Now, in a study funded by the Brady Education Foundation, researchers are testing a culturally flexible tool that will support agency in classrooms so that more children will be offered dynamic and sophisticated learning experiences.
Authored by
Authored by:
Natacha N. Jones, Amber T. Fowler, Jennifer Keys Adair
To create a community building event with family involvement, we decided to engage in a Cardboard Challenge focused on trees: How could children build a tree with cardboard-like materials and make it interactive?
Understanding why and how to implement a continuity of care approach can inspire positive and responsive changes for all—early childhood educators, families, and children.
Family engagement in early childhood education is essential, as are strong, reciprocal relationships and collaboration among early childhood educators and families.
In this article, we share our experiences developing and implementing a virtual program during the pandemic that may serve as a guide for others looking to develop teaching plans that involve online learning when crises arise.
This case study challenges us and our insights into how prior experiences and cultural knowledge shape our definitions of teacher research and of “best” practices.
Inclusive learning environments depend on developing strong partnerships with families and ensuring that all children and families are represented in the books and other materials found in early childhood settings.
Inclusive learning environments depend on developing strong partnerships with families and ensuring that all children and families are represented in the books and other materials found in early childhood settings.
In this article, we present six research-informed resources for making the most of these conferences, with examples of how pre-K teachers received and made use of them.
Authored by
Authored by:
Tricia Zucker, Michael Mesa, April Crawford, Shauna Spear, Sonia Cabell
In this article, we share five practices that early childhood educators can follow to become culturally competent in building relationships with Black fathers of children in their schools.
his article describes the collaboration between teachers and researchers designing a translanguaging space where bilingual children and their families could explore the linguistic and cultural practices that they engage in at home.
Authored by
Authored by:
Ivana Espinet, Maite T. Sánchez, Sabrina Poms, Elizabeth Menendez
