are respectful, inclusive, and engaged.
This issue of Young Children delves into different aspects of play, different roles of educators during play, and the contexts of children and families with play.
Hear from DAP thought leader, Dr. Iheoma Iruka as she shares her perspective on taking an equity-focused approach to understand and support child development.
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
Hear from DAP thought leaders, Sue Bredekamp and Barbara Willer, as they reflect on the importance of the core considerations to teacher decision making.
We are so pleased to be able to offer you the 2021 compilation of Voices of Practitioners articles. This volume marks VOP’s 17th year as an online journal.
NAEYC’s Emergent Curriculum and the Cycle of Inquiry Approach course, is the first step on your journey to guiding children through an emergent curriculum.
The following resources have been supplied by Boston Public Schools and correspond to Appendix D: Creating and Implementing Developmentally Appropriate Curriculum: A Guide for Public School Audiences.
