Early care and education professionals, advocates, and supporters have worked to solve real and perceived problems within the early childhood education workforce, but without complete success. One ongoing issue is how we—and others—define who we are.
During the early childhood years, children start to develop their self-identity, a sense of who they are based on their roles and relationships in their family, early care settings or school and their community.
Durante los años de la primera infancia, los niños empiezan a desarrollar su identidad, una percepción de quiénes son según sus roles y relaciones dentro de la familia, el programa de cuidado infantil o la escuela y su comunidad.
In this article, we explore a project whose goal is to use home- and community-based knowledge and concepts with which children are already familiar to introduce new topics around science and engineering in preschool.
Christine M. McWayne, Jayanthi Mistry, Sunah Hyun, Virginia Diez, Cynthia Parker, Betty Zan, Daryl Greenfield, Kimberly Brenneman
This Young Children cluster advocates a curriculum that is knowledge-rich, that is authentically connected to children’s social and cultural contexts, and that promotes positive perceptions of social identities.
Policymakers must ensure that those working directly with children in early childhood settings have equitable, affordable access to high-quality professional preparation required to meet DAP standards.
Higher education practitioners must prepare early childhood educators to understand and implement all components of developmentally appropriate practice and provide equitable learning opportunities for all young children.
Fully achieving DAP guidelines and effectively promoting all young children’s development and learning depends on the establishment of a strong profession with which all early childhood educators, working across all settings, identify.
Developmentally appropriate teaching practices encompass a wide range of skills and strategies that are adapted to the age, development, individual characteristics, and the family and social and cultural contexts of each child served.
Observing, documenting, and assessing each child’s development and learning are essential processes for educators and programs to plan, implement, and evaluate the effectiveness of the experiences they provide to children.