Knowing that we all have implicit biases and, simultaneously, have the capacity to change our thinking and improve our practices, we鈥檝e outlined four steps that early childhood educators can take to understand our own biases and to advance equity.
What does engaged joyful learning look like when many child care centers around the country are struggling, and educators, families, and children are navigating virtual school and social distancing?
In this article, we explore a project whose goal is to use home- and community-based knowledge and concepts with which children are already familiar to introduce new topics around science and engineering in preschool.
Authored by
Authored by:
Christine M. McWayne, Jayanthi Mistry, Sunah Hyun, Virginia Diez, Cynthia Parker, Betty Zan, Daryl Greenfield, Kimberly Brenneman
In this article, we explore a project whose goal is to use home- and community-based knowledge and concepts with which children are already familiar to introduce new topics around science and engineering in preschool.
Authored by
Authored by:
Christine M. McWayne, Jayanthi Mistry, Sunah Hyun, Virginia Diez, Cynthia Parker, Betty Zan, Daryl Greenfield, Kimberly Brenneman
Promoting justice and knowledge in our youngest learners (and ourselves) could lead to lasting and deep community engagement, empowerment, and evolution.
Authored by
Authored by:
Veronica Benavides, Roxanne Ledda, Maimuna Mohammed
Knowledge-Rich Curriculum: Supporting Identity Development & Advancing Equity
The December issue of Young Children includes a cluster of articles with perspectives on enriching curriculum by connecting lessons to children's social and cultural contexts.
We gathered insights from individuals with various perspectives and roles in early childhood. Here, you will read excerpts of what some of them would share with families about supporting children during this period of rapid change.
The practice of an intentional morning greeting is something that can empower young children to embrace their day and their learning. Young children may be experiencing challenges or anxieties beyond the classroom, whether we are aware of them or not.
The three de-escalation activities detailed here can be useful in targeting anxiety鈥攖wo are used for de-escalating children鈥檚 anxious behaviors, and the third assists children in identifying the cause of their anxiety and in developing coping skills.
Authored by
Authored by:
Sierra L. Brown, Allison McCobin, Stephanie Easley, Kara E. McGoey
Here are three strategies you (as the teacher) can use to help families turn picture books into tools to prompt rich conversations about expressing feelings, gaining self-esteem, showing perseverance, and many other important skills.
Children need help making sense of what they are seeing and hearing. These conversations also offer us important teachable moments to engage young children in discussion about their identities, human diversity, fairness and unfairness, and the right of pe
Through our virtual programming for both teachers and parents, our relationship-based approach that is already key to our programming was ramped up to identify, acknowledge, and attend to children鈥檚 emotions.听
Young children find a goodbye ritual very comforting.听 Families can make up a love ritual such as a secret handshake and a kiss. Reading books about separation such as The Kissing Hand can also provide comfort to children
Social- emotional learning (SEL) is the foundation and heartbeat of the classroom. Students need to feel connected, safe, and secure, before we even begin to address academics. T
As child development programs re-open or begin virtual interactions, teachers and families will need to make enhanced, intentional, targeted efforts to ensure those relationships are meaningful and individualized to respond to each child鈥檚 specific needs.
More than ever, early childhood educators need accurate information and practical guidance for helping children and families who have experienced trauma.
