You don’t have to have a background in science to support children’s ability to think deeply about problems, develop and test hypotheses, and share their discoveries.
Misconceptions about museums—too formal, boring— prevent many early childhood educators from accessing the diverse and unique resources museums can provide.
It is time for families, teachers, child care providers, schools, and communities to embrace health and wellness as an important factor in the early childhood experience.
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.
Adults working with infants and toddlers sometimes shy away from thinking of themselves as teachers because they worry the name is associated with more structured and adult-led activities than babies are ready for.
Read the Winter 2015 issue of Voices of Practitioners. Articles include "The Effect of Peer Support on Transitions of a Child with Autism" and "Teacher Research as a Form of Inspiration, Influence, and Mentoring."
Responses provided by early childhood educators who reflected on the most ethically defensible course of action for a young teacher facing a challenging dilemma at work.
Developmentally appropriate practice considers the whole landscape of learning—the motivational, cultural, and social and emotional as well as the cognitive.
Authored by
Authored by:
Christopher Pierce Brown, Beth Smith Feger, Brian Mowry
