Partnering with families is key to developmentally appropriate practice, with two-way, respectful, and collaborative communication at the heart of the partnerships between families of children with ASD and schools.
Authored by
Authored by:
Melissa A. Sreckovic, Tia R. Schultz, Christine K. Kenney, Kelly Crenshaw
When planned, implemented, and individualized to meet children’s strengths and needs, inclusive practices can lead to positive outcomes for all children in the form of increased access, membership, participation, friendships, and support.
To create inclusive environments for every young child, early childhood educators must intentionally design and adapt the learning environment based on children’s diverse and unique assets, strengths, abilities, and needs.
Authored by
Authored by:
Alissa Rausch, Jaclyn Joseph, Phillip S. Strain, Elizabeth A. Steed
To be effective, individualized teaching includes a child’s entire educational team—teachers, specialists, and other professionals who collect assessment information, identify learning outcomes, use instructional strategies, and monitor progress.
Authored by
Authored by:
Christan Coogle, Emily R. Lakey, Jennifer R. Ottley, Jennifer A. Brown, Mollie Romano
This cluster of Young Children articles takes up that call by digging deeper into the core consideration of individuality and guidelines related to inclusion and offering in-depth descriptions of approaches to meet each child where they are.
Individuality and Inclusive Practices for Early Childhood
This cluster of Young Children articles takes up that call by digging deeper into the core consideration of individuality and guidelines related to inclusion and offering in-depth descriptions of approaches to meet each child where they are.
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.
This article shares a collaborative approach that two counties in Pennsylvania have taken to tear down the silos and instead promptly and effectively support early learning programs and staff and the children and families they serve.
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.
The following list of high-quality children’s books covers a variety of genres and themes to support early reading, writing, listening, and speaking skills.
Reading aloud helps develop essential competencies that infants and toddlers will need to become skilled readers later on, including vocabulary knowledge and world knowledge.
In this column, we put renewed interest in outdoor learning into context by reviewing the past 200 years of ideas and practices in nature-based education for young children.
Enhanced by math activities, higher-order mental skills and abilities serve as the behind-the-scenes machinery that facilitates young children’s ability to engage in and demonstrate their learning competency.
Authored by
Authored by:
Holland W. Banse, Douglas H. Clements, Julie Sarama, Crystal Day-Hess, Marisa Simoni, Candace Joswick
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
