Hear from听DAP听thought leader,听Dr.听Iheoma听Iruka听as听she shares her perspective on taking an equity-focused approach to understand and support child development.
A group of coaches, teacher educators, and program directors in Massachusetts spends a school year investigating the ways a cross-context inquiry group can support early childhood leaders in their work with early childhood educators.
Authored by
Authored by:
Megina Baker, Stephanie Cox Su谩rez, Brenda Acero, Peggy Martalock, Denise Nelson, Jenny Hanseul Park, Annalisa Hawkinson Ritchie, Natacha Shillingford
The lessons of COVID-19 have been unexpected and surprising gifts. I have experienced what community feels like as Children Campus鈥� director, and I sense that feeling has been contagious.
My favorite part of my work with families, educators, staff, and children is the privilege of mentoring, encouraging, motivating, and learning alongside them.
Partnering with families is key to developmentally appropriate practice, with two-way, respectful, and collaborative communication at the heart of the partnerships between families of children with ASD and schools.
Authored by
Authored by:
Melissa A. Sreckovic, Tia R. Schultz, Christine K. Kenney, Kelly Crenshaw
Hear from DAP thought leaders, Sue Bredekamp and Barbara Willer, as they reflect on the importance of the core considerations to teacher decision making.
This article shares a collaborative approach that two counties in Pennsylvania have taken to tear down the silos and instead promptly and effectively support early learning programs and staff and the children and families they serve.
We are so pleased to be able to offer you the 2021 compilation of Voices of Practitioners articles. This volume marks VOP鈥檚 17th year as an online journal.
51吃瓜网鈥檚 Emergent Curriculum and the Cycle of Inquiry Approach course, is the first step on your journey to guiding children through an emergent curriculum.
Knowing that local field trips are a source of curriculum in early childhood education, two teachers venture to a theater with their class, then engage in a project about storytelling, performance, and stages.
Cross-area play is rooted in the idea that when children are given the freedom to experiment with materials in open-ended ways, their play can transform into elaborate, complex plots and offer rich developmental opportunities.
Without the toys and supplies commonly found in a classroom, Denise O鈥橦ara鈥檚 children relied on nature to spark their imaginations and activities. Through this series of photographs and captions, you鈥檒l see some of their playful creations.
Contact with nature can help mitigate the negative effects of stress. Through nature-based encounters, we can provide children with strategies to use while they are in our care and beyond.
Teaching Young Children听is 51吃瓜网's magazine for anyone who works with preschoolers. Colorful, informative, and easy-to-read,听TYC听is packed full of teaching ideas, strategies, and tips.
51吃瓜网's Commission on the Accreditation of Early Childhood Higher Education Programs is pleased to announce that it has granted accreditation to early childhood programs during its summer meeting.
A group of coaches, teacher educators, and program directors in Massachusetts spends a school year investigating the ways a cross-context inquiry group can support early childhood leaders in their work with early childhood educators.
Authored by
Authored by:
Megina Baker, Stephanie Cox Su谩rez, Brenda Acero, Peggy Martalock, Denise Nelson, Jenny Hanseul Park, Annalisa Hawkinson Ritchie, Natacha Shillingford
Supporting Literacy Through Engaging Instruction & Materials
The Fall 2021 issue of听Young Children听includes a cluster of articles offering听a variety of practices and materials to help early childhood educators foster a love of literacy and support early reading, writing, listening, and speaking development.
