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
Often, teachers struggle to come up with activities that are inclusive and representative of each child and their family, helping to build self-confidence and also an understanding of others’ social and cultural identities.
Like many teachers, I have developed ways to keep my preschoolers engaged and learning while schools are closed due to COVID-19. Also, what I offer is shaped by the feedback I receive from families about how they might (or might not) be able to participat
During these times of heightened stress due to COVID-19, children and their families want to be seen and to know that they matter. Without this recognition of their humanity and their lived experiences from teachers...
I decided to begin my emergent curriculum paired with our elementary school’s initial response to the shelter in place mandate: What is a community helper? Who is a community helper? How can you be a community helper?
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
When hearing the words suspension and expulsion, most people do not think about children 5 and under. However, young children in state-funded preschool settings are expelled at three times the rate of K–12 students, as private school students.
Sarah C. Wymer, Amanda P. Williford, Ann S. Lhospital