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?
The practice of an intentional morning greeting is something that can empower young children to embrace their day and their learning. Young children may be experiencing challenges or anxieties beyond the classroom, whether we are aware of them or not.
Teachers can be the conduit to connect families with children who are experiencing some similar losses and routine challenges, and group support is valuable.
NAEYC’s Early Learning Program Standards and Assessment Items to compile a set of questions and considerations. These are designed to help educators and administrators think through options, opportunities, & tradeoffs as you support children and families
Emergent curriculum arises from the things that fascinate children—what they see, what they wonder about, what they develop theories about. Exploring these elements with children and using their interests to drive curriculum can be challenging for teache
Discover what math teaching and learning look like in the playful, emergent environment of the early childhood classroom. Every day, children explore math concepts in their conversations and interactions.
Often, teachers struggle to come up with activities that are inclusive and representative of each child and their family, helping to build self-confidence and also an understanding of others’ social and cultural identities.
Like many teachers, I have developed ways to keep my preschoolers engaged and learning while schools are closed due to COVID-19. Also, what I offer is shaped by the feedback I receive from families about how they might (or might not) be able to participat
