Giving young children lots of meaningful and enriching math experiences, both in school and at home, can build a firm foundation for later math learning.
Reading Talene Artinian’s Voices of Practitioners article, “Engaging Teachers and Toddlers in Science,” as a school administrator, I am moved to encourage other school administrators to think about their roles as change agents in their settings.
This opportunity to write a commentary on the article “Reflecting across Borders” allowed me to highlight how this project that used teacher inquiry within a global frame created important questions for us to consider as educators.
These are ideas for open-ended indoor and outdoor activities that use inexpensive or free materials—bubbles, mud, chalk, playdough, and cardboard boxes. The activities are appropriate for preschoolers of all abilities.
Researching your own teaching practices is fascinating and rewarding. Who better than you to think about what and why you are doing something in your everyday practice?
We are so pleased to be able to offer you the 2018 compilation of Voices of Practitioners articles. This volume marks VOP’s 14th year as an online journal.
We are so pleased to be able to offer you the 2018 compilation of Voices of Practitioners articles. This volume marks VOP’s 14th year as an online journal.
Early childhood educators use education diplomacy to advocate on important early childhood care and education (ECCE) issues, build consensus, and negotiate agreements among diverse stakeholders, like parents, teachers, school leaders, and students.
Ms. Manfredini seeks to understand the children’s backgrounds and draw on their experiences; she also supports children in using several different communication modes to make and express meaning.
Authored by
Authored by:
Joseph C. Rumenapp, P. Zitlali Morales, Aquila Manfredini Lykouretzos
This online version includes an additional reflection from the authors showing how the defining elements of PPR transform participatory research into a vehicle for shared learning for teachers and children alike.
In July 2017, NAEYC’s national governing board approved the development of a new position statement, “Advancing Equity and Diversity in Early Childhood Education.”
La junta directiva nacional de NAEYC aprobó en julio de 2017 el desarrollo de una nueva declaración de posición, “Advancing Equity and Diversity in Early Childhood Education”.
In the spirit of our core beliefs and the continuing transformation at NAEYC, the Governing Board convened a leadership summit in July—“Leading and Working toward Equity.”
En el espíritu de nuestras creencias centrales y la transformación continua en NAEYC, la Junta Directiva convocó en julio una cumbre de líderes que se llamaba “Liderar y trabajar hacia la equidad”.
Parents, educators, and other primary caregivers might not realize that a small patch of grass, a single tree, and a walk to the store are opportunities to observe nature, generate questions, and conduct experiments to find answers.
Not every preschool can implement a full nature-based approach. Small shifts in program practices can give children more meaningful experiences with the natural world.
