We gathered insights from individuals with various perspectives and roles in early childhood. Here, you will read excerpts of what some of them would share with families about supporting children during this period of rapid change.
The practice of an intentional morning greeting is something that can empower young children to embrace their day and their learning. Young children may be experiencing challenges or anxieties beyond the classroom, whether we are aware of them or not.
The three de-escalation activities detailed here can be useful in targeting anxiety—two are used for de-escalating children’s anxious behaviors, and the third assists children in identifying the cause of their anxiety and in developing coping skills.
Sierra L. Brown, Allison McCobin, Stephanie Easley, Kara E. McGoey
Here are three strategies you (as the teacher) can use to help families turn picture books into tools to prompt rich conversations about expressing feelings, gaining self-esteem, showing perseverance, and many other important skills.
Children need help making sense of what they are seeing and hearing. These conversations also offer us important teachable moments to engage young children in discussion about their identities, human diversity, fairness and unfairness, and the right of pe
Julie Olsen Edwards, Louise Derman-Sparks
Through our virtual programming for both teachers and parents, our relationship-based approach that is already key to our programming was ramped up to identify, acknowledge, and attend to children’s emotions.
Young children find a goodbye ritual very comforting. Families can make up a love ritual such as a secret handshake and a kiss. Reading books about separation such as The Kissing Hand can also provide comfort to children
As child development programs re-open or begin virtual interactions, teachers and families will need to make enhanced, intentional, targeted efforts to ensure those relationships are meaningful and individualized to respond to each child’s specific needs.
Teachers using an emergent inquiry curriculum are responsive to children, planning provocations around questions they have developed that challenge the children toward the edges of their own understandings.
Jane Tingle Broderick, Seong Bock Hong