The concept of teacher as ethnographer and the four dimensions of teacher cultural capital could serve as key strategies toward improving the social and academic outcomes for children of color.
The teachers of a four-year-old boy, who spoke only Chinese, helped him form social connections with the other children in his class with the help of technology
In celebration of Hispanic Heritage month, José-Luis talks about his newest album ¡Come Bien! Eat Right! and the messages he wants to share with families and teachers.
These are many factors that contribute to poor academic and life outcomes, according to a newly published report by the Child Trends Hispanic Institute.
Here are some resources from NAEYC’s publications and online content that support anti-bias approaches, positive guidance, and diversity in the classroom
Something special is happening in Head Start of Lane County, in Springfield, Oregon.
Authored by
Authored by:
Eric Pakulak, Melissa Gomsrud, Mary Margaret Reynolds, Theodore A. Bell, Ryan J. Giuliano, Christina M. Karns, Scott Klein, Zayra N. Longoria, Lauren Vega O'Neil, Jimena Santillán, Helen Neville
This Focus on Ethics column asks you to consider how to respond to Mr. Jackson—the father of 4-year-old Victor—who insists that his son not be permitted to play with clothes or accessories typically associated with girls and women.
Many behaviors have cultural roots that teachers can capitalize on to foster each child’s developing identity, share cultural lessons with the whole class, and help children cultivate shared norms for their behavior as students.
