The lessons of COVID-19 have been unexpected and surprising gifts. I have experienced what community feels like as Children Campus’ director, and I sense that feeling has been contagious.
This article shares a collaborative approach that two counties in Pennsylvania have taken to tear down the silos and instead promptly and effectively support early learning programs and staff and the children and families they serve.
Stepping back from children’s play, rather than always inserting ourselves into it, gives us time to intentionally observe, listen to, and record children as they play.
Authored by
Authored by:
Krystina Tapia Emma Pickering Jesse Robert Coffino
Early childhood educators know how challenging transitions can be! NAEYC has collected a list of resources to support your unique ECE needs. Whether going back to school or looking for strategies in the classroom, NAEYC is here to help.
NAEYC encourages all providers to seek and follow current, science-based recommendations for maintaining healthy environments for children and staff in early education settings.
In this article, we describe how and why social justice education is important for early childhood education. We offer a district and classroom example of how social justice approaches to early childhood education can increase its positive impact.
Whether you’re organizing, scheduling, or hosting online gatherings for one class or a whole program, the following tips will help optimize the experience in virtual playgroups for everyone.
Authored by
Authored by:
Shakesha Thompson Louisa Anastasopoulos Lori Coletti
Should we refer to our class as friends? On the surface, this may seem like a simple question, but it represents a complex aspect of classroom ecology that is debated in early childhood circles.
This month on Ask Hello, educators share strategies to get preschool students communicating with each other and building relationships while learning online.
Knowing that we all have implicit biases and, simultaneously, have the capacity to change our thinking and improve our practices, we’ve outlined four steps that early childhood educators can take to understand our own biases and to advance equity.
If your center is operating fairly “normal,” what have you noticed during play? Are children talking about COVID? Do they interact the same way as before?
