While digital technology should be limited, research suggests that it can add value to children’s investigations and learning, especially when it’s used in ways that increase access to high-quality content and encourage peer interaction.
Authored by
Authored by:
Jennifer Garrette Lisy, Kathleen A. Paciga, Mary Quest
This is the second article in a four-part series that explores STEAM (science, technology, engineering, art, and mathematics) activities in early childhood settings.
Recognizing the complexity of interactions between educators and families, this article provides a set of strategies for opening up conversations and offering support when children’s gender identity or expression do not conform to their families’ expectat
This article considers some specific areas of children’s learning commonly addressed in ELDS, with an eye toward how they do—and do not—honor cultural diversity.
Authored by
Authored by:
Jeanne L. Reid, Catherine Scott-Little, Sharon Lynn Kagan
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.
This article is an excerpt of the second edition of Anti-Bias Education for Young Children and Ourselves, by Louise Derman-Sparks and Julie Olsen Edwards.
This article offers activities and techniques centered on using positive words to make your classroom an encouraging place where children, families, and teachers feel the love.
مقتبسة بتصرف من كتابات هيثر بيغر توملنسون على شبكة الانترنت. وقد شاركت الكاتبة في كتابة مقالة بعنوان الممارسة الملائمة نمائيا: التركيز على العاملين في مرحلة ما قبل المدرسة
Reflecting NAEYC’s commitment to periodically revising and updating its core position statements, we’ve worked hard to reflect the knowledge from research and practice that has emerged over the last decade since DAP was last revised.
