In our ongoing work, we have identified four factors that influence the degree to which teachers are able to fuel science inquiry with multilingual learners while simultaneously promoting equitable and inclusive classroom science environments.
Cindy Hoisington Jessica Mercer Young Jeff Winokur
Rich and sustained conversations in the classroom provide opportunities to learn about and practice using new vocabulary, to grapple with new ideas, and to contribute to longer-term knowledge and skills.
En una época de rendiciones de cuentas, presiones y evaluaciones de alto nivel (¡incluso en algunas aulas de kindergarten!), muchos educadores de educación inicial se sienten presionados a enfocarse en el rigor académico.
Shannon Riley-Ayers Alexandra Figueras-Daniel
Since emotions are learning opportunities in an early childhood setting, a developmentally appropriate goal is for children to learn strategies to manage and express their emotions through warm, attentive teacher responses.
This is the first article in a series about asking questions that foster rich conversations. Visiting a variety of preschool settings, we’ll consider the different types of questions teachers ask and listen to children’s responses.
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.
Vivian Paley’s contribution to the field of early childhood education and teacher education is certainly her approach to creating the space and opportunities for children to share their stories through storytelling and story acting, but it is much more.
Como padre o madre de un niño o niña que está aprendiendo dos o más idiomas, usted puede sustentar la habilidad y el interés de usar todos los idiomas que escuche su hijo al entusiasmarse y divertirse con el multilingüismo.