Being an early childhood administrator can be challenging but also professionally and personally rewarding because it provides the opportunity to develop lasting and meaningful relationships with families and the community.
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.
This blog post was originally published on New America's website on January 23, 2018, and is part of Moving Beyond False Choices for Early Childhood Educators, a series edited by Stacie G. Goffin.
The National Power to the Profession Taskforce released a statement based on findings from the newly-published study, “Transforming the Financing of Early Care and Education,” by National Academies of Sciences, Engineering, and Medicine.
With support, teachers find kindergarten readiness assessments beneficial—they can use the assessment results to create rich, engaging learning environments that are well matched to children’s needs and interests.
Authored by
Authored by:
Elliot Regenstein, Maia C. Connors, Rio Romero-Jurado, Joyce Weiner
Rhian Evans Allvin, NAEYC's CEO, reflects on four crucial lessons she has learned during her own children's encounter with high-quality early childhood education.
Congress passed, and the President signed, a major budget deal that will provide an additional $5.8 billion to the Child Care and Development Block Grant (CCDBG)
Disasters can be defined as unexpected, disturbing, and stress-inducing events. They may be natural, like hurricanes, tornadoes, and earthquakes, or the result of human intervention, like mass shootings.
In a recent Hello discussion, a teacher sought advice on how to help the children in her class listen to each other more carefully when trying to resolve conflicts.
