To create a community building event with family involvement, we decided to engage in a Cardboard Challenge focused on trees: How could children build a tree with cardboard-like materials and make it interactive?
Understanding why and how to implement a continuity of care approach can inspire positive and responsive changes for all鈥攅arly childhood educators, families, and children.
Family engagement in early childhood education is essential, as are strong, reciprocal relationships and collaboration among early childhood educators and families.
This case study challenges us and our insights into how prior experiences and cultural knowledge shape our definitions of teacher research and of 鈥渂est鈥� practices.
In this article, we present six research-informed resources for making the most of these conferences, with examples of how pre-K teachers received and made use of them.
Authored by
Authored by:
Tricia Zucker, Michael Mesa, April Crawford, Shauna Spear, Sonia Cabell
In this article, we share five practices that early childhood educators can follow to become culturally competent in building relationships with Black fathers of children in their schools.
his article describes the collaboration between teachers and researchers designing a translanguaging space where bilingual children and their families could explore the linguistic and cultural practices that they engage in at home.
Authored by
Authored by:
Ivana Espinet, Maite T. S谩nchez, Sabrina Poms, Elizabeth Menendez
This article highlights the evolution of family-centered services in EI/ECSE through which young children with delays and disabilities, birth through age 8, receive services
Educators, families, and the community come together at the Little Friends of the River program, part of overall STEAM programming at the Bronx Children鈥檚 Museum.
In this article, we look at how a service-learning project helped foster receptive language competencies for infants through art experiences and encouraged socially and culturally responsive practices by students.
I offer five Rs鈥攔espect, responsiveness and reassurance, relationship, reciprocity, and reflection鈥攖o help you build trust and promote positive family engagement in your preschool classroom.
The following DAP snapshot and reflection touches on how one teacher built on preschool children鈥檚 funds of knowledge in the context of their neighborhood environments to enrich their science curriculum.
