With the infrastructure and steady, deep supports NAEYC advocates, we have the chance to address longstanding questions and issues that prevent teachers of color from achieving their higher education dreams.
With the infrastructure and steady, deep supports NAEYC advocates, we have the chance to address longstanding questions and issues that prevent teachers of color from achieving their higher education dreams.
This article outlines the reasons why individuals enter the teaching profession and shares key recommendations for recruiting and retaining Asian American teacher candidates.
Authored by
Authored by:
Conrad Oh-Young Jennifer Buchter Delilah Krasch Jenny Chiappe Jun Ai Shin Silver Heather Bae Neal Nghia Nguyen
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.
To effectively prepare and support the early childhood profession, we must ensure institutions enhance early childhood educators’ knowledge base, develop their competencies, improve higher education programs, and more.
Authored by
Authored by:
Christine Lux Nanci L. Red Bird Allison B. Wilson
This article is organized to support readers to learn about and utilize strategies for institutions to prepare teachers provide culturally responsive learning experiences to increasingly diverse populations of children..
This cluster of Young Children articles focuses on impactful practices for teacher educators and preparation programs related to syllabi, course assignments, and class activities as well as clinical and field experiences.
This cluster of Young Children articles focuses on impactful practices for teacher educators and preparation programs related to syllabi, course assignments, and class activities as well as clinical and field experiences.
Hear from DAP thought leader, Dr. Iheoma Iruka as she shares her perspective on taking an equity-focused approach to understand and support child development.
A group of coaches, teacher educators, and program directors in Massachusetts spends a school year investigating the ways a cross-context inquiry group can support early childhood leaders in their work with early childhood educators.
Authored by
Authored by:
Megina Baker Stephanie Cox Suárez Brenda Acero Peggy Martalock Denise Nelson Jenny Hanseul Park Annalisa Hawkinson Ritchie Natacha Shillingford
Hear from DAP thought leaders, Sue Bredekamp and Barbara Willer, as they reflect on the importance of the core considerations to teacher decision making.
Early childhood education and higher education are not often linked in the public sphere, yet both are critical infrastructure in the United States and both prepare individuals to understand what it means to be part of society.
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.
