Promoting equity in your classroom is within your reach, and this course will give you some of the tools you need. It focuses on what equity work can look like for teachers working with children ages 3 through 5 on a day-to-day basis in the classroom.
This article provides theoretical and research-based support for using videos for self-reflection to enhance teaching practice. It also offers practical guidance for engaging in self-reflection in classrooms and programs.
Today, the field is in the midst of another of those periods, with widespread calls for all teachers of infants through third graders to have associate or bachelor’s degrees in early childhood education and to receive fair compensation.
Wanting to understand the intrinsic and extrinsic factors that impact men’s decisions to teach in early childhood, we spent two years studying the experiences of male early childhood educators in New York City.
Kirsten Cole, Jean-Yves Plaisir, Mindi Reich-Shapiro, Antonio Freitas
The consequences in the wake of high turnover are staggering, with the loss of staff affecting children, families, and the general morale and stress levels of staff remaining in the program (Marotz & Lawson 2007).
In this article, we describe those strong organizational contexts and how they empower leaders, teachers, and families to aspire to and realize higher quality practice and better outcomes for young children.
Debra M. Pacchiano, Maureen R. Wagner, Holly Lewandowski
In 2000, From Neurons to Neighborhoods: The Science of Early Childhood Development was released by the National Research Council. For the field of early childhood education, this report was a game changer.