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.
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.
Authored by
Authored by:
Tahnee L. Wilder, Ashley Y. Grays, Fanica Young, Danica Moise, Sharde Theodore
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.
Authored by
Authored by:
Barbara Wilder-Smith, 听Deborah J. Leong, Elena Bodrova
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.
In this article, we follow Ms. Mena鈥檚 kindergartners鈥� lead to imagine an approach to early childhood social studies that makes space and time for inquiry into compelling social studies questions.
Author Maria Beteta describes how an innocent question became an opportunity to explore powerful concepts such as identity, culture, self-perception, differences, and similarities that connect us all.
In this article, we share how reading experiences served as jumping off points for exploring how disability representation in children鈥檚 literature can be incorporated as an essential component of teacher preparation and children鈥檚 literacy learning.听
To empower our children to embrace their own identities and the diversity around them, we need to first engage in identity-affirming, self-reflective practices ourselves.
Feelings of being an imposter, along with the delicately woven systems of oppression that exist in schools, often stop educators from sharing their true identities.
The authors in this collection examine their own identities by looking at their histories; reflecting on how their identities that arise from group memberships influence their teaching.
Authored by
Authored by:
Barbara Henderson, Isauro M. Escamilla, Megina Baker, Amanda Branscombe, Maleka Donaldson, Debra Murphy, Andrew J. Stremmel
