Every year, the whole world comes together to celebrate the start of a new year, regardless of cultural and ethnic backgrounds. This collective celebration is a reminder that no matter how different our cultures may be, we are all united by one common
Authored by
Authored by:
Sandy Baba Debbie LeeKeenan Shu-Chen Yen Iris Chin Ponte
Family engagement in early childhood education is essential, as are strong, reciprocal relationships and collaboration among early childhood educators and families.
In this article, we share our experiences developing and implementing a virtual program during the pandemic that may serve as a guide for others looking to develop teaching plans that involve online learning when crises arise.
In this article, we share contextual information about using the engineering design process our program, including how we adapted a research-based curriculum to meet the individual needs of children with disabilities.
The lessons of COVID-19 have been unexpected and surprising gifts. I have experienced what community feels like as Children Campus’ director, and I sense that feeling has been contagious.
When I explored the options Zoom provided during virtual meetings, I discovered that its Spotlight feature and the mute button were two ways to work toward learning goals and an approach focused on the whole child.
We may not be able to control the spread of the virus, the changing mandates, or the inequities and social justice issues intensified by the pandemic, but we can control how much our children feel loved by us.
This in-depth look at a yearlong investigation that emerged from a class visit to a school garden gives teachers ideas for extending garden learning across literacy, math, and science content areas.
Authored by
Authored by:
Kristin N. Rainville Anna E. Greer Cristina Sandolo
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.
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’Hara’s children relied on nature to spark their imaginations and activities. Through this series of photographs and captions, you’ll 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.
Authored by
Authored by:
Becky L. DelVecchio Susan Ferguson Wesley Knapp
In this piece, author Ron Grady takes us on a journey of one day in the life of a nature-based preschool. He also shares reflections and tips that can apply to any setting.
Teaching Young Children is NAEYC's magazine for anyone who works with preschoolers. Colorful, informative, and easy-to-read, TYC is packed full of teaching ideas, strategies, and tips.
After using hand-on learning in my virtual classroom, here are key ideas I learned while teaching in the pandemic Zoom classroom that I will be carrying with me as we begin the upcoming school year.
In this column, we put renewed interest in outdoor learning into context by reviewing the past 200 years of ideas and practices in nature-based education for young children.
This article asks the question, "How can early childhood teachers create listening centers that are community responsive and that foster early literacy development?"
Authored by
Authored by:
Emily Brown Hoffman Kristin Cipollone
