Sharing Web Resources

teacher reading to children in a classroom

I am a member of the National Association for the Education of Young Children.  Members of NAECY receive a wealth of information. Topics include national conferences, workshops, webinars, anti-bias education, coping with stress and Violence, developmentally appropriate practice (DAP), family engagement, Guidance and Challenging Behaviors, Literacy, Math, Play, Social and Emotional, development and technology and Media.  Other information provided by NAECY touches upon the latest research in child development and learning, news on current policies and laws, undergraduate and graduate schools who have excellent programs in early childhood, and global connections and issues in early childhood. In addition to this wealth of information, NAECY offers its members access to the award-winning periodical Young Children and another periodical called Teaching Young Children.

I personally like NAECY because I can obtain a myriad of information in one sitting.  I always look for better ways to teach my young preschoolers and NAECY always provides insightful best practices or strategies for early and preschool classrooms. More importantly, NAECY keeps me abreast of all of the new policies, standards, and laws being passed regarding early childhood programs.  In addition, they provide articles that also call for policymakers to change ideals, approaches, and methods by providing research-based evidence that illustrate positive and successful outcomes for young children and families.

As I am reading several archived and recent articles, I am noticing a common thread or trend in recent publications and that is informing programs and educators of early childhood how to teach, nurture and approach culturally linguistically diverse learners.  One article I read, the author Salinas (2018), explains how to create culturally responsive centers.  “culturally relevant dramatic play centers let young children draw from their experiences to enhance their play. Children reenact activities and observations from family life and share common events in their cultures. Authentic dramatic play leads to children’s meaningful learning—especially in language and vocabulary”(p.1). This is very indicative of similar topics discussed earlier regarding immigration and inclusion. It is a clear sign that culturally and linguistically diverse children will need to be nurtured and included through intentional teaching practices, strategies, and pedagogical approaches now and in the future in order to help the children and their families succeed.

References:

National Association for the Education of Young Children. Retrieved from National Association for the Education of Young Children: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDIV98.PDF

RASEMA SALINAS-GONZALEZ, M. G.-A. (2018, December/January). Supporting Language: Culturally Rich Dramatic Play. Teaching Young Children.

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