Between 3 and 4 years old, my son realized that he was "brown." This story recounts the way I helped him feel special for having unique characteristics.
I had the privilege and pleasure of welcoming Ruby Bridges to NAEYC’s 2015 Annual Conference and hearing her opening address. Her remarks about the difference one teacher can make have stayed with me every moment since.
Each and every day, in early learning programs around the country, you, our NAEYC members, have a powerful opportunity to impact the lens with which children and their families approach the world
Challenging behavior can signal difficulty with social and emotional adjustment—foundational competencies that are linked to children’s school readiness and later school success.
Louise Derman-Sparks and Evelyn Moore’s contribution to our understanding of the Ypsilanti Perry Preschool program brings to mind a century of US early childhood education history.
We are honored to present this column about a milestone in 20th century American early care and education—the Perry Preschool in Ypsilanti, Michigan, 1962 to 1967. (A second column on the preschool will follow in the November 2016 issue of Young Children.
Looking critically at gender can allow teachers to have broader perceptions and interpretations of daily classroom events, thereby allowing children more space as they develop their gender identities.
From the cognitive benefits it promotes to the future professional advantages it confers, the scientific consensus confirms that bilingualism is a strength and an asset.
Showing children that we see and value all aspects of them—including attributes related to race and culture—is a critical step in helping them feel welcome and connected to their teachers and peers.
Solving the problem of suspensions and expulsions in early childhood education, which are disproportionately experienced by children and families of color, is a collective and systemic responsibility
Families’ insights into code switching, the sequence of second language acquisition, and language transference and development help teachers create a welcoming and supportive setting for children.
In 1995 a world-famous study by researchers Betty Hart and Todd Risley found that some children heard thirty million fewer words by their 4th birthdays than others. The children who heard more words were better prepared when they entered school
Children—informed by experiences in their homes, communities, and society as a whole—bring their own ideas about gender-appropriate materials and activities to the classroom.
An anti-bias early childhood care and education (ECCE) program puts diversity and equity goals at the center of all aspects of its organization and daily life.
Authored by
Authored by:
Louise Derman-Sparks, Debbie LeeKeenan, John Nimmo
