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.
In this issue of Young Children, we share seven stories of best practice, innovative ideas, and new research related to teaching young children in urban programs.
As a master’s student reflecting on my elementary school education, I realized that the academic knowledge that I gained each year seemed to have been related to the social and emotional feel of the classroom.
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.
It's important for teachers to create a welcoming environment for children and families from all cultures and who speak different languages. Here are a few quick tips.
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.
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
The first schools for the very young in the United States did not include playgrounds because they were established prior to the concept of a playground.
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
