When mathematical learning at school connects to familiar experiences and objects in children’s lives, the math can seem more interesting and make more sense to children!
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.
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.
While urban schools may face complex challenges in providing effective education for children who speak many languages, they also have access to resources and supports not found in suburban and rural areas.
Challenging behavior can signal difficulty with social and emotional adjustment—foundational competencies that are linked to children’s school readiness and later school success.
The early childhood education movement has grown steadily over the past two decades, plateaued in recent years, and currently is in dire need of reinforcements.
