Welcome To Children and Families
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Gives parents goals for pre-K to help their child develop the knowledge, skills and approaches to learning needed to be ready for school. Great handout for parents at the beginning of the school year.
This article is about accommodating children with special needs in the classroom and includes steps for developing adaptations and accommodations.
Information on supporting children with LGBT families.
A Successful Preschool Transition: Managing Separation Anxiety
Suggestions for teachers to help children and their families adjust to the beginning of the year.
This article talks about strengthening the ties between teachers and families and how it will help children feel safe and secure transitioning and separating from home to school.
Shows schedule and planning of the arrangement of the physical environment. Includes photo of a classroom's layout.
Materials, interest areas and philosophy may have an impact on the behavior of the children in your classroom. Tips for setting up the room in a mindful way.
This article addresses positive classroom management and how schedules and routines influence children’s emotional, cognitive and social development.
List of tips for successful classroom transitions.
Explains what children gain from circle time and the elements and planning.
Specific tips for planning, location and organization.
Introduction to Large-Group Time (video)
Video detailing what large-group (circle) time is and how to plan, support and conclude your circle time.
Illustrates how health care providers can ensure that health and sanitation practices are carried out throughout the day.
Information about how children develop and learn and ways to design appropriate activities. Includes information on earlier development (birth through 3 years) for working with children with developmental delays.
A list of skills that 4 year olds may have developed or are developing.
This website lists resources focused on emotionally responsive practice.
Helpful information and videos about the importance of social emotional development in children’s learning.
Connects development and learning possibilities for 3-5 year olds.
This article describes a study on how to help children improve social-emotional skills which results in increased time for learning. These improved social and emotional skills, in turn, can help them spend more time engaged in learning.
Thinking about children’s emotional states and how they impact challenging behavior. Site offers a wealth of information in text and video formats.
What Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families.
The article explores the what early educators need to know to understand and help young second-language-learning children.
How one teacher (a monolingual English- speaking teacher) supported children’s growth in both English language development and home language skills.
Video that shows teachers working with children of many languages including non-English speaking children. Explains how many non-English speaking children are nervous and quiet and observant of other children and the teachers. Shows techniques teachers can use for ELL.
States how anti-bias teachers are committed to the principle that every child deserves to develop to his or her full potential. Describes four goals of anti-bias education. Includes working with English language learners.
Children entering school who are behind due to poverty circumstances.
Use the following bar code upk2014 once you get into the link for this article Focuses on ways to better meet the needs and interests of young boys.
Developmental Variations and Special Needs
Getting your classroom ready to welcome children with developmental variations.
Techniques and advice for creating opportunities for learning for children with developmental variations.
Strategies for working with children with sensory issues that create challenges at school.
Positive Approaches to Managing Children’s Behavior
NYC Agency for Children’s Services (ACS) and Department of Education (DOE) position on behavior management.
This article provides suggestions for positive discipline techniques that focus on the development of the child and reasons why children misbehave. It suggests proactive strategies and positive discipline techniques.
Alternate strategies for building a democratic and prosocial classroom.
Quarterly column by Dan Gartrell addressing building prosocial behavior, solving conflicts and emotional literacy.
Screening & Assessment
The NYCDOE requires all Pre-K programs to use a developmentally-appropriate, valid, and reliable assessment system to monitor student progress and individualized instruction.
Three authentic assessment options have been approved by the NYCDOE:
Work Sampling System ® (WSS)
Teaching Strategies GOLD (TS GOLD)
High Scope Child Observation Record®/Child Observation Record Advantage® (COR/COR Advantage)
From Sophia Pappas, Executive Director, Early Childhood Education, NYC Department of Education re. screening entering children to determine if they are gifted.
The world’s largest organization working on behalf of young children.
NAEYC expresses its mission in terms of three broad goals.
Improving professional practice and working conditions in early childhood education.
Supporting early childhood programs by working to achieve a high-quality system of early childhood education.
Building a high-performing, inclusive organization of groups and individuals who are committed to promoting excellence in early childhood education for all young children.
Office of Head Start National Centers
- Early Head Start
- Cultural and Linguistic Responsiveness
- Program Management and Fiscal Operations
- Quality Teaching and Learning
- Parent, Family, and Community Engagement
Theory meets practice in these interactive short courses which may be taken for graduate credit.
Guides that include links to resources that range from Autism Spectrum Disorder to children with incarcerated parents to gender variance in children to wordless picture books.
Funded by Office of Head Start. Variety of free, printable tools for teachers. Includes Spanish-translated guides and tips.
Zero to Three is a national nonprofit that provides parents, professionals and policymakers the knowledge and know-how to nurture early development. Offers a comprehensive interactive resource for parents and early childhood education professionals on healthy development of children ages zero to three.
Features research articles and many references.
Provides a model outline for engaging in unit planning to promote learning in literacy and math in keeping with Common Core standards.
The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents.
Current issue focuses on Art; prior issues include teaching and accountability, inclusive classrooms, talking about sensitive issues with children.
Cultural Awareness in Teaching
Cabrera, N. (2013). Positive development of minority children. Social Policy Report, 27(2), 1-30.
Good discussion on how deficit-focus research colors the way society/educators perceive low-income minority families and children. A positive development approach is recommended.>
Colombo, M. W. (2005).
Empathy and cultural competence: Reflections from teachers of culturally diverse children. Beyond the Journal: Young Children on the Web. doi: Retrieved from http://journal.naeyc.org/btj/200511/ColomboBTJ1105.pdf
Teachers explore their cultural biases and assumptions related to the low-income children they serve.
Yates, T. M., & Marcelo, A. K. (2014).
Through race-colored glasses: Preschoolers’ pretend play and teachers’ ratings of preschooler adjustment. Early Childhood Research Quarterly, 29(1), 1-11. doi: http://dx.doi.org/10.1016/j.ecresq.2013.09.003 or https://www.researchgate.net/profile/Tuppett_Yates)
Results of study show that teachers' perceptions of children's cognitive and social-emotional developmental level in dramatic play is a function of child's race.