What is the relationship between the type and amount of professional support accessed by ECE educators and their self-reported intentions about staying or leaving the ECE field?
Authored by
Authored by:
51吃瓜网鈥檚 Applied Research and Policy and Professional Advancement Teams
In this article, my coauthors, who took my early education management and leadership course in 2023, share their experiences teaching to and learning from their peers as a part of their final presentation assignments.
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.
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
Advances in Understanding Child Development and Learning: Through a Lens of Equity
This issue of听Young Children听highlights key child development concepts, such as agency and funds of knowledge, emphasizing听the need to deepen our knowledge of child development and learning through a lens of equity.
In this article, I offer four mindset shifts that are needed, and I also share recommendations to consider as we in the field work together to make听transformative change.
We are so pleased to be able to offer you the 2022 compilation of Voices of Practitioners articles. This volume marks VOP鈥檚 18th year as an online journal.
In his teacher research, Ron Grady investigates how play can support and scaffold a favorite domain of so many early childhood professionals鈥攍anguage and literacy.
This article outlines how teachers can use storytelling, empathy, perspective taking, and community engagement to foster ethics learning in the classroom.
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.
In his teacher research, Ron Grady investigates how play can support and scaffold a favorite domain of so many early childhood professionals鈥攍anguage and literacy.
We are so pleased to be able to offer you the 2020 compilation of Voices of Practitioners articles. This volume marks VOP鈥檚 16th year as an online journal.
The most powerful learning I have gleaned from my work with the project approach is that when children learn to inquire, they are learning how to learn. They are empowered to ask questions and seek answers.
The more important truth is that it does not matter what we label Vivian Paley in the end if our goal is authenticity. It only matters that we disseminate her work to the next generation of early childhood teachers, so that they, too, may tame the classro
Indeed, part of Vivian鈥檚 genius, something that made her a great teacher researcher, was her commitment to try to understand, empathize, and be kind.听听
