This collection, which includes both current and older titles, ranges from Lullaby for a Black Mother by Langston Hughes to Firebird by Misty Copeland.

This article discusses elements that make up continuous assessment, including ways teachers can collect, document, organize, and maintain information; the importance of reflecting on this information in collaboration with colleagues and families; and how to use this information for setting goals and planning for individual children and groups.

In this video clip, a preschool teacher demonstrates how she uses digital video and other technologies to document and assess a child’s skills and to share it with his family.

This article highlights the journey of two teacher researchers who joined with the authors (who are early childhood job-embedded professional development facilitators, supporting professional learning alongside early childhood educators as they work with children) to explore a process of inquiry to strengthen their knowledge about children and about science.

This list embraces and celebrates Black pioneers and innovators in STEM with engaging illustrations and photos to talk about with your young children.

In the second chapter on Levels of development, this first sub-chapter shows the team’s discussion of Bri’s communication skills. During the discussion, Bri’s strengths are noted, as are the family’s concerns.

Prepared by the NCICDP, this document identifies and corrects 12 myths about early child care and the education workforce based on research findings.

The instructional approach described in this article (Community-Based Engineering or CBE) uses engineering design to create authentic learning experiences for young children in urban classrooms. The applications described in the article could easily be modified for use with elementary students in grades 1 through 5.

This module explains how dialogic reading can be used to support and advance the language and literacy skills development of young children. Information on research findings and related policies are provided as well as examples of embedded interventions. Included in the module are suggestions for activities, handouts, video and audio clips.

This publication from Alliance for Childhood highlights evidence of changes in the amount of child-initiated play that occurs in kindergarten classrooms and offers both data and arguments for the importance of restoring that kind of activity. Chapters: Introduction: Crisis in the Kindergarten Chapter 2. The Transformation of Kindergarten Chapter 3. Reassessing Standards: The Need for Realistic Guidelines Chapter 4. Out-of-Control Testing Chapter 5. The Scripted Kindergarten: What the Research Tells Us Chapter 6. Play and Children’s Health: A Vital Connection Chapter 7. The Playful Kindergarten: Ideas for Educators and Policymakers Chapter 8. Recommendations for Creating Effective and Healthy Kindergartens

The purpose of this position statement is to promote excellence in early childhood education by providing a framework for best practice.

This NAEYC publication presents principles behind developmentally appropriate practice and describes how these apply to children from the infant and toddler years to the primary grades. A supplementary CD containing additional readings and videos are included. NOTE: This position statement is under review and a new version will be published in 2020.

This booklet is the first in a series that presents the NELP’s core findings on early literacy development. This booklet provides an overview of the literature about early literacy development and offers suggestions for literacy activities and creating a literacy-rich environment.

This position from the National Science Teachers Association delineates why teaching science in the early years is important.

How do you choose the best method for measuring reading progress? This brief article describes which assessments to use for different reading skills so that you can make sure all students are making progress towards becoming readers.

This paper presents the findings of a meta-analysis of six intervention studies about the effects of reading to infants and toddlers. Findings suggested positive effects on children’s language and favored earlier and longer interventions.

The website by first2000days.org provides information on useful research supporting the importance of the early years and the benefits of quality early childcare and intervention (especially in the context of North Carolina). Included in each section are related video clips and fact sheets. The website also provides information on avenues for individuals to advocate for early childhood issues.

The author shares examples of guiding inquiry about electricity in classrooms of 3- and 4-year-olds—but these ideas can be implemented with older children as well. She also explains approaches for engaging students in inquiry-based scientific, technological, engineering, and mathematical (STEM) experiences.

This blog post offers suggestions to engage boys in reading and writing. It also contains the responses and comments by readers.

If you haven’t seen this charming tribute to Black hair, please prepare to be delighted. And if you’ve seen it before, take 6:47 minutes to be delighted all over again.

Intended for staff and families of dual language learners, this series of handouts contain basic information on the benefits of dual language learning and the value of maintaining the home language.

The spirit of curiosity and experimentation, which is the heart of science, technology, engineering, and math, is deeply embedded in the natural play of young children. Providing time and materials for this sort of play and discovery can be an effective way to inspire the world’s future innovators. This article shares ways to do this, along with additional free resources upon which to draw.

Lead for Literacy is a series of one-page memos that examine an identified issue in children’s literacy development, discusses the common pitfalls that impede impact, and outlines key decisions and strategies that can be implemented.

Here are some tips for using daily routines to build math and science concepts and skills through play and exploration. Also included tip sheets for infant/toddler teachers.

This report addresses the development of mathematics and science understanding in preschool children, reviews the current knowledge base on educational practices in these domains, identifies areas that require further study, and outlines recommendations for early education policy in mathematics and science.

A webpage that lists possible career paths in early childhood.

November 2021 saw the release of multiple resources for learning about and thoughtfully implementing developmentally appropriate practice (DAP), including the 4th edition monograph from NAEYC. This issue of Natural Resources offers information about a few free DAP resources to access, read, and consider using.

The Next Generation Science Standards (NGSS) are K–12 science content standards that were developed by states to improve science education for all students. These standards were created to give local educators the flexibility to design classroom learning experiences that stimulate students’ interests in science and prepares them for college, careers, and citizenship.

A one-page handout with active links for determining "who to call" if a child is suspected of having developmental delays or a disability.

This site features a variety of resources to support ongoing child assessment, including archived webinars on preparing for assessment, collecting and using information, interpreting information, and strengthening your program. Related resources at the site include tips, tools, and resources for teachers and supervisors.

The DEC Recommended Practices were developed to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at-risk for developmental delays or disabilities. To support implementation of these evidence-based practices, tools and resources were developed and organized around eight topics (e.g., family, environment, assessment). The tools, which include performance checklists, practice guides, and professional development guidance materials, are available in English and Spanish, and in multiple formats.

The authors discuss research and professional literature in support of teacher preparation programs that emphasize field-based experience, particularly clinical experience in culturally and linguistically diverse schools and community organizations.

This article discusses the benefits of active, hands-on learning, goals for early childhood science programs, and suggestions for fostering scientific learning in the early childhood classroom.

This article discusses the power of allowing students to construct their own conceptual understanding as they “read an object” in a series of guided inquiry steps, developing their own questions about the object.

This brief discusses the shortcomings of relying solely on Evidence-Based Practices and, instead, advocates for new standards of data-driven and community-informed program implementation and evaluation.

This document provides brief descriptions and supporting references for the evidence-based and promising practices that support early childhood inclusion. These practices are organized into three major sections corresponding to the defining features of high quality early childhood inclusion as described in the joint position statement: access, participation, and [systemic] supports.

The Results Matter Video Library contains video clips about early intervention, the use of observation, documentation, and assessment to inform practice, effective applications of technology and more.

Explicit emphasis related to supporting the full and equitable potential of children who are diverse in terms of culture, race, language, ability, opportunity, and life circumstances is now called for by national publications, standards, competencies, and position statements. The challenge for early childhood instructors is how to authentically and intentionally infuse new evidence and practices in courses and field experiences. This session will highlight effective strategies for taking action to address culture, race, and equity as part of activities, experiences, and assignments. Presenters: Cathy Collie-Robinson and Marye Vance (Durham Technical Community College, North Carolina) and the SCRIPT-NC team

Many programs have shifted to hybrid or online teaching models for the foreseeable future. This presents unique opportunities and challenges related to fostering relationships and building community and preparing students for virtual teaching and interactions. This session will open with tools and strategies for cultivating instructor-student and student-student relationships. Significant time will be spent on strategies and opportunities to provide college students with supported practice that will enable them to build meaningful connections with both young children and families. A highlight will be the participation of Marie Kohart, a talented early childhood educator who will share examples of ways in which she builds, sustains, and individualizes relationships in a virtual classroom. Strategies suitable for both synchronous and asynchronous environments will be shared.Presenters: Danielle Savory Seggerson (Lansing Community College, Michigan) and Marie Kohart (University of Kansas, Kansas)

Looking to increase the emphasis on playful and intentional Science, Technology, Engineering, and Math (STEM) learning experiences in your early childhood higher education offerings? This webinar will offer ideas for how to systemically bring a STEM lens to any course. Language/literacy + STEM – yes, please! Family engagement + STEM – of course! And wait until you see how nicely STEM can snuggle into child development, health/safety/nutrition, or practicum courses. The presenters will share tools and examples for meaningfully integrating an emphasis on STEM into courses and field experiences in ways that support each and every child and family.

Tomorrow’s inventors and scientists are today’s curious young children—as long as those children are given ample chances to explore and are guided by adults equipped to support them. STEM Starts Early is the culmination of a deep inquiry supported by the National Science Foundation that aims to better understand the challenges to and opportunities in STEM learning as documented in a review of early childhood education research, policy, and practice and encourages collaboration between pivotal sectors to implement and sustain needed changes. The report features research by the FrameWorks Institute on some common misconceptions around early STEM learning, and how reframing the conversation can help the public overcome these often-problematic ways of thinking, leading to a greater understanding of the importance of prioritizing and investing in STEM learning opportunities for all children. STEM Starts Early provides key recommendations for education leaders, researchers, and policymakers across the country to improve opportunities for children to become confident learners in science, technology, engineering and math.

This statement provides general guidance to educators on developmentally appropriate practices with technology and interactive media.

The large gap in achievement and development between children growing up in poor and low-income families and their peers in more advantaged situations continues to be a concern to parents, the public, and policymakers. This 2014 brief describes research on the achievement and development gap – its origins, size, and what we know about how public policy can narrow the gap.

This report from The Center for Childhood Creativity reviewed more than 150 studies and found that young children are capable of developing complex thinking skills before they are able to speak. The report is organized by six research-backed findings, one of which is that children need more play to become strong STEM thinkers (pages 12-16). Practical tips in each section make this a useful resource for families and professionals.

Administrators and teachers illustrate how they use authentic child assessment data to 1) inform classroom level instruction, 2) support teachers, and 3) meet the needs of individual children and their families.

Universal Design for Learning (UDL) is an evidence-based set of ideas and practices that can help early childhood and early childhood special educators to more effectively support the individual learning needs of children. While some faculty members include UDL examples for how to support children with disabilities, this webinar will emphasize how these practices can also support children who are dual language learners, children who are new to a setting, and children who have experienced stress or trauma. Content will include an overview of the components of UDL, share examples of how UDL content could be incorporated in courses or presentations on different topics, and provide resources for learning about or incorporating UDL examples.

This page contains a list of career profiles related to special education and early intervention. Each career name contains a link to a page that provides a description of the nature of the work, necessary qualifications, personal qualities, job outlook, and tips on how to prepare for that particular career. Information on related resources is also provided.

This brief presents a conceptual framework for curriculum-embedded approaches to ongoing child assessment. The conceptual framework shows how teachers can use ongoing assessment for individualization.

This position statement from NAEYC affirms the value of specialized training and education for the early childhood workforce and its benefits to children.