Derman-Sparks, L, LeeKeenan, D, & Nimmo, J. (2015). Leading anti-bias early childhood programs: A guide for change. New York, NY: Teachers College Press.
"It is never too early to prepare children to deal effectively with issues of race, class, gender, family, and ability and equity. This book is a tool box for building early childhood programs that foster sentiments of justice and fairness in leaders, teachers, and young children, and help them to act on these values.” —Herbert Kohl, educator and best-selling author
“Leading Anti-Bias Early Childhood Programs recognizes the essential role early childhood administrators play in initiating and sustaining culturally relevant care and education. Program leaders steeped in the principles of anti-bias education are able to see diversity as an organizational asset and work intentionally and strategically to make the abstract notion of social justice come alive throughout the program. This book provides the tools program leaders need to make that happen.” —Paula Jorde Bloom, Michael W. Louis Endowed Chair, McCormick Center for Early Childhood Leadership, National Louis University
With a focus on the leader’s role in initiating and sustaining anti-bias education in programs for young children and their families, this book is both a stand-alone text and a perfect companion for Anti-Bias Education for Young Children and Ourselves. It emphasizes that this work is not only about changing curriculum, but requires thoughtful, strategic, long-term planning that addresses all components of an early childhood program. With a powerful combination of conceptual frameworks, strategies, and practical tools, Louise Derman-Sparks, renowned expert on anti-bias education, together with experienced early childhood directors Debbie LeeKeenan and John Nimmo explain the structural and individual changes leaders must foster. Featuring the authors’ extensive experience in the field, supplemented with insights from other anti-bias educators, they build on and expand current thinking about best early childhood leadership practices.
Blythe Hinitz (2013). The Hidden History of Early Childhood Education New York: Routledge.
The Hidden History of Early Childhood Education provides an understandable and manageable exploration of the history of early childhood education in the United States. Covering historical, philosophical, and sociological underpinnings that reach from the 1800s to today, contributors explore groups and topics that have traditionally been marginalized or ignored in early childhood education literature. Chapters include such topics as home- schooling, early childhood education in Japanese-American internment camps, James “Jimmy” Hymes, the Eisenhower legacy, Constance Kamii, and African-American leaders of the field. This engaging book examines a range of new primary sources to be shared with the field for the first time, including personal narratives, interviews, and letters. The Hidden Historyof Early Childhood Education is a valuable resource for every early childhood education scholar, student, and practitioner. -Blythe Farb Hinitz, Professor of Early Childhood and Elementary Education at the College of New Jersey.
Doris Pronin Fromberg (2012). The all-day kindergarten and pre-k curriculum: A dynamic-themes approach. New York: Routledge.
Hyson, M. & Tomlinson, H.B. (2014). The Early Years Matter: Education, Care, and the Well-Being of Children, Birth to 8. New York: Teachers College Press and Washington, DC: NAEYC.
The Early Years Matter introduces current and future teachers and others interested in early childhood education to the importance of the early years in children’s well-being and success. It summarizes the research on the value of high-quality services for young children, families, and society, showing why early education matters both today and into the future.
Each chapter begins with the story of one child whose experiences are typical of other children in the same age group or life circumstances, including children with disabilities, children living in poverty, children in developing countries, children with challenging behavior, and more. The book also features first- person narratives by early childhood professionals who offer insight into the complexity and joys of working with or on behalf of young children. Suggestions for further reading and concluding questions for reflection, dialogue, and action make The Early Years Matter a perfect resource for courses and professional development.
“Hyson and Tomlinson do not simply provide a straightforward and comprehensive view of early childhood education; they humanize it through the experiences of children, families, and early childhood professionals. They leave the reader with a clear understanding of the myriad of ways in which high-quality early childhood education programs matter in the early years, and they matter a lot.” —From the Foreword by Jacqueline Jones, President, Foundation for Child Development and former Deputy Assistant Secretary for Policy and Early Learning, U.S. Department of Education
“One small volume—a lot that matters! . . . The Early Years Matter is compelling reading for newcomers to the field, as well as for seasoned professionals.” --Marjorie Kostelnik, dean, College of Education and Human Sciences, University of Nebraska-Lincoln.
“This book . . . provides clear, interesting, and succinct overviews of issues critical for those working in early childhood to understand, weaving in the most recent developments in research, policy, and practice in accessible ways. The book is engaging—both a pleasure to read and effective in welcoming readers to take part in work of great significance.” —Martha Zaslow, director, SRCD Office for Policy and Communications
Wasserman, L.H. and Zambo, D. (2013) (Eds.) Early Childhood and Neuroscience- Links to Development and Learning (Educating the Young Child 7). New York: Springer.
As neuroscientists learn more about brain development, chemistry, and structures their findings are exerting an influence on the education and care of young children. Teachers and caregivers are reading about brain development in magazines and watching television shows that explain how the brain learns. What was once a specialized field with technical jargon is being disseminated, yet some of this information is inaccurate. Neuroscience can be used to create false hopes (McCabe & Castel, 2008; Sylvan & Christodoulou, 2010; Weisberg, Keil, Rawson, & Gray, 2008). One such example of false hopes that Jorgenson (2003) wrote about, and can be found in the research conducted by McCabe and Castel (2008), states that educators should be aware “that much of the brain based information in the ﬁeld of education is developed and promoted by educational consultants, few of whom have credentials in the ﬁeld of neuroscience. However, educators have little guidance when judging the sources of the information available or the credentials of those making scientiﬁc claims.” The field of education needs to have correct information that educators can develop scientiﬁc skills for their area of expertise. They need to learn and understand relevant terminology, and be able to read research analytically in order to successfully navigate the ﬁeld of brain based education (Wolfe, 2001). This volume Early Childhood and Neuroscience: Links to Development and Learning delves into current research and marries this collective research with ideas for the educator’s success.
This volume fits with Springer’s Educating the Young Child series and contributes to it by bringing together a group of distinguished authors writing on an array of inter-related educational topics and practices. Research, theory, and practice, are fused to provide proven and effective strategies educators can use to shape the cognitive emotional, social, and behavioral needs of all young children, including those with exceptionalities. Chapters in this volume focus on: the ethics of neuroscience, brain development, best practices including effective curricula, healthy environments, reliable information, and appropriate assessment strategies to use to ensure young minds are educated appropriately.
Kathryn Castle, (2012). Early Childhood Teacher Research: From Questions to Results, New York: Routledge.
From back page of book:
"Castle has given the early childhood field a much needed resource on the practice and the value of teacher research. Her clear guidelines and engaging examples bring early childhood teacher research to life for new and continuing educators working with children from birth though age eight. Drawing on her deep knowledge of early childhood practice, Castle shows us how to do exemplary teacher research from start to finish, and tells us why it is so essential to high quality teaching and learning."
—Susan L. Recchia, Associate Professor and Coordinator, Integrated Early Childhood Program, Teachers College, Columbia University
"Castle heralds the message that context is crucial in the realm of teacher research—and that early childhood education provides a compelling and significant landscape for doing this type of work. This richly grounded and comprehensive guide is a much needed contribution to the field. It will be welcomed by aspiring and seasoned teacher researchers alike."
—Patricia A. Crawford, Associate Professor of Early Childhood Education, University of Pittsburgh
"In clear language, Castle leads students and educators through familiar but unique territory of practice in early childhood education into solidly based teacher research. By using a wide variety of authentic examples, she carefully scaffolds steps to assist even research-intimidated individuals to become researchers. This book has the potential to improve our field and educational practice in every early childhood setting."
—Elaine Surbeck, Professor of Early Childhood and Teacher Education, Mary Lou Fulton Teachers College, Arizona State University
Adams, L., & Kirova, A. (Eds.). (2007). Global migration and education: Schools, children and families. Mahwah, NJ: Lawrence Erlbaum Associates.
This book addresses the issues faced by immigrant children and other newly arrived children, their parents, and educators through chapters for 14 ountries. The common challenges and successes are identified in school settings that cope with these issues. Intended for researchers, students, school professionals, and eductional policy makers in the fields of multicultural education, child psychology, international education, educational foundations and policy, and cross-cultural studies, this book is highly relevant as a text for courses in these areas.
Berson, I. R., & Berson, M. J. (Eds.). (2010). High-tech tots: Childhood in a digital world. A Volume in I. R. Berson & M. J. Berson (Series Eds.) Research in Global Child Advocacy. Charlotte, NC: Information Age Publishing.
This book is the fifth in the Research in Global Child Advocacy Series. The volume examines theoretical assumptions as well as the application of innovative strategies that optimize the interface between young children and ICT from a global perspective. Despite divergent perspectives, the chapter authors share a commitment to explore the immersion of ICT into the lives of young children and consider the educational value of these tools as well as the developmental appropriateness of technological affordances. (See also the following chapter within this text written by NAECTE members)
Wang, X. C., Berson, I. R., Jaruszewicz, C., Hartle, L., & Rosen, D. (2010). Children’s experiences with technology in multiple contexts: Re-conceptualizing the ecology of learning and development. In I. R. Berson & M. J. Berson (Eds.), High-tech tots: Childhood in a digital world. Charlotte, NC: Information Age Publishing.
Brenner, S. M., (2010). Promising practices for elementary teachers: Make no excuses. Thousand Oaks, CA: Corwin Press.
Teachers have the power to change lives, particularly for struggling learners who have difficulty understanding how education broadens their future opportunities. This book offers educators a deeper awareness of the role they play in breaking the cycle of failure for students who are unsuccessful in school. Topics explored include building a sense of community, tapping student motivation, engaging in instructional conversations, including students who are learning English as a second language, using parent involvement for academic success, and differentiating instruction.
Decker, C., Decker, J., Freeman N. K., & Knopf, H. T. (2009). Planning and administering early childhood programs (9th ed.). Cincinnati, OH. Pearson/Merrill.
Nancy Freeman and Herman Knopf have extensibely revised this classic child care administration text. Its target audiences are students in child administration courses and individuals administering programs of early care and education.
Fields, M.V., Groth, L.A., & Spangler, K. L., (2008). Let's begin reading right: A developmental approach to emergent literacy. Columbus, OH: Pearson, Merrill, Prentice Hall.
This textbook continues ot advocate for teaching literacy skills in the context of reading and writing, and doing so in ways that young children learn best, including play. Discussion of constructivist learning theory in relation to literacy is followed by an overview of the foundation experiences young children need for oral and written language acquisition. Those two foundation issues become the basis for all subsequent teaching examples and recommendations. In an attempt to dispel the pervasive misconception that isolated drill in skills is better than learning skills in a meaningful context, the development of reading and writing skills is described within authentic literacy events. Assessment within authentic literacy events is also described and recommended for validity and reliability of results. (6th edition).
Fields, M. V., Meritt, P., & Fields, D. (2014). Constructivist guidance and discipline: Preschool and primary education. Upper Saddle River NJ. Merrill/Pearson.
This textbook presents guidance and discipline concepts within a framework of child development, developmentally appropriate practices and constructivist learning theory. Only discipline approaches consistent will all three aspects of the framework are recommended. The major focs is on discovering and responding to the underlying causes of undersirable behaviors rather than merely teating the symptoms. Young children's emotional, social, intellectual and physical development is explained as the basis for discovering the causes of behavior problems. (5th edition)
Jacobson, T. (2008). Don't get so upset! Helping young children manage their feelings by understanding your own. Red Leaf PRess. Saint Paul: MN.
Emotions can have a domino effect in the classroom when teachers' emotional states influence their interactions with students and later the children's moods. Don't Get So Upset! will show child care providers how to express themselves in appropriate ways so that children will learn to do the same. This book approaches the subject in a practical, personal, and self-helping manner that will ultimately assist you in supporting children's emotional development.
Krough, S. & Morehouse, P. (2008). The early childhood curriculum: Inquiry learning through integration. New York: McGraw-Hill.
The purpose of this text is not only to echo the compelling research taht advocates child-centered teaching through the use of inquiry and integration, but to show how such an approach to early education can work, even as expectations have become increasingly perscriptive and regimented. This book is intended for future teachers at any level.
Nemeth, K. (2009). Many languagaes, one classroom: Teaching dual and English language learners. Beltsville, MD: Gryphon House.
"This book fills a seroius gap in our professional toolbox: How to design and implement curriculum for young children who are learning English as they continue to learn their home language."--Linda M. Espinosa, Ph.D., Professor of Early Childhood Education at the University of Missouri-Columbia.
Newman, M., Sheridan, K., & Ogle, D. (2009). Visual Literacy Curriculum. In M. Newman, C. Spirou & D. Fouts (Eds.). Teaching with primary sources: Colected works. Volume 2 (pp.49-54). 1099 Federation of Independent Illinois Colleges and Universities.
Pollman, M. (2010). Blocks and beyond: Strengthening early math and science skills through spatial learning. Baltimore: Paul H. Brookes Publishing Co., Inc.
Spatial development, which is linked with higher achievement in math, science, and other academic areas, should be part of every young child's education. This innovative resource gives early childhood educators research-based insights and practical activities for promoting spatial development throughout the school day. Blocks and Beyond is useful as an inservice professional development resource, as well as a textbook for preservice teachers.
Thomas, U. (2010) Culture or Chaos in the Village: The Journey to Cultural Fluency. Blue Ridge Summit, PA: Rowman & Littlefield,
This book seeks to provide a framework for examination of the factors that influence mediation of culture in the minds of teachers. The text moves in a manner that sets the tone for a courageous conversation. It is the intent of this book to facilitate a focused conversation, discussing the factors of race, class, and gender in conjunction with personal and professional belief systems of educators, pre-service and in-service.
Wang, X. C., Jaruszewicz, C., Rosen, D., Berson, I. R., Bailey, M., Hartle, L., Griebling, S., Buckleitner, W., Blagojevic, B., & Robinson, L. (2008). On Our Minds. Meaningful Technology Integration in Early Learning Environments. Young Children, 63(5), 48-57.
Also, members of the NAEYC Technology and Young Children Interest Forum, these NAECTE members were invited to write a short article that explains theories into contemporary, appropriate uses of technology with young children through a scenario of a young child and her family’s daily uses of technology. The context includes the prominent roles of adult guidance and the affordance of social opportunities for young children as they engage with interactive technologies.