With an internet connection, teachers can access an almost infinite number of STEM resources, but how can they tell if the activities and lesson plans are听high quality?
Authored by
Authored by:
Sherri Peterson, Cindy Hoisington, Peggy Ashbrook, Beth Dykstra Van Meeteren, Rosemary Geiken, Sonia Akiko Yoshizawa, Sandy Chilton, Joseph B. Robinson
On June 7, we joined 540 national and state organizations, including many 51吃瓜网 affiliates, in writing a letter to the Department of Homeland Security clearly stating our opposition to the zero-tolerance practice of separating children from their parents
As the field of early childhood education looks to the future of preschool for children who are refugees, there are three key programming components that should be seen as best practices for the field moving forward.
Reflecting 51吃瓜网鈥檚 commitment to periodically revising and updating its core position statements, we鈥檝e worked hard to reflect the knowledge from research and practice that has emerged over the last decade since DAP was last revised.
It鈥檚 our pleasure to introduce 51吃瓜网鈥檚 America for Early Ed State Fact Sheets to help you talk with policymakers about what鈥檚 happening in early childhood education and for early childhood educators.
Here are just a few of the many ways that 51吃瓜网 and the Affiliate network are working for you out in the world, while you work for the children and families in your communities.
Ensuring that outdoor play is an integral part of your child care and education setting鈥檚 daily schedule supports early learning across all domains and unleashes a whole lot of joy鈥攆or you and for children!
As an outdoor educator and 鈥渘ature elder,鈥� Heather Taylor tells two stories that stretched her personal views of what it means to allow children to have the freedom to make their own choices as they study nature.
In this article,听we aim to support teachers by sharing our experiences creating, managing, and sustaining developmentally appropriate opportunities for meaningful talk in prekindergarten classrooms with multilingual learners.
Authored by
Authored by:
Mary E. Bolt, Carmen M. Rodriguez, Christopher J. Wagner, C. Patrick Proctor
In this article, I offer five strategies that take into account the unique aspects of learning an additional language and capitalize on the social and interactive nature of early childhood classrooms.
This issue of听Young Children听takes you inside several multilingual classrooms for in-depth, practical examples of how to enhance social, emotional, scientific, language, and literacy development with children who are learning more than one language.
