As a professional, early childhood educator, I am always on the lookout for information relative to my profession. One such organization that provides this kind of support is the National Association for the Education of Young Children (NAEYC). The NAEYC can be found by visiting www.naeyc.org.
The NAEYC offers a variety of support for teachers of young learners. Periodicals include: Young Children and Teaching Young Children. In these magazines and/or e-magazines, teachers will find a variety of helpful topics and issues that relate to the early childhood classroom. These publications are offered in English, as well as Spanish. The site offers information on all topics related to early childhood educators such as: accreditation, professional development conferences, current public policy, books and related materials, quality early learning programs, educational links, current research and even has its own radio program.
In this recent publication, Teaching Young Children/Preschool, the NAEYC explores the topics of engaging families in programs; easing children’s transitions; powerful interactions; supporting your child’s learning; play as it relates to language, literacy and social/emotional development; periodicals in the classroom; and teaching young children to think optimistically (2010). Specific information that is particularly relevant and of interest to me was “Powerful Interactions Begin with You” and “Revisiting Learning Centers: What children do and learn”. In the article on interacting with children, the authors address building and deepening relationships with children in the classroom. Dombro, et al., state that “Meaningful and lasting learning depends on a strong personal relationship between teachers and learners” (2010, p. 12). Getting down on the child’s level, speaking in a pleasing voice, asking them questions, using interesting language, using their name often, using mirror talk, spending one-on-one time, being supportive and showing care and respect all build this meaningful relationship. Mirror talk is complimenting or stating what the child is doing specifically. Instead of just saying “good job”, the teacher might say “You have added a lot more blocks to your high tower since the last time I look at it, Rachel!” (2010, p. 13). The article also focuses on supporting dual language learners. This is of particular interest to me since I work in a school of over 95% Hispanic/Latino children. I find myself using expression like “good job” often in my classroom. As a result of this article, I am going to challenge myself to use mirror talk this week.
Another article that caught my attention was an article on how play builds a child’s understanding of science and math, language and literacy, and social/emotional skills. Colker focuses on using the block center as the foundation for teaching and discovering basic math concepts, such as: shapes, colors, patterns, size, etc. while also deepening the child’s language and vocabulary (NAEYC, 2010, pg. 16). Building this vocabulary will then translate into strengthening literacy for the child by connecting the child personally with books about structures and shapes.
I found no controversial articles on the website or in the periodical. However, as mentioned above, my thinking was challenged by the article on meaning relationships with children. Early childhood education is becoming increasingly important at the state and federal levels and the NAEYC website keeps me informed about: federal developments; state trends, workforce initiatives and offers me ways to be an effective advocate of early childhood education.
I didn’t discover any new insights from this particular issue of Teaching Young Children/Preschool, but did deepen my understanding of my relationship with children and how it affects and influences their ability to learn and grow, cognitively, socially and emotionally.
I highly recommend this site as a source of support for early childhood educators and parents of young children.
Colker, L. (October/November, 2010). Revisiting learning centers: what children do and learn. NAEYC. Teaching young children/preschool. (4)1, 16-17.
Dombro, A., Jablon, J., & Stetson, C. (October/November, 2010). Powerful interactions begin with you. NAEYC. Teaching young children/preschool. (4)1, 12-14.
NAEYC. Teaching young children/preschool. (October/November, 2010). (4)1. Retrieved March 26, 2011 from http://www.naeyc.org/
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