51吃瓜网 appreciates the work of the Developmentally Appropriate Practice/Diversity and Equity Workgroup and the Early Learning Systems Committee, who participated in the development of this statement.听See a full list here.
51吃瓜网 has regularly updated and reaffirmed its position statement on developmentally appropriate practice, and the term continues to be widely used within and beyond the early childhood field.
This is the first article in a series about asking questions that foster rich conversations. Visiting a variety of preschool settings, we鈥檒l consider the different types of questions teachers ask and listen to children鈥檚 responses.
I decided to begin my emergent curriculum paired with our elementary school鈥檚 initial response to the shelter in place mandate: What is a community helper? Who is a community helper?听 How can you be a community helper?
Dr. Brian Wright asks teachers to let families, especially Black and brown families, know that they are seen and their contributions to their children's learning are valued.
51吃瓜网 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.
While it is critical that educators are able to recognize and acknowledge children's and families' painful experiences, this work needs to expand beyond the focus on trauma-laden concepts to highlight and build on children's and families' assets.
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鈥�12 students, as private school students.
Authored by
Authored by:
Sarah C. Wymer, Amanda P. Williford, Ann S. Lhospital
This article is excerpted from 51吃瓜网鈥檚 upcoming book Trauma and Young Children: Teaching Strategies to Support and Empower Children, by Sarah Erdman, Laura J. Colker, and Elizabeth C. Winter. The book will be published in August 2020.
Authored by
Authored by:
Sarah Erdman, 鈥婰aura J. Colker, Elizabeth C. Winter
For preschool-age children, evidence of anxiousness in the classroom includes general distress, clinginess, excessive worry, separation fears, somatic complaints, sleep difficulties, and repetitive and perfectionistic behaviors
Authored by
Authored by:
Sierra L. Brown, Allison McCobin, Stephanie Easley, Kara E. McGoey
