The Spring 2026 issue of Educating Young Children is focused entirely on the preschool-to-kindergarten transition and reading it this week hit me differently than it might have at any other time.
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.
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
Understanding why and how to implement a continuity of care approach can inspire positive and responsive changes for all—early childhood educators, families, and children.
This article focuses on one aspect of a child’s specific culture—making and relating to friends—and the paradigm shift that occurs when teachers evaluate what they observe and experience with children by the yardstick of childhood rather than adulthood.
By connecting with their children while playing on the floor, at eye-level with them, families can foster their child's social, emotional, and cognitive development through creative play.
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
My favorite part of my work with families, educators, staff, and children is the privilege of mentoring, encouraging, motivating, and learning alongside them.
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
Individuality and Inclusive Practices for Early Childhood
This cluster of Young Children articles takes up that call by digging deeper into the core consideration of individuality and guidelines related to inclusion and offering in-depth descriptions of approaches to meet each child where they are.
The books featured here provide a sampling of books and activities that can be used to introduce foster care and adoption into the early childhood classroom.
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
