Self-care among Early Childhood Professionals Demands Self-Resilience

Last semester, when talking about self-care among early childhood professionals a student said, “In my program, they put a massage chair in the teacher’s lounge. If I take a break to use the chair then I am shamed by other teachers.” Heads of other students nodded. I paused to give students an opportunity to process the comment and formulate a response. 

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How Early Childhood Professionals Can Approach Communication

The topic of communication in the field of early childhood education is more dynamic and complex than most people inside and outside the field recognize. Early childhood professionals must communicate with families, children, and co-workers at the very least. But those roles are just the beginning.

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Inclusion in the Virtual Classroom

“Andrew, you talk so much about inclusion, but I feel like what you talk about does not transfer to our virtual classroom,” said a student the second night of class. I paused for a minute to process the question. In class, I always frame inclusion as an environment where everyone feels a sense of unconditional belonging and high access to opportunities. I use the DEC Recommended Practices and emphasize equality versus equity versus liberation. The classes I teach are virtual. We use Zoom. Are MY classes inclusive?

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The Re-imagining IEP and IFSP Meetings

This article was originally published at It was published with a focus on early childhood education, but the concepts apply to all level of education.

It was mid-April. The speech pathologist, occupational therapist, school psychologist, family and I, the early childhood special educator, were gathered around a large round table two feet off the ground, all sitting in child-sized chairs for Jose’s kindergarten transition meeting. It was our fifth of seven kindergarten transition meetings that spring.

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Discussing the Roots of the Suspension and Expulsion of Young Black Boys

Suspension and expulsion in education is troubling.  Most troubling is the fact that, while Black boys account for less than 20% of the students enrolled in programs, they account for more than 50% of the children suspended and expelled.  This is only the beginning of the issue.

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Inclusion for One is Inclusion for All: Unite!


On paper, the classrooms I taught in were labeled “inclusive”…meaning children with group identities of disabled and non-disabled. But, the classes were more than simply inclusive to children of diverse abilities, they were also inclusive to children of diverse racial, ethnic, cultural, linguistic, family unit, economic status, and more. During those years, and more so in the years since, I have come to realize that the practices I used were more than practices for the inclusion of children with disabilities. The strategies used in the classrooms I taught in were inclusive for all, regardless of group, cultural, or self-identities.

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