Early childhood educators can use evidence-based strategies—such as modeling, prompting, and reinforcement—to support the individual needs of children with ASD.
Authored by
Authored by:
Christan Coogle, Naomi L. Rahn, Kayla Lipscomb, Kirsty Bennett, Emma Cooley
In this article, we share examples of intentional practices in a family child care setting, and we highlight how these approaches can be adapted by educators in other types of programs to foster an inclusive learning community.
Authored by
Authored by:
Elena Bacmeister, Dorothy Shapland Rodriguez, Margarita (Mar) Taylor, Renae Cueves Días
This article outlines ways that educators can identify children’s unique strengths and abilities, then offers examples of individualized lesson plans for different times and activities during the day.
Rebecca (Becky) Tate has been an educator for over two decades and currently teaches in a prekindergarten classroom at Amargosa Valley Elementary School in Amargosa Valley, Nevada.
This issue of Teaching Young Children focuses on how preschool educators can learn about and be responsive to each child’s individual assets, personalities, approaches to learning, and needs.
By getting to know each learner’s unique qualities, interests, and strengths, educators form the foundations for belonging and foster learning and development for every child in partnership with families.
Individuality: Supporting Each and Every Preschooler
Teaching Young Children is NAEYC's magazine for anyone who works with preschoolers. Colorful, informative, and easy-to-read, TYC is packed full of teaching ideas, strategies, and tips.
