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.
Last month, NAEYC continued with the second iteration of our successful online book club, as members were invited to read Big Questions for Young Minds: Extending Children’s Thinking, by Janis Strasser and Lisa Mufson Bresson.
In helping preservice teachers develop metaphors, I have found that they can be instrumental in examining memories of childhood school days and personal family histories.
By examining the core considerations of DAP through the lens of adult learning theory, we (the article authors) created a framework for supporting early childhood professionals who are continuing their educations.
Authored by
Authored by:
Martha Muñoz, Linda Anderson Welsh, Tina L. Chaseley
We have a strong history of leading complex conversations and implementing innovative solutions. Now, it is our time to use all that we know to take action and be the advocates that children, families, and educators need.
Although researchers no longer adhere to the notion of fixed stages of development (Siegler 2016), the norms Gesell established are still used today by psychologists, educators, and pediatricians to predict developmental changes.
Frances Rust uses American philosopher John Dewey’s idea of “soul-life” to frame her review of several teacher research studies published in Voices of Practitioners.
Mi misión personal es una de empoderar a los educadores de la primera infancia y animar su participación en la abogacía, la formación de políticas y la investigación.
