Advancing Equity in Preschool: Practical Strategies
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.
Advances in Understanding Child Development and Learning: Through a Lens of Equity
This issue of Young Children highlights key child development concepts, such as agency and funds of knowledge, emphasizing the need to deepen our knowledge of child development and learning through a lens of equity.
Given the demand for high-quality programs for every child and family, a significant need exists to recruit and support young people from diverse backgrounds to become early childhood professionals.
Authored by
Authored by:
Stephanie Irvine, M. Christine Dwyer, Heather Lucas, Candace O. Vinson
Does your use of language and the ways you listen to others support other people to feel truly seen in the spaces, places, and communities you are part of?
Now, in a study funded by the Brady Education Foundation, researchers are testing a culturally flexible tool that will support agency in classrooms so that more children will be offered dynamic and sophisticated learning experiences.
Authored by
Authored by:
Natacha N. Jones, Amber T. Fowler, Jennifer Keys Adair
This article challenges the claims that there is no place in the early childhood classroom for engaging young children in meaningful conversations about gender identity and gender expression.
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. Sánchez, Sabrina Poms, Elizabeth Menendez
In this month's edition of Ask HELLO, we hear how some teachers approach classroom family trees for children who may be living with someone who is not a biological parent.
