This collection of Voices focuses on what we all have been learning about ourselves and our work over the past year and a half of overlapping crises in our nation and the world.
We are so pleased to be able to offer you the 2022 compilation of Voices of Practitioners articles. This volume marks VOP’s 18th year as an online journal.
This article on digital storybooks used in early childhood settings provides an international collaboration comparing teachers’ and children’s interactions in two cultural settings.
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
A group of coaches, teacher educators, and program directors in Massachusetts spends a school year investigating the ways a cross-context inquiry group can support early childhood leaders in their work with early childhood educators.
Authored by
Authored by:
Megina Baker, Stephanie Cox Suárez, Brenda Acero, Peggy Martalock, Denise Nelson, Jenny Hanseul Park, Annalisa Hawkinson Ritchie, Natacha Shillingford
In his teacher research, Ron Grady investigates how play can support and scaffold a favorite domain of so many early childhood professionals—language and literacy.
The lessons of COVID-19 have been unexpected and surprising gifts. I have experienced what community feels like as Children Campus’ director, and I sense that feeling has been contagious.
When I explored the options Zoom provided during virtual meetings, I discovered that its Spotlight feature and the mute button were two ways to work toward learning goals and an approach focused on the whole child.
My favorite part of my work with families, educators, staff, and children is the privilege of mentoring, encouraging, motivating, and learning alongside them.
We may not be able to control the spread of the virus, the changing mandates, or the inequities and social justice issues intensified by the pandemic, but we can control how much our children feel loved by us.
For Alyssa Smith, the pandemic enabled her to view her courses on play and curriculum as a big “look into the mirror” to discern what matters and what was important about becoming a teacher.
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
This collection of Voices focuses on what we all have been learning about ourselves and our work over the past year and a half of overlapping crises in our nation and the world.
We are so pleased to be able to offer you the 2021 compilation of Voices of Practitioners articles. This volume marks VOP’s 17th year as an online journal.
A group of coaches, teacher educators, and program directors in Massachusetts spends a school year investigating the ways a cross-context inquiry group can support early childhood leaders in their work with early childhood educators.
Authored by
Authored by:
Megina Baker, Stephanie Cox Suárez, Brenda Acero, Peggy Martalock, Denise Nelson, Jenny Hanseul Park, Annalisa Hawkinson Ritchie, Natacha Shillingford
مع توفر مجموعة واسعة من الخيارات المتزايدة في التعقيد فيما يخص تعليم الطفولة المبكرة نجد أن المعلمات والإداريات يقمن بصورة دائمة بعملية تقييم للنماذج والنُهج والمواد التي تدعم تعلم الأطفال وأكثرها نجاعة في ذلك
