Pre-school and kindergarten Books
John Wiley & Sons Playing Their Way into Literacies Reading
Book SynopsisTrade Review“A must read for anyone worried about what parents and administrators will say about the infusion of play in their curriculum.” ―Jerome C. Harste, Indiana University“Provides a theoretical and empirical foundation for the development of new and exciting pedagogical approaches.” ―From the Foreword by Jackie Marsh, the University of Sheffield
£28.01
John Wiley & Sons FirstSchool Transforming PreK3rd Grade for
Book SynopsisProvides a groundbreaking framework for teaching minority and low-income children. Changing the conversation from improving test scores to improving school experiences, the text features lessons learned from eight elementary schools whose leadership and staff implemented sustainable changes.
£32.30
John Wiley & Sons Exploring Mathematics Through Play in the Early
Book SynopsisProvides pre- and inservice teachers with an understanding of how maths can be learned through play. The author helps teachers to recognise the mathematical learning that occurs during play, to develop strategies for mathematizing that play, and to design formal lessons that make connections between mathematics and play.
£27.54
John Wiley & Sons Weve Been Doing It Your Way Long Enough Choosing
Book SynopsisFilled with day-to-day practices, this book will help elementary school teachers tackle the imbalance of privilege in literacy education. Readers will learn about culturally relevant pedagogies as young children learn literacy and a critical stance through music, oral histories, name stories, intergenerational texts, and heritage lessons.
£30.56
Teachers' College Press Reading Writing and Talk Inclusive Teaching
Book SynopsisInvites readers to consider ways in which their language and literacy teaching practices can better value and build upon the brilliance of every child. In doing so, it highlights the ways in which teachers and students build on diversities as strengths to create more inclusive and responsive classrooms.
£27.54
Teachers' College Press Revitalizing Read Alouds Interactive Talk About
Book Synopsis
£24.69
Teachers' College Press Quiet at School An Educators Guide to Shy
Book SynopsisWritten by a developmental and an educational psychologist with decades of experience between them, this book demystifies the latest research on shyness. Topics covered include how shyness develops in childhood, the unique challenges faced by shy children at school, and general strategies and specific techniques for improving shy children’s social, emotional, and academic functioning at school.
£28.49
John Wiley & Sons Teaching STEM in the Preschool Classroom
Book SynopsisDrawing from a professional development model that was developed with funding from the National Science Foundation, this book is an essential resource for anyone who wants to support preschool children to be STEM thinkers and doers. The text features research-based resources, examples of field-tested activities, and highlights from the classroom.Table of Contents Contents ForewordBetty Zan ix Acknowledgments xiii Part I: Introduction and Background 1. What Is STEM and Why Teach It in Preschool? 1 Why This Book? 1 What Is STEM? 3 What Are the Standards for STEM? 5 Why Teach STEM in Preschool? 6 Why Include Specific Supports for Differentiation? 7 How Will This Book Help Improve Our Teaching? 8 Conclusion 9 2. Teaching Strategies 1 Overview 11 Reflecting on Our Own Experiences with STEM Teaching 12 Strategies for Teaching Preschool STEM 14 What Happens—Reports from the Classroom 28 Conclusion 29 Part II: Teaching STEM 3. Science 33 What Is Science in Preschool? 33 What Is the Content of Science? 34 What Are Scientific Inquiry and Science Practices? 36 Big Ideas for Supporting Science Learners 37 Try It Out! 42 Spotlight on Practice 47 Explore More 48 Bringing It Home . . . and Back 50 More Great STEM Stuff 50 4. Technology 53 So How Do We Define Technology? 54 Technology As a Progression 55 Big Ideas for Supporting Technology Learners 55 Try It Out! 58 Spotlight on Practice 64 Explore More 68 Bringing it Home . . . and Back 69 More Great STEM Stuff 69 5. Engineering 71 What Is Engineering in Preschool? 71 What Is the Content of Engineering? 71 What Is the Engineering Design Process? 74 Big Ideas for Supporting Engineering Learners 76 Try It Out! 78 Spotlight on Practice 84 Explore More 86 Bringing it Home . . . and Back 86 More Great STEM Stuff 87 6. Math 89 What Is Math in Preschool? 89 What Is the Content of Math? 91 What Are Math Processes? 94 How Does Math Develop in Young Children? 94 Big Ideas for Supporting Math Learners 95 Try It Out! 103 Spotlight on Practice 108 Explore More 110 Bringing it Home . . . and Back 110 More Great STEM Stuff 111 Appendix: Example Materials That Promote STEM Learning Across Preschool Classroom Areas 113 References 117 Index 121 About the Authors 127
£72.20
John Wiley & Sons Cybersafe Young Children Teaching Internet
Book SynopsisLearn how to integrate lessons about good digital citizenship into the early childhood classroom. Based on reviews of empirical research, this book addresses the need for a new educational paradigm that will enable educators to help young children develop the skills and ethical behaviours to thrive in both the real and digital worlds.Trade Review“For young children to be CyberSafe, their parents, caregivers, family members, teachers, and teacher educators need to embrace the developmentally—informed knowledge, skills, and evidence-based strategies found in these pages. With guidance from well-prepared media mentors, young children can learn to safely and mindfully use digital devices at home and in school as powerful tools for their learning, social-emotional development, communication, and collaboration to become effective digital citizens in their real and digital worlds.” —Chip Donohue, principal, Donohue and Associates, founding director, Technology in Early Childhood (TEC) Center at Erikson Institute, senior fellow and advisor, Fred Rogers CenterTable of Contents Contents Foreword Michelle Ciulla Lipkin ix Acknowledgments xi Preface xiii Purpose xiii Background xiii Technology and Young Children xiv What You Will Find in This Book xv Introduction 1 The Case for Starting Early 2 A Focus on Development and Experiential Learning in Grades K–3 4 Part I: Premise 1. What the Research Tells Us: Preteens and Teenagers in the Digital Age 9 Gender Concerns 10 Cyberbullying, Self-Harm, and Suicide 12 Summary 13 2. Digital Citizenship and Cybersafety: A Priority Early Education Concern 15 Summary 19 3. Cyberbullying Bystanders: Active and Passive Responses 21 Summary 23 4. Preventing Cyberbullying: A Social–Emotional Perspective 25 Social–Emotional Profile of Children in K–3 26 Early Childhood Practice in Support of Social–Emotional Development 27 The Social–Emotional Risks If Cyberbullying Is Not Addressed 28 Summary 28 Recommended Readings 29 Part II: Practice 5. Implications for Teacher Education 33 Familiarity with Federal and State Mandates 33 Incorporating the Issue of Cyberbullying into Education Course Content 34 6. Message for Teachers and Administrators 37 Summary 40 7. A Curriculum Map for Good Digital Citizenship 41 Gathering Information at the Beginning of the School Year 43 Establish Classroom Rules 44 Conduct Activities to Provide or Refresh Shared Language About Face-to-Face Teasing and Bullying 45 Conduct Classroom Discussions About Digital Technology and Social Media 45 Establish Classroom Rules and Provide Direct Experiences About the Meaning of Good Digital Citizenship 46 Part III: Classroom Activities Introduction to Activities 49 Activity #1: Discovering What We Know 51 Activity #2: Creating Rules for Good Digital Citizenship 53 Activity #3: Word Webs and Charts: Building Vocabulary for Digital Citizenship 56 Activity #4: Doing the Right Thing: A Form of Courage 59 Activity #5: What Does Permanent Mean? A Word Experiment 63 Activity #6: Understanding Privacy: An Important Concept for Online Activities 65 Activity #7: Building Good Digital Citizenship 68 Activity #8: Working with Partners 70 Part IV: Resources Picture Books About Face-to-Face Teasing and Bullying 75 Children’s Books About Online Safety and Cyberbullying Prevention 79 Organizational Resources 81 Appendix A: School Statement 87 Appendix B: Letter from Computer Teacher 91 Appendix C: Parent Letter and Questionnaire 93 Appendix D: Glossary 95 References 97 Index 101 About the Authors 108
£23.74
John Wiley & Sons Escala de Evaluaci243n de la Administraci243n de
Book SynopsisLa Escala de Administración de Negocios para el Cuidado de Niños en el Hogar (BAS) es la primera herramienta válida y confiable para medir y mejorar la calidad total de las prácticas de negocios y profesionales en programas de cuidado de niños en el hogar.
£22.79
John Wiley & Sons Teaching and Learning with Infants and Toddlers
Book SynopsisMaguire-Fong has updated her groundbreaking book designed to assist pre- and inservice professionals working with infants and their families. Each chapter draws from research and real-life infant care settings to provide valuable insights into how to design an infant care program, plan curriculum, assess learning, and work with families.Table of Contents Foreword to the First Edition J. Ronald Lally Prologue to the First Edition T. Berry Brazelton Preface Part I. How Infants Learn 1. Infants as Active Meaning-Makers Infants Are Born Researchers Infants as Subjects, Not Objects A Triangle of Relationships from Research to Practice: Education Begins in Infancy 2. Relationships Shape the Developing Brain Sequence of Brain Development Experience Wires the Brain Neurons and How They Work Brain Plasticity: Benefit and Risk The Social Brain From Research to Practice: Building Strong Brains 3. Knowledge from the Infant's Point of View Three Types of Knowledge Learning Within Three Contexts From Research to Practice: Naming Knowledge in Infancy—Foundations for Learning 4. Policies That Support Relationships Primary Care Continuity of Care Small Group Size Culturally Respectful Care From Research to Practice: Reflective Supervision PART II. OBSERVING, DOCUMENTING, AND INTERPRETING TO SUPPORT INFANT LEARNING 5. Observing: Where Teaching and Learning Begin Observing, Documenting, and Interpreting Documentation that Supports Curriculum Planning Documentation to Assess Learning Documentation to Engage Families From Research to Practice: Re-visioning Curriculum 6. First Feelings Attachment How Babies Respond to Stress Proposing Possibilities for Learning From Research to Practice: Infant Mental Health 7. Sense of Self and Other Born Looking for Us Holding Others in Mind The Withdrawn Infant Caring and Cooperating Proposing Possibilities for Learning From Research to Practice: Shared Silent Stories 8. Taking Action: Motor Development Rising Up: Rotating, Sitting, Standing Moving Out: Locomotion Grasping Perceptual and Motor Challenges Proposing Possibilities for Learning From Research to Practice: Where Babies Find Themselves 9. Thinking: Cognitive Development Infants Investigate Infants Build Concepts Proposing Possibilities for Learning From Research to Practice: How Do We Know They Are Learning? 10. Communicating: Language Development Babies Seek Patterns in Language How the Brain Organizes Language Language Learning: A Shared Social Experience The Emergence of Speech Proposing Possibilities for Learning From Research to Practice: Literacy Begins in Infancy Part III. Contexts for learning 11. Play Spaces: Contexts for Wonder and Learning Play Spaces with Distinct Identity Familiarity and Surprise Seclusion Pathways To, Not Through, The Play Outdoors as a Learning Environment Safety, Sanitation, and Comfort 12. Care Routines: Contexts for Joy and Learning Welcoming, Peaceful Spaces for Care Care That Invites Participation Meals as Invitation to Participate Diapering as Invitation to Participate Napping as Invitation to Participate 13. Conversation and Interaction: Contexts for Learning Respectful Guidance Acknowledge Feelings or Intent Clear Limits: Convey the House Rules Frame a Limited Choice Temperament: A Goodness of Fit Touchpoints Difficult Behavior: A Child Seeking Safety 14. Who Cares for Babies? Access to Quality Infant Care Documentation as Tool for Advocacy Afterword to the First Edition Ed Tronick References Index About the Author
£26.59
Teachers' College Press From Words to Wisdom Supporting Academic
Book SynopsisShows teachers how to introduce academic language to young children, with an emphasis on appreciating and leveraging linguistic diversity. This practitioner-friendly text provides instructional materials, sample dialogues, and assessment tools to facilitate academic language use in PreK-3 classrooms.
£25.64
John Wiley & Sons Rooted in Belonging Critical PlaceBased Learning
Book SynopsisOffers a counternarrative to neoliberal standardized preservice teacher development and assessment processes. The author examines how a cohort of teacher educators worked alongside their preservice teachers - both groups predominately White and female - to redesign their teacher education program.Table of Contents Contents (Tentative) Foreword Acknowledgments Introduction "The Bubble" Place-Based Education and Its Potential A Dynamic Charge for Teacher Education 1. The Need for Place-Based Teacher Education Contexts for the Book Three Challenges Connecting the Places Why We Needed Place-Based Teacher Education Neoliberal Challenges to Place-Based Teacher Education Reclaiming Accountability Challenges of Reclaiming Accountability What's Next? 2. Theoretical Framework The Nature of Meaning-Making Three Approaches to Place-Based Education Humanizing Place-Based Education in School Classrooms Place-Based Teacher Education Negotiation: Sensing and Resisting Neoliberal Policies Questions for Reflection and Discussion What's Next? 3. The Narrative Portfolio Project Context of the Teacher Education Program The Narrative Portfolio as a Counter-Narrative to Failure Questions for Reflection and Discussion What's Next? 4. Resisting Neoliberalism Through Place-Based Narrative Portfolio Work Getting Lost in Places Vignette 1. Critical Reflection on Place Vignette 2. Dialogue With Place in Mind Vignette 3. Transforming I-It to I-You Vignette 4. Diffraction: Bending Around Barriers Conclusion Questions for Reflection and Discussion What's Next? 5. Pairing Our Place-Based Approach With Racial Justice Anti-Racist Education COVID-19 and Anti-Racist Teaching Place-Based Education Post-Graduation Conclusion Questions for Reflection and Discussion What's Next? 6. Practice and Policy Implications Teacher Education Program Assessment in the "Cluster" Transforming Teacher Education Assessment The Change Process Suggestions for Practice Conclusion Questions for Reflection and Discussion What's Next? Methodology Appendix. Capturing Meanings of Place-Based Education and Assessment Background for the Study Method Appendix A. Lenses of Teacher Education and Revised "10 Characteristics of the Novice Teacher" for PDS Mentors and Faculty Professional Development Appendix B. A Portrait of Becoming: The Stories of a Teacher and Their Learners Our Places Learners and Teachers Beginning the Year . . . Looking and Seeing as an Ethnographer Exploring the Literature: Disrupting the Commonplaces Our Journey Our Learning A Reflective Pause With an Eye to the Future Final Thoughts Appendix C. Destiny's Stamped by Reynolds & Kendi (2020) Community Book Club Plan (Abbreviated Version) Endnotes References Index
£33.11
John Wiley & Sons Powerful Literacy in the Montessori Classroom
Book SynopsisTeaching reading successfully requires deep knowledge of the reading process and development, as well as the implementation of impactful reading instruction and differentiation. This book aligns Montessori didactic materials and pedagogy, developed over a century ago, with current research on reading development.Trade Review"This book is clearly written and well-supported by concrete examples of materials and implementation strategies that are directly aligned with current research findings. It is especially useful for teachers in Montessori settings. However, the ideas are universal and could easily find effective implementation in traditional classrooms should the appropriate materials be available."—Teachers College RecordTable of Contents Contents (Tentative) Foreword by Daniel Willingham and Trisha Thompson-Willingham Welcome Preface Acknowledgments 1. Montessori Education Dr. Maria Montessori Growth of Montessori Education Montessori Materials and the Prepared Environment The Montessori Educator's Approach to Instruction 2. Science of Reading Overview Structured Literacy Seminal Research Simple View of Reading Hollis Scarborough's Reading Rope Considering the Montessori Curriculum and Alignment to the Science of Reading (SoR) Literature Part I: Word Recognition Chapter 3: Phonological Awareness Science of Reading—Phonological Awareness Phonological Awareness in the Montessori Classroom Additional SoR Phonological Awareness Activities 4. Decoding Science of Reading—Decoding Decoding in the Montessori Classroom Additional SoR Decoding Activities 5. Sight Recognition Science of Reading—Sight Recognition Sight Recognition in the Montessori Classroom Additional SoR Sight Recognition Activities Part II: Language Comprehension Overview Chapter 6: Background Knowledge Science of Reading—Background Knowledge Background Knowledge in a Montessori Classroom Additional SoR Background Knowledge Activities 7. Vocabulary Science of Reading—Vocabulary Vocabulary in a Montessori Classroom Additional SoR Vocabulary Activities 8. Language Structures Science of Reading—Language Structures Language Structures in a Montessori Classroom Additional SoR Language Structures Activities 9. Verbal Reasoning Science of Reading—Verbal Reasoning Verbal Reasoning in a Montessori Classroom Additional SoR Verbal Reasoning Activities 10. Literacy Knowledge Science of Reading—Literacy Knowledge Literacy Knowledge in a Montessori Classroom Additional SoR Literacy Knowledge Activities 11. Conclusion Scientific Thinking, Discourse, and Advocacy to Improve the Lives of Children References Index About the Authors
£75.05
University of Pittsburgh Press Mister Rogers Neighborhood Children Television and Fred Rogers
a huge range and FREE tracked UK delivery on ALL orders.
£19.27
John Wiley & Sons Inc Great Habits Great Readers
Book SynopsisA book that brings the habits of reading to life Great readers are not made by genetics or destiny but by the habits they build habits that are intentionally built by their teachers. The early formal years of education are the key to reversing the reading gap and setting up children for success.Table of ContentsOnline Materials ix Video Contents xiii Foreword xxi Acknowledgments xxiii About the Authors xxv About Uncommon Schools xxvii Introduction 1 Part 1 Set the Habits of Learning 23 Part 1 Introduction: The Fundamental Habits 25 1 Habits of the Classroom: Multiply Your Minutes 27 Setting Up the Room Habits of Effective Transitions Conclusion: From Socks to Success 2 Habits of Discussion: Change Student Talk, Change Student Thinking 45 The Power of Prompting Learning to Share Learning to Build Making the Habits Happen Conclusion: From Futsal to the ‘‘Big Game’’ Part 2 Teach the Skills of Reading 75 Part 2 Introduction: The Art of Targeted Teaching 77 3 What to Teach: Defining a Road Map for Rigor 81 Assessment—Create the Road Map for Rigor Selecting an Early Literacy Assessment Assessment Meets Curriculum Conclusion: Time to Begin the Journey 4 Read-Aloud Lessons: Teachers Model for Success 103 Lesson Prework: Planning for Read-Aloud Lesson Introduction: Making it Clear and Making it Matter I Do: Modeling the Skill We Do: Practicing the Skill Check for Understanding: Make Sure Your Practice Was Good Practice Conclusion: What Great Reading Looks Like 5 Teaching Comprehension Skills: Stanza by Stanza 129 Lesson Prework: ‘‘Teach the Reader’’ Meets ‘‘Teach the Text’’ I Do: Modeling the Skill We Do: Practicing Together You Do: Making Independent Practice Sacred Conclusion: A First Taste of Independence 6 Teaching Phonics: Greasing the Wheel 145 Choosing the Wheel: Make Sure It’s a Round One Greasing the Wheel: Three Ways to Make Phonics Spin Faster Conclusion: Phonics and Foundations Part 3 Build the Habits of Reading 165 Part 3 Introduction: The Making of Magical Moments 167 7 Analysis and Action: Mind the Journey 171 Administering Assessment Collecting Data From Assessment to Analysis From Analysis to Action Conclusion: The Path Forward 8 Guided Reading Planning: Move Beyond the Map 189 Structuring a Guided Reading Lesson Prework: Selecting a Text to Match the Data Guided Reading Lesson Planning—A Sample Before Reading During Reading After Reading Conclusion: When You’ve Set the Course 9 Guided Reading Execution: Stay on Course 217 Before Reading During and After Reading: The Power of Prompting The Prompting Guides from 0 to 1000 Conclusion: A Path for Every Student 10 Independent Reading: Don’t Wait for a Hero’s Quest 243 Choose and Organize Texts for Success Set Expectations for Independence Insist on Intellectual Accountability Conclusion: Love Matters Part 4 Lead by Habit 261 Part 4 Introduction: Script the Change You Need 263 11 The Schedule: Getting It All on the Table 265 The Scheduling Process: An Overview How Much Time Can You Make for Reading? How Should You Spend Reading Time? Building the Schedule: One Teacher, Two Hours Three Variations to the Schedule Conclusion: All in Good Time 12 Coaching Teachers: A Guide for School Leaders and Coaches 287 The Growth Mind-Set Lead Professional Development Observe Regularly Drive It with Data Identify the Key Action Steps Give Effective Feedback Coach Planning Your Next Steps Conclusion: Why It Matters Part 5 Professional Development Workshops—Overview and Highlights 309 Part 5 Introduction: Workshops Included with This Book 311 13 Habits of the Classroom Workshop 313 14 Habits of Discussion Workshop 317 15 Read-Aloud Workshop 321 16 Comprehension Skills Workshop 325 17 Guided Reading Planning Workshop 329 18 Guided Reading Prompting Workshop 335 Appendix: Tools and Resources 339 Great Habits, Great ReadersDiscussion Guide 429 Notes 439 Index 446 How to Access the Online Materials 457
£20.40
John Wiley and Sons Ltd The Wiley Handbook of Early Childhood Care and
Book SynopsisThe essential resource to the issues surrounding childhood care and education with contributions from noted experts The Wiley Handbook of Early Childhood Care and Education is a comprehensive resource that offers a review of the historical aspects, best practices, and the future directions of the field. With contributions from noted experts in the field, the book contains 30 interdisciplinary essays that explore in-depth the central issues of early childhood care and education. The handbook presents a benchmark reference to the basic knowledge, effective approaches to use with young children, curriculum design, professional development, current policies, and other critical information. The expert contributors address the myriad complex policy and practice issues that are most relevant today. The essays provide insight into topics such as child development and diversity, the sociocultural process of child development, the importance of the home environment in the lives of young childTable of ContentsNotes on Contributors ix Introduction 1 Section I Foundations 5 1 The Origins of the Current Era of Early Childhood Care and Education 7Larry Prochner and Kristen Nawrotzki 2 Not All Children Grow Up the Same: Child Development, Diversity, and Early Care and Education 29Jeffrey Trawick‐Smith 3 The Sociocultural Process of Child Development 59Elizabeth Pufall Jones and Jayanthi Mistry 4 Perspectives on Play in Early Childhood Care and Education 79James E. Johnson and Viana Mei‐Hsuan Wu 5 Research in Early Childhood Care and Education Since 1970: Drivers, Questions, and Implications 99Cristina Gillanders and Rebecca Kantor 6 The Importance of Families and Home Environments in the Lives of Young Children 119Robert H. Bradley Section II Practices with Young Children 147 7 Culturally Sustaining and Humanizing Practice in Early Childhood Care and Education 149Fabienne Doucet 8 Early Childhood Care and Education for Bilingual Children and the Road to Multilingualism 173Dina C. Castro and Nydia Prishker 9 The Significance of Infant/Toddler Care and Education: A Call to Unite Research, Policy, and Practice 197Susan L. Recchia and Emmanuelle N. Fincham 10 Working with Diverse Families 219 Kiyomi Sánchez‐Suzuki Colegrove 11 The Changing Landscape of Education for Young Children Receiving Early Intervention and Early Childhood Special Education 239Maggie Bartlett and Ann Mickelson Section III Curriculum 259 12 Perspectives on Early Childhood Curricula 261Martha Lash 13 More than Academics: Supporting the Whole Child 279Marilou Hyson and Anne L. Douglass 14 Teaching and Learning Literacy in Early Childhood Education: Crossroads and Intersections 301Candace R. Kuby, Angie Zapata, and Oona Fontanella‐Nothom 15 Teaching and Learning Mathematics in Early Childhood Programs 329Arthur J. Baroody, Douglas H. Clements, and Julie Sarama 16 Teaching and Learning Science in Early Childhood Care and Education 355Valarie L. Akerson 17 Social Studies in the Early Years: Children Engaging as Citizens through the Social Sciences 377Stephanie C. Serriere Section IV Professional Development 401 18 The Enduring and Evolving Nature of Early Childhood Care and Education: Pedagogical Challenges in Our Time 403Patricia M. Cooper 19 Professional Development in Early Childhood Education 427Karen La Paro and Elizabeth King 20 Developing Early Childhood Professionals in Laboratory Schools 449Brent A. McBride and Meghan C. Fisher 21 Developing Early Educators Who Engage in Critical Multicultural Pedagogical Practices: A Historical, Moral, and Pedagogical Imperative 465Mariana Souto‐Manning, Nicole McGowan, and Sarah L. Zalcmann Section V Policy and Its Impact on Early Childhood Education 491 22 Early Childhood Policy and Its Impact on the Field: Historical and Contemporary Perspectives 493Rebecca E. Gomez and Thomas Rendon 23 Child Care Quality Rating and Improvement Systems (QRIS): National Experiment for Improving Early Childhood Education Quality 515James Elicker and Karen Ruprecht 24 Early Childhood Care and Education Workforce Issues in Implementing Assessment Policies 537Debra J. Ackerman 25 Accreditation: Supporting Quality and Professionalization in Early Childhood Care and Education 567Diane M. Horm, Nancy E. Barbour, and Elisa Huss‐Hage 26 Pre‐School Through Third Grade (P–3): Conceptual, Organizational, and Practical Perspectives 591Kristie Kauerz Section VI Critical Issues and Future Directions 615 27 Making Room for More: Complexity, Diversity, and the Impact of Alternative Perspectives on Early Childhood Care and Education 617Susan Grieshaber and Mindy Blaise 28 International Perspectives on Early Childhood Care and Education Policy and Practice 641Jennifer Sumsion 29 Social Justice and Equity in Early Childhood Education 661Fikile Nxumalo and Jennifer Keys Adair 30 The Capabilities Approach: A New Perspective on Enduring and Critical Questions 683Cary A. Buzzelli Index 705
£153.85
John Wiley and Sons Ltd The Changing Nature of Executive Control in
Book SynopsisExecutive control (EC) is a central construct in developmental science,although measurement limitations have hindered understanding ofits nature and development in young children, relation to social risk,and prediction of important outcomes. Disentangling EC from thefoundational cognitive abilities it regulates and that are inherentlyrequired for successful executive task completion (e.g., language, visual/spatial perception, and motor abilities) is particularly challenging atpreschool age, when these foundational abilities are still developing andconsequently differ substantially among children. A novel latent bifactormodeling approach delineated respective EC and foundational cognitiveabilities components that undergird executive task performance ina socio demographically stratifi ed sample of 388 preschoolers in alongitudinal, cohort-sequential study. The bifactor model revealed adevelopmental shift, where both EC and foundational cognitive abilitiescontributed uniquely to executiveTable of ContentsCONTENTSI. EXECUTIVE CONTROL IN EARLY CHILDHOOD.........................7C. A. C. Clark, N. Chevalier, J. M. Nelson, T. D. James,J. P. Garza, H.-J.Choi, and K. A. EspyII. THE PRESCHOOL PROBLEM SOLVING STUDY: SAMPLE, DATA, AND STATISTICAL METHODS...........................30T. D. James, H.-J.Choi, S. A. Wiebe, and K. A. EspyIII. DISTINGUISHING EXECUTIVE CONTROL FROM OVERLAPPING FOUNDATIONAL COGNITIVE ABILITIES DURING THE PRESCHOOL PERIOD..........................47J. M. Nelson,T. D. James, H.-J. Choi, C. A. C. Clark, S. A. Wiebe, and K. A. EspyIV. A NEW LOOK AT THE IMPLICATIONS OF THE SOCIO-FAMILIAL CONTEXT FOR YOUNG CHILDREN’S EXECUTIVE CONTROL: CLARIFYING THE MECHANISMS OF INDIVIDUAL DIFFERENCES....................69C. A. C. Clark, T. D. James, and K. A. EspyV. ELUCIDATING NEW PATHWAYS TO DIMENSIONS OF ADHD SYMPTOMS IN PRESCHOOL BY JOINTLY MODELING EXECUTIVE CONTROL AND FOUNDATIONAL COGNITIVE ABILITIES.......................................96J. M. Nelson, T. D. James, and K. A. EspyVI. EXECUTIVE CONTROL IN PRESCHOOLERS: NEW MODELS, NEW RESULTS, NEW IMPLICATIONS.................111K. A. Espy, C. A. C. Clark, J. P. Garza, J. M. Nelson, T. D. James, and H.-J. ChoiREFERENCES..............................................................................129ACKNOWLEDGEMENTS..............................................................150COMMENTARYCOMMENTARY ON THE CHANGING NATURE OF EXECUTIVE CONTROL IN PRESCHOOL.....................................151Michael T. WilloughbyCONTRIBUTORS........................................................................166STATEMENT OF EDITORIAL POLICY...........................................168SUBJECT INDEX........................................................................170
£32.25
University of Toronto Press Journeys
Book SynopsisInspired by the idea of documentation as a valuable tool for making learning visible, pedagogical narration offers an opportunity to move beyond checklists and quick answers to a more complex understanding of how children learn, and how teachers might facilitate and support that learning in innovative ways. The authors use stories they collected during a collaborative study to offer a range of possibilities for alternative childhood pedagogies. Cutting edge, yet practical; detailed in its analysis, yet inspiring, this book is a boon to the field of early childhood and primary education studies.Table of ContentsList of Illustrations Acknowledgements Beginning Locating Ourselves How to Use This Book 1. Engaging with Complexity Creating a Collaborative Critically Reflective Community Connections and Disruptions: Encounters with Diverse Perspectives Rethinking Professional Development Collaborative Action Research and Politicizing Practice Rethinking Quality in the Early Childhood Education Field Shifting Our Focus from Understanding Practice to Complexifying Practices 2. Reflecting Critically Bringing a Critical Perspective to Child Development What Do We Mean by Critical Reflection? Critical Reflection and Political Intentionality Theoretical Tools for Critical Reflection Pedagogical Narration: A Tool for Critical Reflection From Reflection to Diffraction 3. Challenging Assumptions Images of the Child Images of the Educator Images of the Family Challenging Assumptions Complexifies the Learning Journey Pedagogical Narrations in the Making: From Our Work with Educators Princesses and Pirates The Tiara Becoming Rapunzel Entangled Bodies Building a Fort 4. Thinking Together Pedagogical Narration as a Tool to Complexify Practices Documenting Children's Learning across Three Contexts Reggio Emilia: Pedagogical Documentation The McDonaldization of Pedagogical Documentation Pedagogical Documentation as a Discourse of Meaning-Making Pedagogical Narration as a Political Tool Pedagogical Narration as a Vehicle for Public Dialogue Pedagogical Narration as a Materializing Apparatus of Knowing 5. Opening to Possibilities Engaging with Pedagogical Narrations through Multiple Lenses Postfoundational Perspectives Opening to Multiple Perspectives Complexifies the Learning Journey 6. Opening to Ethics Inviting an Ethical Approach into Our Practice Pedagogical Narration as a Nomadic Ethical Act Centring Ethical Potentials in Our Practice Staying in Motion Understanding Our Language: A Glossary Appendix: Project Summaries Investigating Quality (IQ) Project British Columbia Early Learning Framework Implementation Project References Index British Columbia Early Learning Framework Implementation Project
£26.99
John Wiley & Sons Quality Early Learning Nurturing Childrens
Book SynopsisSynthesizes the latest relevant knowledge from multiple disciplines on how young children learn and what skills are most crucial for school-readiness.
£36.86
University of Toronto Press Constructing Policy Change
Book SynopsisIn Constructing Policy Change, Linda A. White examines the expansion of early childhood education and care (ECEC) policies and programs in liberal welfare states, including Australia, Canada, New Zealand, the UK, and the USA.Table of ContentsList of Figures List of Tables Preface and Acknowledgements Part I: Assessing the Scope of Policy Change in Liberal Welfare States 1. Constructing Policy Change in Early Childhood Education and Care: Scientific Avenues and Cultural Impediments in Liberal Welfare States 2. The Idea of Childhood and the Idea of Motherhood in Liberal Welfare State 3. Explaining the Shift in Norms Surrounding Early Childhood, Motherhood, and the State in the 21st Century Part II: The Sources of Policy Change 4. The Role of Science and the Development of an ECEC Knowledge Regime 5. Transnationalization and Internationalization of ECEC Ideas Part III: From Ideas to Policy Change 6. Constructing Early Childhood Education and Care Policy Shifts in the USA 7. Constructing Early Childhood Education and Care Policy Shifts in in Canada Part IV 8. Conclusion List of References
£45.90
Human Kinetics Publishers Moving With Words Actions
Book SynopsisMoving With Words & Actions will help you develop physical literacy and language literacy in your preschool and primary-grade students. The text offers more than 70 lesson plans that are aligned with SHAPE America's National Standards and Grade-Level Outcomes for K-12 Physical Education. The plans use an interdisciplinary approach and are adaptablTable of Contents Preface Acknowledgments Part I: Setting the Standard With Age-Appropriate Content, Instruction, and Assessment Chapter 1: Selecting Age-Appropriate Content The Power of Words Physical Literacy and National Standards Guidelines and Frameworks Movement Concepts as Age-Appropriate Content The Young Child’s Physical Skills Manipulative Skills Considerations for Content Summary Chapter 2: Creating and Implementing Lessons Plans Behavioral Objectives Central Focus Learning Tasks (Ages 3-8) Making Smooth Transitions Between Learning Tasks Creative Ways to Form Groups Structuring the Learning Environment to Be Physically Safe Knowledge of Students to Inform Teaching Personal Community and Cultural Awareness Instructional Strategies Planned Supports for Children With Special Needs Providing Differentiated Instruction Academic Language Summary Chapter 3: Making the Most of Every Lesson A Typical Lesson Plan Making Lessons Plans More Purposeful Instructional Materials/Props Special Safety Considerations Provisions for Special Needs Students’ Prior Knowledge Health-Enhancing Components of Physical Activity Motivating Physically Literate Learners Instructional Cues and Prompts State Education Standards Summary Chapter 4: Assessing Children’s Ability to Move With Words & Actions Evidence 1: The Child’s Perspective Evidence 2: Responses to Higher-Order Questions Evidence 3: Written Summaries and Progress Reports Summary Part II: Lesson Plans for Moving With Words & ActionsChapter 5: Moving With Words & Actions to Create Healthy Bodies Content Knowledge for Enhanced Physical Literacy Strong Bones Twisting Body Parts My Special Body Parts Muscle Actions Body Expressions Jumping Jills Time, Force and Flow . . . On the Go Body Outlines Active Fruits and Vegetables Fruit Salad Toss-Up Sizzling Vegetables Healthy Lunchtime Foods Chapter 6: Moving With Words & Actions in Our Community Community Helpers Farm Fire Station Toy Store Park Schoolyard Food Market Pet Shop Gas Station and Repair Shop Train Station Car Wash Pizza Parlor Construction Site Laundromat Library Airport Beach Building Structures Wintertime Holidays Chapter 7: Moving With Words & Actions Like Living Creatures Living Creatures Near and Far Animal Actions Under the Sea Crustaceans Feathered Friends Penguins Eagles and Chickens Spider Web Formations Insects and Bugs Bumblebees Life Cycle of the Butterfly Horses Learning About Nature Chapter 8: Moving With Words & Actions in Science and Math Science Substances, Surfaces, and Textures Power Sources Wave Actions Undersea Travel Life Cycle of a Tree Cave Structures Wind Patterns Vines Found in the Jungle Rock Formations and Water Math Jumping With Words and Numbers That Rhyme Hopping With Words and Numbers That Rhyme Moving With Words and Numbers That Rhyme Geometric Shapes Puzzle Shapes Body Triangles Measuring Horses First and Last Creations Chapter 9: Moving With Words & Actions in Language Arts Alphabet Alphabet Stretches A to Z Alphabet Letters Alphabet Treasures Alphabet Rhythm My Body Can Form Letters Brain-and-Body Connection Body Language Twisting and Twirling Actions Halloween Objects Movement Narratives Places in Our Community Super Bodies Fairy Tale Actions So Very Small The Letter S Small to Tall Objects in Our House Amusement Park Ice Rink Sports Stadium Hardware Store Racetrack Shoe Store Magical Powers Rainbow Magic Machines Space Travel Science Museum
£31.35
Brookes Publishing Co Assessment Log and Developmental Progress Charts
Book SynopsisDesigned to accompany The Carolina Curriculum for Preschoolers with Special Needs (CCPSN), Second Edition, The Assessment Log's convenient recording system encourages data collection about a child's performance of hundreds of discrete skills in more than 20 developmental sub-domains. The curriculum volumes take professionals step-by-step through the assessment process - from setting up to scoring and charting assessment results with the Developmental Progress Charts.
£31.46
Brookes Publishing Co Consultation in Early Childhood Settings
Book SynopsisThis book describes how professionals can use consultation to work collaboratively with others from various disciplines in inclusive settings. Consultation reflects changes in the field as specialists provide indirect rather than direct services - the consultant supports another adult rather than working with a child. The book offers practical knowledge and skills consultants need to improve the quality of programs serving young children (0-5) and to strengthen child and family outcomes. The book outlines the conceptual and philosophical framework for consultation and walks the reader through the eight stages of the consultation process. In addition, the book emphasizes involving families throughout the consultation process and identifies common barriers and supports associated with consultation.Table of ContentsNew Roles for Early Childhood Professionals: Why Consultation?; Consultant Knowledge, Skills, and Dispositions; Stage 1: Entry; Stage 2: Building the Relationship; Stage 3: Assessment: Gathering Information; Stage 4: Goal Setting; Stage 5: Strategy Selection; Stage 6: Implementation; Stage 7: Evaluation; Stage 8: Holding a Summary Conference; Evaluating Consultation Processes and Outcomes: Additional Considerations; Contexts and Settings Associated with Consultation in Early Education and Intervention; Future Directions for Consultation in Early Childhood Settings
£31.41
Brookes Publishing Co The Program Administrator's Guide to Early
Book SynopsisThis book offers students and professionals practical information for developing and improving the quality of early childhood special education. It contains a wealth of knowledge and experiences from people involved in leadership and program administration. Several chapters also provide specific suggestions for setting up a family and child friendly system for evaluating young children. The revised edition focuses on implementation rather than establishment of early childhood education systems. This edition also notes changes in the field since the original book was published.Table of ContentsSomething Old, Something Newer Janeen M. Taylor and Toni W. Linder; Effective Leadership James McGowan and Sarah A McGowan; Providing Leadership for Interagency Collaborative Efforts Carol Ann Baglin; The First Step for Children and Families: Setting up a System for Screening, Evaluating, and Assessing Young Children with Disabilities and Their Families Mary Hendricks and Janeen Taylor; Program Planning and Implementation for Infants and Toddlers with Disabilities and Their Families Anne Hickey and Janeen Taylor; Program Planning and Implementation for Preschool Children with Disabilities and Their Families Marisa Conner, Jeannie Norissa, and Toni Linder; Technology in Early Childhood Special Education Linda Tsantis and John Castellani; Transitions and Service Coordination in Early Childhood Special Education Brenda Hussey Gardner; Professional Development and Mentoring Cindy Johnson and Janeen Taylor; Supervision of Professionals, Paraprofessionals and Volunteers James McGowan; Health and Safety Considerations W. Scott Taylor, M.D. and Nancy Ross, R.N.; Budget and Finance of Early Childhood Special Education Programs James McGowan; Proposal Writing, Submission, and Management Naomi Tyler of the Alliance Project.
£35.96
Brookes Publishing Co One Child, Two Languages: A Guide for Early
Book SynopsisWritten expressly for teachers, the new edition of this accessible, highly readable resource moves beyond the basics of child development to describe the natural progression of second-language acquisition in young children. Teachers will learn how to create a supportive classroom environment for second-language learners with effective ways to measure progress, address individual differences, and work with parents while acknowledging the importance of children's home languages and cultures. This idea-packed handbook combines research findings with firsthand observations of linguistically and culturally diverse children. All chapters have been updated and a few have been expanded. The largest area of supplementation is in the chapter on assessment, an area of great interest among early childhood educators. The book also includes information on cultural diversity and international adoption. A new tool helps educators monitor children's progress as they learn English as a second language.On the DVD, Patton Tabors shares information on teaching young children who are learning English as a second language. She presents a slide show to a live audience outlining key features discussed in her book, ""One Child, Two Languages"", discusses her research, and also provides practical strategies for working with this growing population, along with a question and answer period with the audience. This DVD will support use of the book in training but can also be used independently by anyone who works with bilingual children.
£33.96
Brookes Publishing Co Preschool Pathways to Science (PrePS):
Book SynopsisTo ensure they're meeting state early learning guidelines for science, preschool educators need fun, age-appropriate, and research-based ways to teach young children about scientific concepts. That's just what they'll get with this hands-on guidebook! The basis for the PBS kids show ""Sid the Science Kid"", this innovative teaching resource helps children ages 3-5 investigate their everyday world and develop the basics of scientific thinking - skills they'll apply across subject areas when they enter school. A fun and engaging way to introduce science to young children, PrePS[trademark] is a must-have because it is based on the domain-specific approach to cognitive development. The collaborative work of cognitive researchers and preschool educators, this approach incorporates lessons learned from developmental research and classroom experience. It provides age-appropriate introduction to key science practices (see sidebar). It supports a range of cognitive and social skills. PrePS[trademark] uses science to help children develop math skills, early literacy and language skills, and social and emotional sensitivity. It taps teachers' creativity. Because PrePS[trademark] is designed to energize teachers and tap in to their personal creativity, teachers who already use the PrePS[trademark] approach have reported an increase in professional satisfaction. This reader-friendly guide gives educators the guidance they need to work PrePS[trademark] into their existing program; sample schedules designed for the preschool classroom; and, detailed sample activities they can do right away or use as templates for their own creative lessons. And with the book's assessment guidelines, teachers will know PrePS[trademark] is having a measurable effect on the classroom environment and student learning.
£29.71
Brookes Publishing Co LINKing Authentic Assessment and Early Childhood
Book SynopsisHow can early childhood professionals make informed decisions while selecting assessment materials that meet recommended practices? Use the new edition of this essential reference, the only book with professional ratings and reviews of 80 authentic, widely used assessment tools for children aged birth to 8. Completely revamped and even more user-friendly than its popular first edition, this must-have guide provides ratings of the qualities of assessment materials based on: "consumer reports" and ratings from a survey of more than 1,000 professionals; detailed reviews from a panel of assessment experts; and ratings drawn from the authors' own extensive expertise .
£42.46
Brookes Publishing Co Assessing Spanish-English Bilingual Preschoolers:
Book SynopsisAs the population of young dual language learners continues to rise, how can early childhood professionals choose culturally and linguistically appropriate assessments for Spanish–English bilingual pre-schoolers? They’ll get expert guidance in this one-of-a-kind resource, a comprehensive roundup and analysis of 37 developmental assessments available in English and Spanish. The only guide that examines specific early childhood bilingual measures, this book gives professionals detailed reviews culled from the highly respected authors’ extensive research and comparative analyses. For each measure, program administrators, curriculum developers, SLPs, and other professionals will • get an at-a-glance snapshot of key characteristics, including age range, cost, domains measured, and time requirements • evaluate major strengths and weaknesses • easily compare the English and Spanish versions across cultural, linguistic, and psychometric properties • learn the basics of administration and scoring • investigate technical data, including standardisation, norming, validity, and reliability • see if the tool includes adaptations and accommodations for children with disabilities • review the results of relevant studies that used the measure To help professionals conduct the most effective assessments, the book also includes research-based strategies and solid background information. Readers will get a helpful overview of bilingual language development, general guidelines on selecting measures for young dual language learners, and tips on administering assessments with awareness of and respect for cultural and linguistic influences. An essential resource to support informed decision-making, this invaluable guide will help professionals choose culturally and linguistically appropriate early childhood assessments that accurately capture the abilities of young dual language learners.
£36.51
Brookes Publishing Co Prevent-Teach-Reinforce for Young Children: The
Book SynopsisNow early childhood professionals have their own guide to the popular Prevent-Teach-Reinforce (PTR) model the research-proven, family-centered approach used in schools nationwide to resolve challenging behaviors. Developed by top behavior experts, this practical, reader-friendly guidebook shows you how to improve the social-emotional development and prevent challenging behaviors of young children in preschool settings.A highly effective approach drawn from the research and principles of applied behavior analysis and positive behavior support, Prevent-Teach-Reinforce for Young Children will help you resolve persistent challenging behaviors set individualised goals for children conduct family-centered assessment and intervention work effectively with diverse families The CD-ROM includes planning forms and worksheets tailored for early childhood programs, including a Goal Sheet, Daily Log, Behavior Rating Scale, Intervention Menu, and Team Implementation Guide. And four detailed case examples walk you through the PTR-YC steps and implementation. Ideal for a wide range of early childhood settings including preschools, Head Start, and child care programs this practical guide will help you resolve even the toughest behavior challenges in young children.
£40.46
Brookes Publishing Co Accelerating Language Skills and Content
Book SynopsisStudents in early childhood settings don’t always get the benefits of shared book reading - a strategy proven to boost language skills and content knowledge. Prepare the next generation of teachers to make the most of shared reading with this accessible textbook, a complete guide to building vocabulary-rich science and social studies lessons and discussions around storybooks and informational texts. Field-tested with children in high-poverty school settings, this instructional approach is valuable for any young learners at risk for comprehension difficulties.This concise book presents the authors’ proven, empirically based “Project WORLD” (Words of Oral Reading and Language Development) framework for integrating shared book reading into the classroom. Offering both big-picture curriculum design principles and specific instructional strategies, this text gives teachers the know-how they need to accelerate language skills, vocabulary development, and high-priority science and social studies content knowledge for all young children. Ideal for preservice teacher education courses and in-service professional development!This accessible textbook prepares early childhood educators to teach vocabulary-rich science and social studies lessons through shared book reading. Presents a complete framework for boosting language skills and content knowledge.GET TEACHERS READY TO: Use the most effective shared book reading and vocabulary practices Teach new vocabulary while introducing key science and social studies concepts Align vocabulary instruction with content standards and objectives Stimulate and expand children’s oral language abilities via interactive book discussions Implement a framework tested in collaboration with Head Start and preschool teachers Choose their own books and vocabulary words to teach Design lesson plans that get results Build a strong foundation for children’s future success in science and social studies Advance learning with proven teaching techniques, such as multiple exposures to words and connected concepts and strategies Successfully teach both English language learners and native English speakers PRACTICAL MATERIALS: A step-by-step Shared Book Reading Instructional Unit Planner, sample vocabulary words with child-friendly definitions, real-life classroom vignettes with embedded instructional techniques and suggestions, examples of appropriate storybooks and informational texts paired by science or social studies themes, and tools to support teachers’ content vocabulary instruction.
£31.46
Brookes Publishing Co Teaching Pyramid Observation Tool (TPOT™) for
Book SynopsisIf your programme is among the thousands using the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children, this is the one tool you need to support teachers to effectively use the practices. Developed by highly respected creators of the Pyramid Model for classrooms enrolling children 2–5 years of age, the TPOT™ is an in-depth tool that provides information on how well teachers are implementing practises related to universal, targeted, and individualised supports. A trained administrator conducts a classroom observation and teacher interview, uncovering detailed information about the quality of 14 key teaching practises, noting red flags that indicate areas for immediate support, and observing how teachers respond to challenging behaviors. TPOT™ results show which practises are being implemented successfully - and what teachers need to focus on to ensure positive social-emotional outcomes for young children.TPOT™ helps programmes: Support effective implementation of the proven PBIS-based Pyramid model Promote social-emotional competence in young children Implement strategies to prevent and address challenging behaviour Compare implementation across classrooms, teachers, and programmes Identify where teachers need extra professional development and support Guide coaching efforts This is the one tool you need to make sure teachers are effectively putting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into practice. Learn more about TPOT.
£29.71
Brookes Publishing Co Parenting Interactions with Children: Checklist
Book SynopsisWhere are parents' skills the strongest - and how can they be encouraged to better support young children's cognitive, social, and language development? Home visitors can find out in minutes with PICCOLO trade; the quick, reliable observational tool designed to assess and monitor the quality of parent-child interactions. Developed for use with parents of children ages 1 to 3, PICCOLO measures 29 developmentally supportive parenting behaviors in 4 critical domains - Affection, Responsiveness, Encouragement, and Teaching. It's the best way to assess which parenting behaviors are working, develop individualized interventions that help parents improve, and track the positive outcomes of your parent support program.This User's Guide gives readers explicit guidance on using the PICCOLO, including a Frequently Asked Questions section. A discussion about the tool's development and psychometric properties section are also included. The appendix includes a photocopiable Spanish translation of the PICCOLO and the scoring key for the video clips on the PICCOLO DVD.
£29.71
Brookes Publishing Co Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms Set
Book SynopsisIf your programme is among the thousands using the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children, this is the one tool you need to support teachers to effectively use the practices. Developed by highly respected creators of the Pyramid Model for classrooms enrolling children 2–5 years of age, the TPOT™ is an in-depth tool that provides information on how well teachers are implementing practices related to universal, targeted, and individualized supports. A trained administrator conducts a classroom observation and teacher interview, uncovering detailed information about the quality of 14 key teaching practices, noting red flags that indicate areas for immediate support, and observing how teachers respond to challenging behaviours. TPOT™ results show which practices are being implemented successfully—and what teachers need to focus on to ensure positive social-emotional outcomes for young children.TPOT™ helps programmes: Support effective implementation of the proven PBIS-based Pyramid model Promote social-emotional competence in young children Implement strategies to prevent and address challenging behaviour Compare implementation across classrooms, teachers, and programmes Identify where teachers need extra professional development and support Guide coaching efforts This Set includes the TPOT™ Manual and one package of TPOT™ forms.This is the one tool you need to make sure teachers are effectively putting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into practice.Table of ContentsAbout the AuthorsAcknowledgments1. Introduction to the Teaching Pyramid Observation Tool2. Overview of Pyramid Model and the Teaching Pyramid Observation Tool3. Using the TPOT4. TPOT Scoring Guidance5. Scoring the Teaching Pyramid Observation Tool and Summarizing Results6. Using the TPOT in Coaching to Promote Effective Practices: Case Studies7. Technical Features of the Teaching Pyramid Observation ToolReferencesAppendix A: FAQsAppendix B: ResourcesIndex
£72.00
Brookes Publishing Co The Preschool Inclusion Toolbox: How to Build and
Book SynopsisFilled with tips, tools, and strategies, this book is the comprehensive, practical toolbox preschool administrators need to implement early childhood inclusion through systems-level change.Inclusion is clearly linked with better outcomes for young children - but recent reports from the US Department of Education show the practice has grown by just 5% over the past 27 years. This is the how-to book preschool administrators, school leaders, and child care directors need to step up the progress of early childhood inclusion through big-picture, systems-level change. Shaped by feedback from a nationwide survey of IDEA Part B Coordinators who shared their real-life inclusion challenges, this is your comprehensive toolbox of problem-solving tips, evidence-based practices, and practical checklists and handouts. You’ll learn how to overcome the challenges to a high-quality inclusive program, and you’ll create a solid action plan for building and maintaining a successful program where all children learn and grow.GET THE TOOLS YOU NEED TO: solve common challenges to inclusion through new policies and procedures establish a strong inclusion team to make collaborative decisions implement an action plan for inclusion - and measure its effects increase access, participation, and supports for children with disabilities help teachers use evidence-based practices like RTI and differentiated instruction develop effective teacher professional development practices make sound decisions about placement for each individual child PRACTICAL MATERIALS: Reproducible planning forms and tools (see sidebar); more than 100 PowerPoint slides (available online) to help structure professional development events; tips and lessons from effective school reform efforts across the country; application and reflection questions for independent study and coursework.With helpful forms and tools: Inclusion Self-Checklist Checklist of Steps to Preschool Inclusion Action Plan Template and Sample Public Policy 101 Handout Menu of Preschool Inclusion Policy and Procedure Solutions Coaching Performance-Based Feedback Form Placement Consideration Planning Form for Preschool Inclusion and more!
£34.16
Brookes Publishing Co Blended Practices for Teaching Young Children in
Book SynopsisAs more and more early childhood settings implement inclusive practices, teachers need to blend special and general education techniques to help all children learn. They’ll find out how with the new edition of this bestselling text, which combines today’s best practices for teaching young children with and without disabilities into one comprehensive approach. Ideal for current and future early childhood educators working with children from ages 2 to 5, this comprehensive text provides explicit guidance on developing a successful curriculum framework, working effectively with families and other team members, tailoring instruction to each child’s individual needs, and embedding learning opportunities that address all children's goals. Teachers will learn from the field’s most current research, and they’ll get a full continuum of strategies for teaching young children with diverse abilities. Practical information on authentic assessment and data-driven decision-making is also woven throughout the book.An essential reference to keep and use for years to come, this book is every early childhood educator’s guide to blending the best of special and general education, developing effective curricula, and improving outcomes for all children.WHAT’S NEW Increased focus on how to implement multi-tiered systems of support (MTSS) New chapters on applying blended practices in specific content areas: language, literacy, social-emotional skills, and math The latest on state and federal funding initiatives for early childhood—and how to maintain quality practices that align with these initiatives More guidance on determining the scope and sequence of what to teach children Current recommendations from key professional organizations like NAEYC and DEC, and their implications for teachers USER-FRIENDLY FEATURES: Includes visual aids and sample forms, vignettes and practical examples that illustrate key concepts and guiding principles, helpful summaries for each chapter, case studies, and learning activities that challenge students to test and expand their knowledge.
£38.21
Brookes Publishing Co Six Steps to Inclusive Preschool Curriculum: A
Book SynopsisHow can inclusive early educators plan and deliver challenging instructions to help all young learners succeed in kindergarten? This guide has authoritative answers from some of todays most renowned names in early childhood education. Presenting the Children's School Success (CSS ) framework, for building a UDL-based plan for inclusive preschool instruction, this book is a powerful tool for using your existing curriculum to address each child's unique learning needs. Through practical, evidence-based strategies and guidelines, you'll discover how to equalize access to curriculum content while giving learners multiple ways to access and possess new knowledge. Keep this resource at your fingertips to guide your curriculum and instruction—so all young children have the skills they need to success in kindergarten and beyond.Learn How To: Identify a developmentall appropriate scope and sequence for your students' learning objectives Ensure a coherent, engaging curriculum that continuously builds on the knowledge and skills your students acquire Develop UDL-based activity plans that support every child’s learning Use differentiation and individualization strategies for students who need extra supports Select and implement successful progress monitoring strategies Improve your teaching through a continuous loop of planning, instruction, and monitoring Work and play well with your colleagues Engage in partnership with families to support their children’s success Practical Materials: You'll get a wealth of downloadable online resources for implementing the framework, plus specific tips and strategies on addressing key topics such as behavior, classroom organization, and collaboration with families. You'll also see the framework in action, with recurring vignettes in diverse early childhood settings, including a public preschool, a Head Start classroom, and an early childhood special education classroom.Includes essential planning resources: Universal Design for Learning (UDL) Guiding Questions checklist Sample activities and assessments for academic content areas Activity Plan Form to facilitate incorporation of UDL, differentiation, embedded learning opportunities, and progress monitoring Curriculum Content Checklist Decision-Making Checklist for Class-wide Progress Monitoring Collaboration Planning Form Family Feedback Form and more
£35.96
Brookes Publishing Co An Activity-Based Approach to Early Intervention:
Book SynopsisEarly childhood professionals—learn the nuts and bolts of activity-based intervention (ABI), the trusted, child-directed approach for young children birth to 5. With the fourth edition of this classic textbook and professional guide—now expanded by 30%!—you'll discover how to embed learning opportunities in everyday activities to help children acquire and generalize functional skills and reach their developmental goals. You'll get a comprehensive introduction to the benefits, challenges, and foundations of ABI, and you'll find in-depth guidance on how to apply this popular approach with children in center- and home-based programs. Case stories, examples, and sample forms throughout clarify important points and procedures. Updated with practical new information on ABI training, implementation, and more, this book is a keystone of professional preparation for early interventionists and special educators. Implement ABI in multiple settings with diverse groups of young children, including kids with disabilities and those at risk Create multiple and varied learning opportunities within young children's natural routines and interactions Seamlessly link screening, assessment, goal development, intervention, and evaluation Develop individualized IFSP and IEP goals Observe children before and after intervention to determine next steps Understand and address the challenges of establishing evidence-based practices Work as a team with other professionals and families WHAT'S NEW: New chapters on conducting high-quality child observations, applying ABI in centers and in homes, and using ABI with children who have significant disabilities Expanded information on key topics, including training paraprofessionals on ABI and keeping families involved Updated course companion website with PowerPoint slides, study questions, and application activities
£42.46
Information Age Publishing Perspectives and Provocations in Early Childhood
Book SynopsisMandates to implement practices that are antithetical to what we embrace as supportive of young children’s literacy learning are pervasive. Teachers of young children are asked to teach-to-the test in ways that take away opportunities for holistic, thoughtful, play-oriented practices that allow children to construct knowledge through contextualised and purposeful experiences. In 2009 the Early Childhood Assembly was formed by a group of early childhood educators to provide a home at the National Council for Teacher of English for all who work with young children. Perspectives and Provocations in Early Childhood Education is a publication of the ECEA.The publication is intended to support teachers of young children and those interested in studying about early literacy by putting on offer texts with a strong emphasis on promoting thoughtful practices that enhance the teaching and learning of young children within and across diverse communities. All royalties from the book go to the ECEA to help the organisation advance its goals of providing scholarships for early childhood teachers to participate in conferences and professional development events.
£42.46
Information Age Publishing Perspectives and Provocations in Early Childhood
Book SynopsisMandates to implement practices that are antithetical to what we embrace as supportive of young children’s literacy learning are pervasive. Teachers of young children are asked to teach-to-the test in ways that take away opportunities for holistic, thoughtful, play-oriented practices that allow children to construct knowledge through contextualised and purposeful experiences. In 2009 the Early Childhood Assembly was formed by a group of early childhood educators to provide a home at the National Council for Teacher of English for all who work with young children. Perspectives and Provocations in Early Childhood Education is a publication of the ECEA.The publication is intended to support teachers of young children and those interested in studying about early literacy by putting on offer texts with a strong emphasis on promoting thoughtful practices that enhance the teaching and learning of young children within and across diverse communities. All royalties from the book go to the ECEA to help the organisation advance its goals of providing scholarships for early childhood teachers to participate in conferences and professional development events.
£78.20
Information Age Publishing It Takes Team Effort: Men and Women Working
Book Synopsis
£42.56
Information Age Publishing Handbook of Research Methods in Early Childhood
Book SynopsisThe Handbook of Research Methods in Early Childhood Education brings together in one source research techniques that researchers can use to collect data for studies that contribute to the knowledge in early childhood education. To conduct valid and reliable studies, researchers need to be knowledgeable about numerous research methodologies.The Handbook primarily addresses the researchers, scholars, and graduate or advanced undergraduate students who are preparing to conduct research in early childhood education. It provides them with the intellectual resources that will help them join the cadre of early childhood education researchers and scholars. The purpose of the Handbook is to prepare and guide researchers to achieve a high level of competence and sophistication, to avoid past mistakes, and to benefit from the best researchers in the field. This Handbook is also useful to university professors who conduct research and prepare student researchers in early childhood education. It aims to improve the researchers’ conceptual and methodological abilities in early childhood education. Thus, the Handbook can be used as a guide that focuses on important contemporary research methodologies in early childhood education and describes them to offer researchers the necessary information to use these methodologies appropriately.This Handbook is designed to be used by students of early childhood education at all levels of professional development as well as mature scholars who want to conduct research in areas needing more in-depth study. It is hoped that this Handbook of Research Methods in Early Childhood Education will serve the needs of many in the research community. Scholars seeking the current state of research knowledge in various areas should find this volume useful. Similarly, practitioners who are trying to seek knowledge of research and its practical implications should find this volume helpful as well. This Handbook with its individual chapters presents several research methodologies to address a variety of hypotheses or research questions that will contribute to the knowledge of the field in early childhood education.
£77.90
Information Age Publishing Handbook of Research Methods in Early Childhood
Book SynopsisThe Handbook of Research Methods in Early Childhood Education brings together in one source research techniques that researchers can use to collect data for studies that contribute to the knowledge in early childhood education. To conduct valid and reliable studies, researchers need to be knowledgeable about numerous research methodologies.The Handbook primarily addresses the researchers, scholars, and graduate or advanced undergraduate students who are preparing to conduct research in early childhood education. It provides them with the intellectual resources that will help them join the cadre of early childhood education researchers and scholars. The purpose of the Handbook is to prepare and guide researchers to achieve a high level of competence and sophistication, to avoid past mistakes, and to benefit from the best researchers in the field. This Handbook is also useful to university professors who conduct research and prepare student researchers in early childhood education. It aims to improve the researchers’ conceptual and methodological abilities in early childhood education. Thus, the Handbook can be used as a guide that focuses on important contemporary research methodologies in early childhood education and describes them to offer researchers the necessary information to use these methodologies appropriately.This Handbook is designed to be used by students of early childhood education at all levels of professional development as well as mature scholars who want to conduct research in areas needing more in-depth study. It is hoped that this Handbook of Research Methods in Early Childhood Education will serve the needs of many in the research community. Scholars seeking the current state of research knowledge in various areas should find this volume useful. Similarly, practitioners who are trying to seek knowledge of research and its practical implications should find this volume helpful as well. This Handbook with its individual chapters presents several research methodologies to address a variety of hypotheses or research questions that will contribute to the knowledge of the field in early childhood education.
£128.25
Information Age Publishing Handbook of Research Methods in Early Childhood
Book SynopsisThe Handbook of Research Methods in Early Childhood Education brings together in one source research techniques that researchers can use to collect data for studies that contribute to the knowledge in early childhood education. To conduct valid and reliable studies, researchers need to be knowledgeable about numerous research methodologies.The Handbook primarily addresses the researchers, scholars, and graduate or advanced undergraduate students who are preparing to conduct research in early childhood education. It provides them with the intellectual resources that will help them join the cadre of early childhood education researchers and scholars. The purpose of the Handbook is to prepare and guide researchers to achieve a high level of competence and sophistication, to avoid past mistakes, and to benefit from the best researchers in the field. This Handbook is also useful to university professors who conduct research and prepare student researchers in early childhood education. It aims to improve the researchers’ conceptual and methodological abilities in early childhood education. Thus, the Handbook can be used as a guide that focuses on important contemporary research methodologies in early childhood education and describes them to offer researchers the necessary information to use these methodologies appropriately.This Handbook is designed to be used by students of early childhood education at all levels of professional development as well as mature scholars who want to conduct research in areas needing more in-depth study. It is hoped that this Handbook of Research Methods in Early Childhood Education will serve the needs of many in the research community. Scholars seeking the current state of research knowledge in various areas should find this volume useful. Similarly, practitioners who are trying to seek knowledge of research and its practical implications should find this volume helpful as well. This Handbook with its individual chapters presents several research methodologies to address a variety of hypotheses or research questions that will contribute to the knowledge of the field in early childhood education.
£77.90
Information Age Publishing Handbook of Research Methods in Early Childhood
Book SynopsisThe Handbook of Research Methods in Early Childhood Education brings together in one source research techniques that researchers can use to collect data for studies that contribute to the knowledge in early childhood education. To conduct valid and reliable studies, researchers need to be knowledgeable about numerous research methodologies.The Handbook primarily addresses the researchers, scholars, and graduate or advanced undergraduate students who are preparing to conduct research in early childhood education. It provides them with the intellectual resources that will help them join the cadre of early childhood education researchers and scholars. The purpose of the Handbook is to prepare and guide researchers to achieve a high level of competence and sophistication, to avoid past mistakes, and to benefit from the best researchers in the field. This Handbook is also useful to university professors who conduct research and prepare student researchers in early childhood education. It aims to improve the researchers’ conceptual and methodological abilities in early childhood education. Thus, the Handbook can be used as a guide that focuses on important contemporary research methodologies in early childhood education and describes them to offer researchers the necessary information to use these methodologies appropriately.This Handbook is designed to be used by students of early childhood education at all levels of professional development as well as mature scholars who want to conduct research in areas needing more in-depth study. It is hoped that this Handbook of Research Methods in Early Childhood Education will serve the needs of many in the research community. Scholars seeking the current state of research knowledge in various areas should find this volume useful. Similarly, practitioners who are trying to seek knowledge of research and its practical implications should find this volume helpful as well. This Handbook with its individual chapters presents several research methodologies to address a variety of hypotheses or research questions that will contribute to the knowledge of the field in early childhood education.
£128.25
Information Age Publishing Perspectives and Provocations in Early Childhood
Book SynopsisIn classrooms where children’s voices are valued, young readers and writers possess power. Their ability to exert this power through literacy is especially evident in classrooms where children, who are traditionally marginalized, can use their voices to be change agents.In this third volume of Perspectives and Provocations in Early Childhood Education, the authors’ stories explore students’ agentive power to change themselves, their teachers, school administrators, and the world.
£42.46
Information Age Publishing Perspectives and Provocations in Early Childhood
Book SynopsisIn classrooms where children’s voices are valued, young readers and writers possess power. Their ability to exert this power through literacy is especially evident in classrooms where children, who are traditionally marginalized, can use their voices to be change agents.In this third volume of Perspectives and Provocations in Early Childhood Education, the authors’ stories explore students’ agentive power to change themselves, their teachers, school administrators, and the world.
£78.20
Information Age Publishing It’s Being Done in Social Studies: Race, Class,
Book SynopsisAfter a recent CUFA conference, many social studies teacher educators came to realize that pre-service teachers are skeptical of calls to integrate sensitive topics in the curriculum because they do not see it in their field experiences. The purpose of this edited book is to share examples of Pre/K - 12 grade teachers, schools, or school systems that infuse race, class, gender and sexuality in the curriculum. This book offers concrete examples of social studies teachers, schools and schools systems committed to the inclusion of topics often deemed as sensitive or controversial.Care was taken to provide examples from diverse geographic areas, school types (public, charter, private etc.), and grade levels. Researchers teamed with practicing professionals to highlight teachers and schools that successfully integrate race, class, gender and/or sexuality in the curriculum. The chapters provide specific examples of content inclusion, share high leverage practices, and provide advice for others infusing race, class, gender, and sexuality in the curriculum.Table of Contents Foreword, Tyrone C. Howard. Introduction, Lara Willox and Cathy Brant. Preface. Part I: Elementary. From Suffrage to Stereotypes: Exploring Historical and Contemporary Gender Issues With Elementary Students, Jennifer Burke and Jennifer Mitchell. He Called Me White, Ay That’s Racist! Breanna Nunez. Embracing a Transformative Curriculum: A Fifth Grade Teacher’s Work, Andrea S. Libresco, Rosebud Elijah, and Lauren Brown. Imagining Rainbows: A Case Study of LGBTQ Implementation into Elementary School Curriculum, Bretton A. Varga and Marie Byrd. Culturally Relevant Classroom Libraries: Including All Students in Powerful Social Studies, Aubrey Brammar Southall and Cynthia Trapanese. Teaching Tolerance’s Perspectives for a Diverse America: A Resource for Elementary Educators Who Want to Teach about Race, Class, Gender, and Sexuality While Meeting National Standards, Kate Shuster and Amber Makaiau. Teaching Wealthy Children about Economic Inequality, Katy Swalwell, Melissa Lambert and Jennifer Oliva. Nurturing Our Youngest Citizens: Race, Class, Gender, and Sexuality in the Pre-K Curriculum, Jennifer E. Killham, Jenilyn Bell, Pat Emmelhainz, Shali Cox, Lua Buultjens, and Rachel King. Part II: Middle Grades. “It’s Because Their Kids Have a Voice”: Teaching About the 2017 Executive Immigration Ban in an Ethnically Diverse Classroom, Mark Pearcy, Michael Jackson and Regina Santangelo. Even in the 50th Education State, It’s Being Done, Bea Bailey and Marta Bohnenberger. Being an Upstander: Build Bridges and Increase Understanding Through Refugee Advocacy, Jennifer E. Killham and Nance Morris Adler. Critical Practices to Develop Student Agency in Rural Contexts, Michael Kopish and Jadey Gilmore. Exploring Power in Middle Grades Social Studies Education, Alexander Cuenca and Joseph McAnulty. “Why Does This Matter?” Using Current Events About Islamophobia and Racial Unrest to Understand the Past, Jennifer Killham, Joshua Harris, and Prentice Chandler. Part III: High School. Build Your Own Course: Creating a Controversial Issues Class at an Appalachian High School, Eric D. Moffa. “Dinosaurs in the Hood?” Introducing Intersectionality in the Social Studies Classroom, Whitney Blankenship and Calla Hardiman. Going Beyond the Single Story of Suffrage: Teaching Gender Rights and Protests through Film, Eric Hill, Lauren Colley and John P. Broome. Traviesas/ os: Tactics and Stories of Insurgent Social Studies Teachers, Brian Gibbs. It’s Being Done in the State of Hawai‘i: Ethnic Studies as a Requirement for Public High School Graduation, Amber Strong Makaiau. The Gender Equity Club, Daniel T. Bordwell. “Care Comes First” Creating a Space for Controversy, Carly Muetterties, Whitney Walker, and Tracey Bolinger. The Aurora Urban Planning Simulation: Teaching About Class through Spatial Inequality in Secondary Social Studies, Colleen Boucher and John P. Broome. Teaching Intersectionality and the Long and Ongoing Women’s and Gay Rights Movements in U.S. History, Hillary Parkhouse and Tracey Barrett. Facing Problems of Practice and Privilege: A Class Trip to Montgomery, Alabama to Confront a History of Racial Violence Legal Injustice, Christoph Stutts and Matt Cone. Biographies.
£47.45
