For some young children, the transition from home to school is tough. Sometimes a little celebration of progress is just what children, and their teachers, need.
At NAEYC’s 2018 Annual Conference, a highlighted session by Sesame Workshop and the International Rescue Committee, shared the most recent and innovative early childhood education initiatives for young children affected by the Syrian refugee crisis.
Play and learn alongside your child. Our children are always watching us. When they see you making new discoveries, you are sharing a valuable lesson—that is, learning is a lifelong process.
Here's how the Child Care and Development Block Grant funding is making a difference in each state, and why Congress must do more to make quality, affordable child care a reality.
Successful family engagement approaches make this work part of a coordinated school- or program-wide system. In our new book, Families and Educators Together, we include numerous, real-life examples and policies that serve as a user-friendly guide...
As early childhood educators, we often have stories to tell about our own children as we play and learn with them at home. Here is a story from Julia Luckenbill about her family’s experiences with a rock hiding and finding activity.
Informed and influenced by NAEYC’s forthcoming position statement on equity and diversity, this collection of articles contextualizes how educators of children from birth through third grade can advance equity and embrace diversity.
Guided play is a powerful tool educators can use to help preschoolers and kindergartners learn essential knowledge and skills in the context of playful situations.
NAEYC hosted a webinar on the powerful impact of play-based learning. Watch the recorded presentation as our presenters, psychology expert Kathy Hirsh-Pasek and policy analyst Shayna Cook, dig into the latest research on why play is critical to children’s
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.
The fourth article in a TYC series about asking children several different types of questions and inviting meaningful conversations, this piece focuses on discussions about diversity.
The focus of this article is how to pose a teacher research question. More precisely, the aim is to examine the components of a researchable question and offer suggestions for how to go about the question in a way that makes it researchable.
