Pre-school and kindergarten Books

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.

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Book SynopsisResearchers from different disciplines (e.g., physiological, psychological, philosophical) have investigated motivation using multiple approaches. For example, in physiology (the scientific study of the normal function in living systems such as biology), researchers may use “electrical and chemical stimulation of the brain, the recording of electrical brain-wave activity with the electroencephalograph, and lesion techniques, where a portion of the brain (usually of a laboratory animal) is destroyed and subsequent changes in motivation are noted” (Petri & Cofer, 2017). Physiological studies mainly conducted with animals, other than humans, have revealed the significance of particular brain structures in the control of fundamental motives such as hunger, thirst, sex, aggression, and fear. In psychology, researchers may study the individuals’ behaviors to understand their actions. In sociology, researchers may examine how individuals’ interactions influence their behavior. For instance, in the classroom students and teachers behave in expected ways, which may differ when they are outside the classroom. Saracho (2003) examined the students’ academic achievement when they matched or mismatched their teachers’ way of thinking. She identified both the teachers and students individual differences and defined consistencies in their cognitive processes. In philosophy, researchers can study the individuals’ theoretical position such as supporting Maslow’s (1943) concept that motivation can create behaviors that augments motivation in the future. Abraham H. Maslow’s theory of self-actualization supports this theoretical position (Petri & Cofer, 2017).These areas and others are represented in this volume. This volume is devoted to understanding mutual and contemporary themes in the individuals’ motivation and its relationship to cognition. The current literature covers several methods to the multifaceted relationships between motivational and cognitive processes. Comprehensive reviews of the literature focus on prominent cognitive perspectives on motivation with young children, which includes ages from birth to eight years of age. The chapters in this special volume review and critically analyze the literature on several aspects of the relationships between motivational and cognitive processes and demonstrates the breadth and theoretical effectiveness of this domain. This brief introduction acknowledges the valuable contributions of these chapters to the study of human motivation. This volume can be a valuable tool to researchers who are conducting studies in the motivation field. It focuses on important contemporary issues on motivation in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps in the motivation literature.Table of Contents Part I: Motivation in Early Childhood Education. Part II: Academic Achievement. Part III: Mastery Motivation. Part IV: Social Motivation. Part V: Conclusion

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Book SynopsisResearchers from different disciplines (e.g., physiological, psychological, philosophical) have investigated motivation using multiple approaches. For example, in physiology (the scientific study of the normal function in living systems such as biology), researchers may use “electrical and chemical stimulation of the brain, the recording of electrical brain-wave activity with the electroencephalograph, and lesion techniques, where a portion of the brain (usually of a laboratory animal) is destroyed and subsequent changes in motivation are noted” (Petri & Cofer, 2017). Physiological studies mainly conducted with animals, other than humans, have revealed the significance of particular brain structures in the control of fundamental motives such as hunger, thirst, sex, aggression, and fear. In psychology, researchers may study the individuals’ behaviors to understand their actions. In sociology, researchers may examine how individuals’ interactions influence their behavior. For instance, in the classroom students and teachers behave in expected ways, which may differ when they are outside the classroom. Saracho (2003) examined the students’ academic achievement when they matched or mismatched their teachers’ way of thinking. She identified both the teachers and students individual differences and defined consistencies in their cognitive processes. In philosophy, researchers can study the individuals’ theoretical position such as supporting Maslow’s (1943) concept that motivation can create behaviors that augments motivation in the future. Abraham H. Maslow’s theory of self-actualization supports this theoretical position (Petri & Cofer, 2017).These areas and others are represented in this volume. This volume is devoted to understanding mutual and contemporary themes in the individuals’ motivation and its relationship to cognition. The current literature covers several methods to the multifaceted relationships between motivational and cognitive processes. Comprehensive reviews of the literature focus on prominent cognitive perspectives on motivation with young children, which includes ages from birth to eight years of age. The chapters in this special volume review and critically analyze the literature on several aspects of the relationships between motivational and cognitive processes and demonstrates the breadth and theoretical effectiveness of this domain. This brief introduction acknowledges the valuable contributions of these chapters to the study of human motivation. This volume can be a valuable tool to researchers who are conducting studies in the motivation field. It focuses on important contemporary issues on motivation in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps in the motivation literature.Table of Contents Part I: Motivation in Early Childhood Education. Part II: Academic Achievement. Part III: Mastery Motivation. Part IV: Social Motivation. Part V: Conclusion

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Book SynopsisEarly childhood education (ECE) has always been intertwined with the use of developmentally appropriate practice (DAP). To support excellence in ECE, it is critical how the knowledge about individual children and child development principles combined with the knowledge of effective early learning practices. Effective early childhood education involves an interdisciplinary collaborative process that is influenced by many factors. We present these aforementioned realities in Educating Young Children With and Without Exceptionalities: New Perspectives. In addition, we argue that general and special educators need to focus on applying new knowledge to better address critical issues that advance the field of educator preparation and improve educational outcomes for young children.Early childhood research confirms the need for intensive intervention and remedial education—we need to avoid approaches that are “too little” or “too late.” Also proven to yield positive results for children are practices familiar to early childhood educators. These practices include relationship-based teaching and learning; partnering with families; adapting teaching for children from different backgrounds and for individual children; active, meaningful, and connected learning; and smaller class sizes. Evidence of the benefits of these practices suggests that they should be extended more widely into the elementary grades.

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Book SynopsisEarly childhood education (ECE) has always been intertwined with the use of developmentally appropriate practice (DAP). To support excellence in ECE, it is critical how the knowledge about individual children and child development principles combined with the knowledge of effective early learning practices. Effective early childhood education involves an interdisciplinary collaborative process that is influenced by many factors. We present these aforementioned realities in Educating Young Children With and Without Exceptionalities: New Perspectives. In addition, we argue that general and special educators need to focus on applying new knowledge to better address critical issues that advance the field of educator preparation and improve educational outcomes for young children.Early childhood research confirms the need for intensive intervention and remedial education—we need to avoid approaches that are “too little” or “too late.” Also proven to yield positive results for children are practices familiar to early childhood educators. These practices include relationship-based teaching and learning; partnering with families; adapting teaching for children from different backgrounds and for individual children; active, meaningful, and connected learning; and smaller class sizes. Evidence of the benefits of these practices suggests that they should be extended more widely into the elementary grades.

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Book SynopsisChild development “laboratory schools are dedicated to research-based instruction and furthering innovation in education. Many of these schools are connected to universities, where students are able to benefit from university resources and best practices” (Khan, 2014). They have been in existence on university campuses for centuries in the United States. The earliest colonial colleges (e.g., Harvard, Yale, William and Mary, University of Pennsylvania) administered Latin schools or departments to prepare students for college (Good & Teller, 1973). Rutgers Preparatory School was founded in 1768 and was linked to the university until the 1950s (Sperduto, 1967). During the course of time, the laboratory schools have changed to meet the needs of the teaching professionals and have frequently guided the instructional methods to improve the science and art of teaching [International Association of Laboratory Schools (IALS), 2018]. They have also changed throughout the years from part-day, part-time programs (McBride, 1996, Myers & Palmer, 2017) to full-day child care, some of which is inclusive of care offered through student service funds (Keyes, 1984; Shirah, 1988).Throughout the previous century, college and university institutions have established child development laboratory schools. In the early 1900s, they were initially considered to be sites for the recent discipline of child study but their purposes have progressed gradually. They also have assumed a fundamental function in promoting teaching, research, and service (such as outreach/engagement practice) in child development and early childhood education. However, a lot of them had to struggle for their survival when economic periods turned out to be problematic. Several extended operating programs were discontinued (Barbour & McBride, 2017).In 1894 John Dewey founded the University of Chicago Laboratory School. His laboratory school is unquestionably the most well-known of experimental schools. It was used to research, develop, and confirm innovative theories and principles of child development and education. Later at the beginning of the early 1900s, exemplary schools were developed as important centers for the preparation of teachers. Dewey’s laboratory school and the preparation of interns in a hospital were used as a model for laboratory schools to focus on methodical research, dual faculty university appointments, and the preparation of preservice teachers. During the initial half of the 20th century, laboratory schools increased in colleges and universities, especially between 1920 and 1940. University-based child development laboratory programs assumed a critical responsibility in contributing to the knowledge base on child development and early childhood education as well as the professional development of early childhood educators. This concept of the child development laboratory schools has heavily influenced modern views. Researchers and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of the child development laboratory schools. The contents of the volume reflect the major shifts in the views of early childhood researchers and educators in relation to the research on child development laboratory schools, the role of child development laboratory programs in early childhood education, and their relationship to theory, research, and practice. The chapters in this special volume reviews and critically analyzes the literature on several aspects of the child development laboratory schools. This volume can be a valuable tool to researchers who are conducting studies in the child development laboratory schools and practitioners who are working directly or indirectly in these schools. It focuses on important contemporary issues on child development laboratory schools in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps in the child development laboratory schools’ literature.

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Book SynopsisChild development “laboratory schools are dedicated to research-based instruction and furthering innovation in education. Many of these schools are connected to universities, where students are able to benefit from university resources and best practices” (Khan, 2014). They have been in existence on university campuses for centuries in the United States. The earliest colonial colleges (e.g., Harvard, Yale, William and Mary, University of Pennsylvania) administered Latin schools or departments to prepare students for college (Good & Teller, 1973). Rutgers Preparatory School was founded in 1768 and was linked to the university until the 1950s (Sperduto, 1967). During the course of time, the laboratory schools have changed to meet the needs of the teaching professionals and have frequently guided the instructional methods to improve the science and art of teaching [International Association of Laboratory Schools (IALS), 2018]. They have also changed throughout the years from part-day, part-time programs (McBride, 1996, Myers & Palmer, 2017) to full-day child care, some of which is inclusive of care offered through student service funds (Keyes, 1984; Shirah, 1988).Throughout the previous century, college and university institutions have established child development laboratory schools. In the early 1900s, they were initially considered to be sites for the recent discipline of child study but their purposes have progressed gradually. They also have assumed a fundamental function in promoting teaching, research, and service (such as outreach/engagement practice) in child development and early childhood education. However, a lot of them had to struggle for their survival when economic periods turned out to be problematic. Several extended operating programs were discontinued (Barbour & McBride, 2017).In 1894 John Dewey founded the University of Chicago Laboratory School. His laboratory school is unquestionably the most well-known of experimental schools. It was used to research, develop, and confirm innovative theories and principles of child development and education. Later at the beginning of the early 1900s, exemplary schools were developed as important centers for the preparation of teachers. Dewey’s laboratory school and the preparation of interns in a hospital were used as a model for laboratory schools to focus on methodical research, dual faculty university appointments, and the preparation of preservice teachers. During the initial half of the 20th century, laboratory schools increased in colleges and universities, especially between 1920 and 1940. University-based child development laboratory programs assumed a critical responsibility in contributing to the knowledge base on child development and early childhood education as well as the professional development of early childhood educators. This concept of the child development laboratory schools has heavily influenced modern views. Researchers and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of the child development laboratory schools. The contents of the volume reflect the major shifts in the views of early childhood researchers and educators in relation to the research on child development laboratory schools, the role of child development laboratory programs in early childhood education, and their relationship to theory, research, and practice. The chapters in this special volume reviews and critically analyzes the literature on several aspects of the child development laboratory schools. This volume can be a valuable tool to researchers who are conducting studies in the child development laboratory schools and practitioners who are working directly or indirectly in these schools. It focuses on important contemporary issues on child development laboratory schools in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps in the child development laboratory schools’ literature.

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Book SynopsisIn recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers.An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.

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Book SynopsisIn recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers.An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.

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Book SynopsisIn recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers.An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.

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Book SynopsisIn recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers.An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.

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Book SynopsisChild care environments have received extensive research attention by those interested in understanding how participating in nonparental child care might influence the children's development and learning. Throughout the United States (US Census Bureau, 2011) and Europe (Organization for Economic Co-operation and Development, 2006) a large number of young children are cared for outside of the home by non-parental adults. Young children's nonparental care is commonly referred to as ""child care," and is provided to children whose ages range from birth to 12 years of age. The provision of child care services has become an increasingly important part of early childhood education. In fact, the United Nations Children's Fund (2019) states that a large majority of children worldwide spend at least some of their week in child care, such arrangements include center care, family child care, in-home child care, relative child care, and supplemental child care. Child care researchers have been conducting studies to understand how participating in nonparental child care might influence the children's development and learning outcomes. There are more than enough child care studies to make numerous major inferences. For example, research outcomes show that child care quality seems to be more influential than either the kind of child care or age of admission in determining the children's development and learning. The adults' child care affects the quality in child care. In the environment adults who are caring for the children have the opportunity to effectively assume both nurturing and instructional roles to help young children cultivate their social and cognitive abilities. The teachers' effectiveness is related to their individual characteristics, such as formal education, specialized training, and the classroom environment. However, the majority of the studies show that both family and quality of child care have the most significant effects on the children's development and learning. Therefore, the concept of child care has heavily influenced modern views. Researchers, scholars, and educators are beginning to understand the current foundations based on theoretical frameworks that contribute to the purposes of the child care in the United States and Europe. The contents of the child care volume reflect the major shifts in the views of these early childhood researchers, scholars, and educators in relation to research outcomes on child care, its historical roots, the role of child care in early childhood education, and its relationship to theory, research, and practice.Table of Contents Part I: Historical Foundations and Challenges of Child Care Part II: Structural and Process Quality in Child Care Part III: The Ecoculture of Child Care Part IV: Conclusion About the Contributors

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Book SynopsisChild care environments have received extensive research attention by those interested in understanding how participating in nonparental child care might influence the children's development and learning. Throughout the United States (US Census Bureau, 2011) and Europe (Organization for Economic Co-operation and Development, 2006) a large number of young children are cared for outside of the home by non-parental adults. Young children's nonparental care is commonly referred to as ""child care," and is provided to children whose ages range from birth to 12 years of age. The provision of child care services has become an increasingly important part of early childhood education. In fact, the United Nations Children's Fund (2019) states that a large majority of children worldwide spend at least some of their week in child care, such arrangements include center care, family child care, in-home child care, relative child care, and supplemental child care. Child care researchers have been conducting studies to understand how participating in nonparental child care might influence the children's development and learning outcomes. There are more than enough child care studies to make numerous major inferences. For example, research outcomes show that child care quality seems to be more influential than either the kind of child care or age of admission in determining the children's development and learning. The adults' child care affects the quality in child care. In the environment adults who are caring for the children have the opportunity to effectively assume both nurturing and instructional roles to help young children cultivate their social and cognitive abilities. The teachers' effectiveness is related to their individual characteristics, such as formal education, specialized training, and the classroom environment. However, the majority of the studies show that both family and quality of child care have the most significant effects on the children's development and learning. Therefore, the concept of child care has heavily influenced modern views. Researchers, scholars, and educators are beginning to understand the current foundations based on theoretical frameworks that contribute to the purposes of the child care in the United States and Europe. The contents of the child care volume reflect the major shifts in the views of these early childhood researchers, scholars, and educators in relation to research outcomes on child care, its historical roots, the role of child care in early childhood education, and its relationship to theory, research, and practice.Table of Contents Part I: Historical Foundations and Challenges of Child Care Part II: Structural and Process Quality in Child Care Part III: The Ecoculture of Child Care Part IV: Conclusion About the Contributors

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Book SynopsisCoronavirus Disease 2019 (COVID-19), which is also known as SARS-CoV-2, has had a great impact in early childhood education programs. Since the effect of this epidemic was new, and little research had been conducted, this volume is devoted to understanding mutual and contemporary themes in the impact of Coronavirus Disease 2019 (COVID-19) in early childhood education. Early childhood education (ECE) centers encountered unprecedented challenges due to the COVID-19 crisis. Comprehensive reviews of the literature, descriptions of programs or situations, and research studies provided accounts of current situations in early childhood education including programs and individuals who were working with young children whose ages ranged from birth to eight years of age. The chapters in this special volume discuss how early childhood education faced unprecedented challenges due to the COVID-19 crisis and demonstrate the breadth and theoretical effectiveness of this domain. This volume provides a brief introduction that acknowledges the valuable contributions of these chapters to the impact of this pandemic in early childhood education and offers a valuable tool to practitioners and researchers who are conducting studies on the impact of COVID-19.At the beginning of the year 2020, after a December 2019 outburst in China, the World Health Organization acknowledged SARS-CoV-2 as a different kind of coronavirus. It immediately multiplied around the world, mostly through person-to-person contact. Infections ranged from mild to deadly. COVID-19 can cause a respiratory tract infection such as ones sinuses, nose, and throat or lower respiratory tract such as ones windpipe and lungs (World Health Organization, 2020a). On January 30, 2020, the World Health Organization (WHO) affirmed that COVID-19 had become a public health emergency causing an international problem. By March 12, 2020, everybody was aware of this pandemic. It also created an understanding about this first-time consciousness in research about this disease, which generated an immense publication production. It also became the basis for this special volume.

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Book SynopsisCoronavirus Disease 2019 (COVID-19), which is also known as SARS-CoV-2, has had a great impact in early childhood education programs. Since the effect of this epidemic was new, and little research had been conducted, this volume is devoted to understanding mutual and contemporary themes in the impact of Coronavirus Disease 2019 (COVID-19) in early childhood education. Early childhood education (ECE) centers encountered unprecedented challenges due to the COVID-19 crisis. Comprehensive reviews of the literature, descriptions of programs or situations, and research studies provided accounts of current situations in early childhood education including programs and individuals who were working with young children whose ages ranged from birth to eight years of age. The chapters in this special volume discuss how early childhood education faced unprecedented challenges due to the COVID-19 crisis and demonstrate the breadth and theoretical effectiveness of this domain. This volume provides a brief introduction that acknowledges the valuable contributions of these chapters to the impact of this pandemic in early childhood education and offers a valuable tool to practitioners and researchers who are conducting studies on the impact of COVID-19.At the beginning of the year 2020, after a December 2019 outburst in China, the World Health Organization acknowledged SARS-CoV-2 as a different kind of coronavirus. It immediately multiplied around the world, mostly through person-to-person contact. Infections ranged from mild to deadly. COVID-19 can cause a respiratory tract infection such as ones sinuses, nose, and throat or lower respiratory tract such as ones windpipe and lungs (World Health Organization, 2020a). On January 30, 2020, the World Health Organization (WHO) affirmed that COVID-19 had become a public health emergency causing an international problem. By March 12, 2020, everybody was aware of this pandemic. It also created an understanding about this first-time consciousness in research about this disease, which generated an immense publication production. It also became the basis for this special volume.

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Book SynopsisThe purpose of this book is to provide a forum for an interdisciplinary scholarly dialogue with regard to preparing teachers for early childhood special education. In addition, it is aimed at examining and making available relevant and most recent scholarship to practitioners and at addressing critical issues and perspectives around preparing effective educators for the 21 century classroom and the future. This book intends to illuminate a complex and challenging task of preparing effective educators through the lenses of several educational disciplines, including but not limited to, teacher education, general education, special education, early childhood education, and urban education.The information in this work will focus on several educational disciplines that have the most immediate implications for teacher preparation and practice. The overall educational knowledge base will be enhanced due to the educational interdisciplinary approach. This has additional implications for teacher education, special education, educational leadership, curriculum and instruction, educational policy, and urban education, to name a few. The multidimensional nature of the book gives it the freedom to highlight multiple and diverse voices while at the same time providing a forum for different (and sometimes divergent) methodologies, philosophies, and ideologies.

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Book SynopsisThe purpose of this book is to provide a forum for an interdisciplinary scholarly dialogue with regard to preparing teachers for early childhood special education. In addition, it is aimed at examining and making available relevant and most recent scholarship to practitioners and at addressing critical issues and perspectives around preparing effective educators for the 21 century classroom and the future. This book intends to illuminate a complex and challenging task of preparing effective educators through the lenses of several educational disciplines, including but not limited to, teacher education, general education, special education, early childhood education, and urban education.The information in this work will focus on several educational disciplines that have the most immediate implications for teacher preparation and practice. The overall educational knowledge base will be enhanced due to the educational interdisciplinary approach. This has additional implications for teacher education, special education, educational leadership, curriculum and instruction, educational policy, and urban education, to name a few. The multidimensional nature of the book gives it the freedom to highlight multiple and diverse voices while at the same time providing a forum for different (and sometimes divergent) methodologies, philosophies, and ideologies.

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Book SynopsisResearchers, educators, professional organizations, administrators, parents, and policy makers have increased their involvement in the assessment and evaluation of early childhood education programs. This interest has developed swiftly during the last decades. The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) developed a position statement titled, “Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8,” to address related trends, issues, guiding principles, and values.Appropriate and well-designed evaluations need to address several audiences including researchers, educators, policy makers, children, and parents. They need to encourage the implementation of a strong foundation that improves the quality of the children’s education. Child assessment and program evaluation can lead to effective results and better accountability for preschool, kindergarten, and primary school programs. The purpose of this volume is to share a collection of research strands on contemporary perspectives on research in assessment and evaluation in early childhood education. It provides a review and critical analysis of the literature on assessment and evaluation of programs, children, teachers, and settings. The volume begins with a brief introductory chapter that presents the reader with a map of the area, laying out the issues and alternatives, and linking these to the chapters that follow. It addresses several areas including (1) understanding assessment and evaluation with young children, (2) schools and assessment implications, (3) teacher evaluation and professional development, (4) social relationships and assessment, (5) content areas in early education assessment, (6) technology and assessment, and (7) conclusion with future research directions in assessment and evaluation in early childhood education. The volume is of interest to researchers, educators, policy makers, university faculty, graduate students, and general readers who are interested in research on assessment and evaluation in early childhood education. The chapters are authored by established scholars in the field.

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Book SynopsisResearchers, educators, professional organizations, administrators, parents, and policy makers have increased their involvement in the assessment and evaluation of early childhood education programs. This interest has developed swiftly during the last decades. The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) developed a position statement titled, “Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8,” to address related trends, issues, guiding principles, and values.Appropriate and well-designed evaluations need to address several audiences including researchers, educators, policy makers, children, and parents. They need to encourage the implementation of a strong foundation that improves the quality of the children’s education. Child assessment and program evaluation can lead to effective results and better accountability for preschool, kindergarten, and primary school programs. The purpose of this volume is to share a collection of research strands on contemporary perspectives on research in assessment and evaluation in early childhood education. It provides a review and critical analysis of the literature on assessment and evaluation of programs, children, teachers, and settings. The volume begins with a brief introductory chapter that presents the reader with a map of the area, laying out the issues and alternatives, and linking these to the chapters that follow. It addresses several areas including (1) understanding assessment and evaluation with young children, (2) schools and assessment implications, (3) teacher evaluation and professional development, (4) social relationships and assessment, (5) content areas in early education assessment, (6) technology and assessment, and (7) conclusion with future research directions in assessment and evaluation in early childhood education. The volume is of interest to researchers, educators, policy makers, university faculty, graduate students, and general readers who are interested in research on assessment and evaluation in early childhood education. The chapters are authored by established scholars in the field.

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Book SynopsisThis volume explores early childhood education policies and practices in the Caribbean. Early childhood development has gained increasing importance as part of national agendas to achieve social and economic goals. Regional guidelines and action plans have been developed, but progress across nations varies. Chapters in the book analyze child policies and issues, critically examine progress on alignment between policies and practices, and propose recommendations for advocacy and implementation that may advance the early childhood development agenda throughout the Caribbean.The book includes the perspectives of early childhood practitioners, policymakers, caregivers, representatives from family agencies as well as other key stakeholders in the education of young children. Across these diverse viewpoints is a shared commitment to children’s well being and the necessity of an integrated response that captures the challenges and opportunities of early childhood development services and initiatives that are framed based on contextual relevance and cultural appropriateness. Part One includes chapters that advocate for national policies throughout the Caribbean to support young children. Chapters in Part Two call for quality early childhood programming that is based on the tenets of developmentally appropriate practice. Part Three considers the pedagogical dilemmas that arise in math and literacy when schools negate purposeful and engaging early childhood curriculum. Part Four presents various perspectives on child protection and the necessary infrastructure of policies and practices to ensure cognitive, social, and physical development of young children in the Caribbean. This important resource promotes critical discourse on the current status of children and efforts that have been developed to effectively advocate for the rights of the young.

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Book SynopsisThis volume explores early childhood education policies and practices in the Caribbean. Early childhood development has gained increasing importance as part of national agendas to achieve social and economic goals. Regional guidelines and action plans have been developed, but progress across nations varies. Chapters in the book analyze child policies and issues, critically examine progress on alignment between policies and practices, and propose recommendations for advocacy and implementation that may advance the early childhood development agenda throughout the Caribbean.The book includes the perspectives of early childhood practitioners, policymakers, caregivers, representatives from family agencies as well as other key stakeholders in the education of young children. Across these diverse viewpoints is a shared commitment to children’s well being and the necessity of an integrated response that captures the challenges and opportunities of early childhood development services and initiatives that are framed based on contextual relevance and cultural appropriateness. Part One includes chapters that advocate for national policies throughout the Caribbean to support young children. Chapters in Part Two call for quality early childhood programming that is based on the tenets of developmentally appropriate practice. Part Three considers the pedagogical dilemmas that arise in math and literacy when schools negate purposeful and engaging early childhood curriculum. Part Four presents various perspectives on child protection and the necessary infrastructure of policies and practices to ensure cognitive, social, and physical development of young children in the Caribbean. This important resource promotes critical discourse on the current status of children and efforts that have been developed to effectively advocate for the rights of the young.

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Book SynopsisChapters discuss issues impacting the education of African American girls and many of challenges that they encounter during their schooling experiences. The chapters were written by 24 authors including a school superintendent, university administrator and professors, classroom teacher, mother and a 10th grade African American student.The 20 chapters of the book are organized into four sections. Section one introduces the book and provides critical perspectives. Section Two focuses on Curriculum and instruction. Section Three shares information from significant stakeholders while the last section includes other schooling experiences and ends with a powerful poem by a tenth grade African American girl, entitled “Proud.” The forward of the book, written by a Japanese American scholar, Valerie Pang, denotes the urgency of the book noting that the book “warms the heart.” The book ends with an epilogue, written by an African American scholar, Tyrone Howard, who has a vested interest in African American males. He shares commanding interest in this scholarship, because what happens to African American females, impacts African American males and the entire African American community.

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Book SynopsisChapters discuss issues impacting the education of African American girls and many of challenges that they encounter during their schooling experiences. The chapters were written by 24 authors including a school superintendent, university administrator and professors, classroom teacher, mother and a 10th grade African American student.The 20 chapters of the book are organized into four sections. Section one introduces the book and provides critical perspectives. Section Two focuses on Curriculum and instruction. Section Three shares information from significant stakeholders while the last section includes other schooling experiences and ends with a powerful poem by a tenth grade African American girl, entitled “Proud.” The forward of the book, written by a Japanese American scholar, Valerie Pang, denotes the urgency of the book noting that the book “warms the heart.” The book ends with an epilogue, written by an African American scholar, Tyrone Howard, who has a vested interest in African American males. He shares commanding interest in this scholarship, because what happens to African American females, impacts African American males and the entire African American community.

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Book SynopsisWhile the research on bullying and peer victimization has increased considerably over the past 20 years, a number of studies are emerging that document mixed results of bullying and prevention programs. During the last decades, several special issues devoted to research on bullying and victimization have been published in national and international scholarly journals. Based on the increase of published articles on bullying and victimization in journals, textbooks, government reports, and documents in professional organizations, it is timely for a special volume on research on bullying and victimization to appear in the series on Contemporary Perspectives in Early Childhood Education. The purpose of this volume is to share a collection of research strands on bullying and victimization of young children. It describes the historical roots and suggests anti?bullying programs and strategies to decrease bullying and victimization. The bullying and victimization volume can be a valuable tool to researchers who are conducting studies in that area. It focuses on important historical and contemporary issues on bullying and victimization in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps on research on bullying and victimization.

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Book SynopsisWhile the research on bullying and peer victimization has increased considerably over the past 20 years, a number of studies are emerging that document mixed results of bullying and prevention programs. During the last decades, several special issues devoted to research on bullying and victimization have been published in national and international scholarly journals. Based on the increase of published articles on bullying and victimization in journals, textbooks, government reports, and documents in professional organizations, it is timely for a special volume on research on bullying and victimization to appear in the series on Contemporary Perspectives in Early Childhood Education. The purpose of this volume is to share a collection of research strands on bullying and victimization of young children. It describes the historical roots and suggests anti?bullying programs and strategies to decrease bullying and victimization. The bullying and victimization volume can be a valuable tool to researchers who are conducting studies in that area. It focuses on important historical and contemporary issues on bullying and victimization in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps on research on bullying and victimization.

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Book SynopsisInfants and toddlers—the so?called “touchscreen generation”—are living in a screen mediasaturated world. They are the target market for ever?growing numbers of apps, TV shows, electronic toys, and e?books. Making sense of the complex issues associated with screen media in the lives of children under 3 can be challenging for the adults who care for them. There is a strong need among teachers (and parents) of infants and toddlers for guidance related to the appropriate role of screen media in early care and education.Unlike most other books about technology in early childhood, this book focuses specifically on infants and toddlers. It explores why and how infant and toddler teachers need to be techwise in order to understand the implications of screenmedia for children’s learning and development. The book serves as a single, accessible resource to relevant research findings from the fields of pediatric medicine, child development, developmental psychology, social and behavioral sciences, and brain science. It provides infant/toddler teachers with a comprehensive approach and strategies to guide their decisionmaking and promote practices that are evidence?based, family?centered, culturally responsive, and collaborative. It is a call for teachers to think carefully and act wisely when making decisions about screen media—both the technology that they are encountering now and the technology they will encounter in the future—in order to optimize the learning and healthy development of infants and toddlers.

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Book SynopsisInfants and toddlers—the so?called “touchscreen generation”—are living in a screen mediasaturated world. They are the target market for ever?growing numbers of apps, TV shows, electronic toys, and e?books. Making sense of the complex issues associated with screen media in the lives of children under 3 can be challenging for the adults who care for them. There is a strong need among teachers (and parents) of infants and toddlers for guidance related to the appropriate role of screen media in early care and education.Unlike most other books about technology in early childhood, this book focuses specifically on infants and toddlers. It explores why and how infant and toddler teachers need to be techwise in order to understand the implications of screenmedia for children’s learning and development. The book serves as a single, accessible resource to relevant research findings from the fields of pediatric medicine, child development, developmental psychology, social and behavioral sciences, and brain science. It provides infant/toddler teachers with a comprehensive approach and strategies to guide their decisionmaking and promote practices that are evidence?based, family?centered, culturally responsive, and collaborative. It is a call for teachers to think carefully and act wisely when making decisions about screen media—both the technology that they are encountering now and the technology they will encounter in the future—in order to optimize the learning and healthy development of infants and toddlers.

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Book SynopsisAcross the United States, schools face the daunting issue of confronting the widespread effects of bullying, which threaten the physical, emotional, and intellectual well?being and development of youth. Creating and Negotiating Collaborative Spaces for Socially?Just Anti?Bullying Interventions for K?12 Schools is a theoretically and empirically grounded edited volume that describes practical ways to address bullying at both systemic and individual levels. Central to the scope of the book is a diversity?focused approach to assessing and conceptualizing discrimination and bullying among marginalized youth, such as LGBTQ, mixed race, gifted and talented, and special needs populations.Interspersed with concrete, real?life examples, each chapter in the volume expands on the multiple dimensions of bullying as well as research?backed anti?bullying interventions. The book advances previous literature by addressing contemporary issues in bullying. Special topics include teacher?to?student bullying, cyberbullying, restorative justice practices, and assessment of attitudes toward addressing bullying.

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Book SynopsisAcross the United States, schools face the daunting issue of confronting the widespread effects of bullying, which threaten the physical, emotional, and intellectual well?being and development of youth. Creating and Negotiating Collaborative Spaces for Socially?Just Anti?Bullying Interventions for K?12 Schools is a theoretically and empirically grounded edited volume that describes practical ways to address bullying at both systemic and individual levels. Central to the scope of the book is a diversity?focused approach to assessing and conceptualizing discrimination and bullying among marginalized youth, such as LGBTQ, mixed race, gifted and talented, and special needs populations.Interspersed with concrete, real?life examples, each chapter in the volume expands on the multiple dimensions of bullying as well as research?backed anti?bullying interventions. The book advances previous literature by addressing contemporary issues in bullying. Special topics include teacher?to?student bullying, cyberbullying, restorative justice practices, and assessment of attitudes toward addressing bullying.

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Book SynopsisThis book shows teachers how to develop a toolbox of strategies for effectively teaching and engaging dual language learners while also supporting their families from diverse backgrounds. The book is organized by outlining and describing 45 teaching tips that educators can use to implement best practices for effectively supporting dual language learners in their classroom. Using these tips, the authors detail how teachers can foster a language- and culture-inclusive classroom environment for all students.

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Book SynopsisFun, engaging and effective, Story Friends™ is the first research-based Tier 2 language intervention programme for 3- to 5-year-old children at risk for reading difficulties. Through interactive animal-themed storybooks and lively, engaging audio recordings, Story Friends™ effectively boosts oral language and vocabulary development – two of the most important predictors of later reading success. With colourful illustrations, rhyming text, interactive story components, and appealing narration, the programme hooks and holds young attention spans.Story Friends™ is a natural fit with any existing classroom schedule or curriculum, so it’s easier than ever to deliver interventions when they matter most, and get all young children ready to read and succeed.This book is your user-friendly guide to implementing the programme. You'll get an accessible, concise overview of the programme and its benefits; a look at the research behind the programme; complete guidance on setting up your listening centre and implementing the programme; instructions on monitoring student progress; and photocopiable resources, including assessments, programme pacing charts, and attendance logs.Here's a link to a webinar introducing Story Friends™: https://www.youtube.com/watch?v=Y2lyUAbsY5Y

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Book SynopsisMulti-Tiered Systems of Support (MTSS)—a framework focused on designing services and supports to meet the needs of all students—can help improve young children’s social and academic outcomes before they start kindergarten. With this evidence-based planning guide, you’ll discover how to design, implement, and monitor successful MTSS for children ages 3–5 across environments, including classrooms, programs, districts, and at the state level. LEARN HOW TO• assess readiness for systems-level change• prepare program and staff for implementation of a tiered system• set up a successful system of data-based decision making • identify children who need additional support and progress monitoring• develop and maintain secondary and tertiary tiers of intervention • provide effective instructional supports in key areas, including language and social-emotional development• use MTSS to meet the needs of dual language learners and children with disabilities• engage families in MTSS efforts• scale up MTSS implementation at the state level• evaluate how well your MTSS is workingFilled with the wisdom and research findings of more than 25 experts, this book brings you foundational information about MTSS, plus concrete guidance on creating a tiered system to help all learners reach their potential. Practical tools (reproducible and available online) help your team with key steps of MTSS implementation, and six videos enhance your understanding of important concepts covered in the book. The ultimate MTSS guide for administrators—and a visionary textbook for tomorrow’s professionals—this book will help early childhood education leaders usher in big-picture change that will benefit all young learners.

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Book SynopsisA proven and popular teaching method, the Project Approach engages the natural curiosity of children through in-depth investigations of topics that capture their interest. Now there’s a guidebook that helps you use this child-centered approach to reach and teach all learners in your early childhood classroom—regardless of background or ability. Developed by a team of experts that includes Project Approach leader Lilian G. Katz, this book is your go-to guide to implementing project-based learning in inclusive early childhood classrooms. You’ll discover how to support diverse groups of students as they study real world topics that fascinate them, play detective with peers to find answers to questions, and show what they’ve learned in interesting and creative ways. You’ll also get practical, start-to-finish guidance on how to apply the Project Approach, including a complete package of training materials, examples of successful projects from real inclusive classrooms, and a Project Approach Implementation Checklist that helps you use the approach effectively. LEARN HOW TO:• Use the Project Approach in combination with universal design for learning (UDL) strategies• Choose a compelling project topic that encourages hands-on learning in inclusive settings• Teach children effective strategies for investigating the topic and conducting research• Build on children’s natural motivation by actively engaging and listening to them• Make the most of each child’s individual strengths and expertise during project work • Support children in representing their learning through displays and presentations• Offer accommodations and supports that meet diverse learning needs

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Book SynopsisThe third edition of Building Blocks provides readers with a framework for successful and meaningful inclusion of preschoolers with special needs. Like the first two editions, the third edition offers teachers effective, research-based instructional practices to promote learning in inclusive classrooms. The authors have updated existing content and added new content to reflect current thinking in the field.Table of Contents About the Authors Foreword Mary Louise Hemmeter Acknowledgments Section I Using the Building Blocks Framework Chapter 1 Introduction Chapter 2 Evidence-Based Practice and the Building Blocks Framework Chapter 3 Keys to Collaboration Chapter 4 Getting Started Section II Teaching Strategies Chapter 5 Curriculum Modifications Curriculum Modifications by Type Curriculum Modifications by Activity and Routine Chapter 6 Embedded Learning Opportunities Chapter 7 Child-Focused Instructional Strategies Section III Important Topics Related to the Building Blocks Framework Chapter 8 Becoming More Independent Chapter 9 Acquiring and Using Knowledge: Literacy and STEAM Chapter 10 Friendships and Social Relationships Chapter 11 Developmentally Appropriate Classroom Behavior Chapter 12 Concluding Thoughts References Appendix A Blank Forms Quality Classroom Assessment Form Classroom Action Worksheet Child Assessment Worksheet Planning Worksheet: Section I Planning Worksheet: Section II Child Activity Matrix Classroom Activity Matrix Evaluation Worksheet ELO-at-a-Glance Instruction-at-a-Glance Checklist for Important Elements for Supporting Early Literacy Appendix B Additional Resources Index

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Book SynopsisWidely adopted across the U.S. and around the world, Practice-Based Coaching (PBC) is a research?based coaching framework for supporting early childhood practitioners' use of evidence?informed teaching practices. This book—created by the respected developers of the PBC framework—is the first to offer a comprehensive introduction to this popular coaching approach and practical guidance on how to implement it with fidelity.Ideal for use in professional development, this research?to?practice resource gives readers an in?depth overview of the Practice?Based Coaching framework and a complete guide to implementing its three key components: shared goals and action planning, focused observation, and reflection and feedback. To help professionals implement PBC with fidelity, they'll get case stories, tip boxes, reflection questions, and 30+ downloadable supporting resources, including coaching data collection forms, checklists, and organizational templates. The definitive resource on PBC, this essential guide will help programs and coaches prepare every early childhood practitioner to master today's recommended practices—and nurture the learning and healthy development of infants, toddlers, and preschoolers.LEARN HOW TO: Develop collaborative partnerships between coach and coachee Write effective goals and action plans Put five essential coaching strategies into practice Conduct practice?focused strengths and needs assessments Observe the coachee's practices and collect data about coaching efforts and effects Make data?based decisions Give supportive and constructive feedback Employ web?based platforms and coaching apps to support PBC WHY PBC? Meets the Head Start Performance Standards' definition of a research?based, coordinated coaching strategy, which all programs are required to use. Supports the Pyramid Model: PBC is recognized as an effective professional development approach for implementing the social, emotional, and behavioral practices of the popular Pyramid Model. Supports embedded intervention and instruction: PBC has been shown to be an effective professional development approach for implementing embedded intervention and instruction practices. Practice-ready: PBC is a practice?ready coaching framework that has been used with a variety of effective early childhood practices. Flexible for today's programs: PBC can be implemented in person or virtually using video recordings. Proven effective: PBC is supported by evidence that it changes or enhances practices and has related effects on child and family outcomes. Table of Contents About the Downloads About the Authors About the Contributors Foreword Acknowledgements 1 ? Overview of Practice?Based Coaching: Theoretical, Empirical, And Practice?Based Rationales 2 ? Introduction to The Practice?Based Coaching Framework 3 ? Establishing and Maintaining A Collaborative Partnership 4 ? Coaching Strategies and Definitions 5 ? Effective Practices and Strengths and Needs Assessments 6 ? Goal Setting and Action Planning 7 ? Focused Observation 8 ? Reflection and Feedback 9 ? Considerations for Implementing PBC 10 ?Using Technology to Support PBC Implementation Appendices References

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Book SynopsisAs the number of dual language learners (DLLs) in early childhood settings continues to rise, educators need to know how to teach, engage, and assess children from different cultural and linguistic backgrounds. They'll have the effective strategies they need with this timely book, a reader‐friendly guide that expertly connects research to practice for teachers of young DLLs.Early childhood educators will start with a detailed review of the demographics of today's DLLs and the latest research findings on supporting the learning and development of bilingual and multilingual children. Then they'll find practical guidance on the best instructional and assessment practices to integrate into their classrooms. Throughout the book, five in‐depth case studies of diverse children highlight the importance of considering each child's background, skills, and home experiences when designing effective learning environments.Extending the groundbreaking work of Patton O. Tabors and ideal for use as a textbook or in‐service guide, this concise book compiles everything teachers need to know about working with young DLLs—and setting them up for a lifetime of school success.TEACHERS WILL LEARN HOW TO Connect and work with families, with consideration for their cultural context, practices, beliefs, goals, and diverse experiences Internalize eight key beliefs every teacher should have about dual language learning and apply those beliefs to practice Apply specific, evidence‐based classroom practices that promote the learning and development of young DLLs Use best practices to help DLL children develop language and early literacy skills Assess the learning of DLLs in culturally valid and linguistically appropriate ways Implement appropriate assessment practices that inform instruction and promote the learning of DLLs PRACTICAL MATERIALS: Preservice and in‐service teachers alike will benefit from the learning objectives, guiding questions, self‐study and reflection activities, and downloadable forms, including a case study template for child observations and a helpful resource guide to share with families.Trade Review“A comprehensive resource for all professionals who engage with DLLs and their families. The research to school and home practices are excellent and essential for ensuring positive language and learning outcomes of DLLs.”Table of Contents Chapter 1. An Introduction to Dual Language Learners (DLLs) Chapter 2. The important role of the family Chapter 3. Teacher beliefs and practices with DLL students Chapter 4. Effective classroom practices for working with DLLs Chapter 5. Assessment considerations and practices for DLLs Chapter 6. Implications for practice for early childhood educators and programs

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Book SynopsisFor more than a decade, the widely used Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children has been helping early educators use research‐based practices to boost social‐emotional development. Now there’s a practical guide that makes it easier than ever to implement this highly effective framework in preschool classrooms.Created by the Pyramid Model developers and experts with extensive training experience, this is the first book to provide a comprehensive, step‐by‐step overview of the Pyramid Model for children ages 2–5. Early childhood educators will get a complete overview of the framework, plus in‐depth guidance, evidence‐based strategies, and helpful checklists for implementing all tiers of the Pyramid Model: universal, targeted, and individualized.Ideal for use in teacher trainings, preservice methods courses, and individual professional development, Unpacking the Pyramid Model will give current and future educators the foundational skills they need to promote positive behavior and build all young children’s social‐emotional competence.Learn how to use the Pyramid Model to: Construct a positive classroom environment that supports access and engagement for all students Develop predictable schedules and routines that maximize participation and learning Clearly define and teach behavior expectations and rules Deliver intentional, explicit instruction in social‐emotional competence Support smooth and streamlined transitions that prevent challenging behavior Create a culture of friendship and actively teach children friendship skills Teach children about emotions and help them develop a “feeling vocabulary” Give children the skills they need to solve interpersonal problems appropriately Provide individualized support for children with persistent challenging behavior Trade ReviewUnpacking the Pyramid Model is a clear and comprehensive roadmap for implementing the Pyramid Model. Hemmeter, Ostrosky, and Fox and an all-star cast have distilled a wide array of research-based Pyramid practices into a guide that will be helpful for brand-new teachers and veteran early educators alike. Every teacher of young children should have this book and learn from the experts."—Judith Carta, Ph.D., Senior Scientist and Professor, Juniper Gardens Children’s Project, University of Kansas"We’ve been waiting for this book and now it’s here! Unpacking the Pyramid Model is an invaluable resource for anyone in the field of early care and education. It’s evidence-based. It’s feasible. And the authors have struck an inspirational tone. Students and practicing teachers will want to try out these strategies in their own classrooms. I’m excited to recommend this book."—Susan Sandall, Ph.D., Professor Emeritus, University of WashingtonTable of Contents About the Downloads About the Editors About the Contributors Acknowledgements Introduction 1   Overview of the Pyramid Model —Lise Fox, Mary Louise Hemmeter, Michaelene M. Ostrosky, & Robert M. Corso 2   Creating Connections with Children —Kathleen Artman-Meeker, Amy Hunter, & Tweety Yates 3   Promoting Positive Child Outcomes through Family Partnerships —Jaclyn D. Joseph, Meghan von der Embse, & Alana G. Schnitz 4   Recognizing the Value of Positive Relationships with Colleagues —Kiersten A. Kinder, Amanda C. Quesenberry, & Gregory A. Cheatham 5   Classroom Environments —Jessica K. Hardy, Rosa Milagros Santos, & Sharon L. Doubet 6   Schedules and Routines —Edward Bovey, Ellie Bold, Abby Hodges, & Phillip Strain 7   Designing and Implementing Transitions in Early Childhood Classrooms —Jessica K. Hardy, Mary Louise Hemmeter, Lise Fox, & Michaelene M. Ostrosky 8   Designing the Physical, Social, and Temporal Environments to Teach Expectations and Rules —Denise Perez Binder, Rochelle Lentini, & Elizabeth A. Steed 9   Promoting Children’s Engagement —Ronald Roybal, Edward Bovey, Ellie Bold, Abby Hodges, & Phillip Strain 10   Effective Teaching Strategies for Facilitating Social Emotional Competence for all Children —Erin E. Barton, Angel Fettig, Elizabeth Pokorski, & Shawna Harbin 11   Using Positive Descriptive Feedback to Improve Children’s Behavior —Maureen A. Conroy & Kevin S. Sutherland 12   Creating a Culture of Friendship: Friendship Skills and Strategies for Teaching Them —Lori E. Meyer, Molly E. Milam, & Michaelene M. Ostrosky 13   Teaching Children to Problem Solve —Adrienne Golden, Abby L. Taylor, Jarrah Korba, & Mary Louise Hemmeter 14   Supporting Emotional Literacy —Gail E. Joseph, Tweety Yates, & Michaelene M. Ostrosky 15   Problem Solving Challenging Behavior —Kathleen Artman-Meeker, Erin E. Barton, Phillip Strain, & Mary Louise Hemmeter 16   Implementing Individualized Behavior Support for Children with Persistent Challenging Behavior —Lise Fox, Glen Dunlap, & Jolenea Ferro 17   Implementing Pyramid Model Practices to Make a Difference for Children —Patricia Snyder, Crystal Bishop, Darbianne Shannon, & Tara McLaughlin

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Book SynopsisWhether you're a new or experienced early intervention professional, taking time to reflect on your daily work is critical to your success. This one‐of‐a‐kind workbook is designed to help you reflect on what you do, why you do it, and how you can continue to grow your skills to ensure the best outcomes for the families you serve.Dana Childress, a seasoned practitioner and trainer, gives you a systematic, organized, and efficient way to pause and reflect on your practices, so you can be confident that you're translating the best, most current knowledge into real‐world action every day. Engaging, interactive exercises will help every professional—at any level of experience—examine and enhance their work with young children and families. You'll get reflection prompts, realistic examples, self‐assessments, knowledge checks, action plan templates, and reflective journal pages to fill out as you:Review the mission, key principles, and recommended practices of early intervention.Work through a detailed guide to conducting effective, balanced EI visits that facilitate learning for both children and caregivers.Learn how to gather the most meaningful information from families to individualize intervention and develop service plans.Discover ways to manage your workload and avoid burnout through time management strategies, stress management, and ongoing professional development.This book is an essential resource for group professional development sessions, independent study, and pre-service courses.INCLUDES STUDY GUIDE! A free 6‐month book study guide—available for download online—will help you facilitate training sessions aligned with Dunst's evidence‐informed professional development.Trade Review“The right resource at the right time for early intervention providers. Pause and Reflect offers a unique combination of readable, practical content to engage professionals in a thoughtful examination of their practice and provides strategies for developing a plan for professional growth. This guide includes a variety of interactive activities, anecdotes, checklists, examples, and resources for both individual and group study, making it a wonderful addition to the libraries of both EI and professional development providers.”- Juliann Woods, Florida State University"This book is a must read for new and practicing Early Interventionist and a resource for faculty and others supporting professional learning. I will definitely use and share this resource with others in the field."- Linda Labas, M.Ed., Early Childhood Coordinator, Center for Community Inclusion and Disability Studies, University of MaineTable of Contents About the Downloads About the Author Preface Acknowledgements Dedication Chapter 1 Early Intervention as a Practice  Reflective Journal  Action PlanChapter 2 Fundamentals of Early Intervention Practice  Reflective Journal  Action PlanChapter 3 Balanced Intervention: Supporting the Caregiver and the Child  Reflective Journal  Action PlanChapter 4 Gathering Meaningful Information from Families  Reflective Journal  Action PlanChapter 5 Strategies for Implementing a Balanced Intervention Visit  Reflective Journal  Action PlanChapter 6 Taking Care of Yourself References Index

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Book SynopsisCoaching is one of the best ways to enhance the skills of early childhood practitioners and ensure high‐quality learning experiences for young children with and without disabilities. With this authoritative professional learning resource, educators and early interventionists will learn how to use coaching and consultation methods to support inclusion and ensure the best outcomes for all children from birth to five.Written by two experts on early childhood intervention and special education, this book introduces multiple models of professional collaboration and offers in‐depth guidance on how to implement an effective consultation/coaching model in early childhood settings. From big‐picture considerations to small logistical details, professionals will master the entire process of creating, maintaining, and evaluating a successful coaching relationship. In each chapter, case examples, discussion questions, chapter summaries, and group activities reinforce key points and encourage reflection.An essential professional resource and an ideal textbook for courses on consultation and coaching, this comprehensive guide will help early childhood practitioners work together to improve educational and developmental outcomes for all young children.DISCOVER HOW TO: Establish ground rules and objectives for coaching Build rapport and strong communication skills within a coaching relationship Systematically gather information about the child, teacher, and learning environment to inform coaching practices Work together to set and prioritize intervention goals for children Create and implement an action plan that addresses intervention goals Deliver effective performance feedback Evaluate the success of both the coaching plan and the partnership Use current technology to harness the benefits of tele‐intervention, mobile coaching, and remote consultation PRACTICAL MATERIALS: Support successful coaching and consultation with more than 25 reproducible downloads, including data collection forms, action plans, a planning matrix, self‐assessments, and coaching session sample logs. Instructors will also find downloadable PowerPoint presentations aligned to each chapter.Table of Contents About the Downloads About the Authors Preface Chapter 1: Introduction to Models of Professional Collaboration  Learning Objectives  New Roles and Responsibilities for Early Childhood Professionals  Models of Professional Collaboration: Promising Practices to Support Professional Learning  Models of Coaching and Consultation in Early Care and Education  Models of Consultation  Overview of Origin and Scope of Consultation in Early Childhood Intervention  Research on the Efficacy of Behavioral Consultation and Coaching  Consultation/Coaching in Early Childhood: A Professional Collaboration Model  Determining the Goals and Purpose of Consultation/Coaching  Who Provides Consultation/Coaching in Early Childhood Settings?  Research on How Consultation or Coaching is Used in Early Education and Intervention  Summary  Discussion Questions  Case Study Activities Chapter 2: Agreements for Coaching Services: Establishing Ground Rules for Coaching  Learning Objectives  Introduction: Establishing the Ground Rules for Coaching  Why Are Requests for Coaching Services Initiated  Establishing Objectives Before Initiating Coaching Services  Creating an Agreement for Coaching Services  Key Elements in an Agreement for Coaching Services  What Details Should Be Addressed in an Agreement for Coaching Services?  Benefits of a Formal Agreement for Coaching Services  Caveats Related to On‐Line and E‐Communications  Summary  Discussion Questions  Case Study Activities Chapter 3: Building Rapport in a Coaching Relationship  Learning Objectives  Introduction: The Nature of a Coaching Partnership  Initiating a Coaching Partnership  The Role of Rapport in Building a Coaching Partnership  Building and Sustaining Rapport: Recommendations for Coaches  Use of Interpersonal Communication Skills in Establishing and Building Rapport  Non‐Verbal Communication Skills Linked to Building Rapport  Verbal Communication Skills Linked to Building Rapport  Use of Different Forms of Questioning in Communicating with a Partner  Common Mistakes in Interpersonal Communication  The Role of Social Power and Influence in Coaching Partnerships  Perspectives and Interests of the Coach and Partner in a Coaching Relationship  Factors that May Contribute to the Success or Failure of a Coaching Partnership  Summary  Discussion Questions  Case Study Activities Chapter 4: Observation and Information Gathering  Learning Objectives  Introduction: Observation and Information Gathering  Getting to Know the Learning Enviornment  Assessing the Teaching Skills of Early Childhood Educators  Assessing the Program's Climate or Culture  Teddy, Alexis, Brittany, and Shelly  Summary  Discussion Questions  Case Study Activities Chapter 5: Implementing the Plan  Learning Objectives  Setting a Goal  Reviewing Assessment Information  Triaging or Prioritizing Targets for Intervention  Reaching Consensus and Moving Forward: Planning for Action  Selecting Strategies to Address the Issue  Choosing Child‐Focused Intervention Strategies  Choosing Evidence‐Based Strategies that Promote Adult Learning  Creating an Action Plan  Supports for Implementation  Curriculum Planning Matrices  Observation and Data Collection  Performance Feedback  Ways to Share Performance Feedback  Challenges to Implemtnation  Summary  Discussion Questions  Case Study Activities Chapter 6: Evaluating the Success of the Coaching Plan and the Partnership  Learning Objectives  Introduction: Evaluation of Coaching Partnerships  The Relationship Between Coaching Context and Evaluation  Use of Common Coaching Tools in Evaluating a Coaching Partnership  Evaluating the Process and Outcome of a Coaching Partnership  Expectations of Stakeholders: Implications for Evaluating a Coaching Partnership  Summary  Discussion Questions  Case Study Activities Chapter 7: Behind the Scenes in the Coaching Model  Learning Objectives  Introduction  The Role of Logistics in Supporting Effective Coaching: An Overview  Key Elements in a Coaching Partnership  Considerations in Assigning Coaching Personnel  The Expertise Model of Caseload Allocation  Cultural Competence in Assigning Caseloads  Enrollment of Children with Special Needs in Selected Programs  Assigning Caseloads: Striking a Balance  Supporting Coaching Services: Creating Office Space at Host Sites  Professional Preperation and Learning for Coaches: Building Capactiy  Key Elements in a Coaching Partnership: Personal and Professional Organization  Challenges in Adopting or Expanding Coaching Services  Summary  Discussion Questions  Case Study Activities Chapter 8: Coaching and Consultation in a Virtual World  Learning Objectives  Introduction  Building Effective Professional Relationships Virtually  Sharing Information Virtually  Creating Virtual Repositories of Resources  Capitalizing on the Benefits of Could‐Based Systems  Silver Linings  Virtual Coaching  Lessons Learned from Early Intervention Tele‐Intervention  Summary  Discussion Questions  Case Study Activities Index

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Book SynopsisComprehensive and reader‐friendly, this User's Guide gives early childhood professionals the practical knowledge they need to use the Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®‐3) accurately and effectively.In this volume, professionals will find:a complete overview of the AEPS‐3 linked system approachan introduction to each AEPS‐3 component and how they work togetherstrategies for encouraging family engagement and fostering team collaborationguidance on using AEPS‐3 to work with children and families who have diverse needsa summary of the research behind AEPS-3, including data on the utility, validity, and reliability of the AEPS‐3 TestABOUT AEPS‐3Streamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.AEPS‐3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with familiesTrack and support emerging skills, where real growth and development happenLink assessment data to a tiered curriculum for designing teaching and intervention strategies that get resultsPick up small increments of progress—important when demonstrating growth for children with disabilitiesActively involve families, with handouts to support engagement, forms to gather input, and reports to share resultsStrengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skillsStreamline reporting and data management with AEPS®i, the user‐friendly web‐based systemThere's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.Table of Contents About the Authors About EMRG Acknowledgments Introduction: Evolution of AEPS® I. FOUNDATIONS OF AEPS®-3 1   AEPS-3 Framework 2   AEPS-3 Components II. IMPLEMENTING AEPS-3 3   Using the AEPS-3 System 4   Using AEPS-3 to Support Family Engagement 5   Using AEPS-3 to Support Collaboration and a Team Approach 6   Using AEPS-3 with Children and Families Who Have Diverse Needs 7   AEPS-3 Research References Appendix A   AEPS-3 Glossary Appendix B   Alignment of AEPS-3 with OSEP Child Outcomes

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Book SynopsisFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multi-tiered curriculum that helps professionals support every child's development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This Beginning curriculum volume includes foundational skills that typically developing children acquire in the first year to 18 months of life. Two additional levels, Growing (for the toddler years) and Ready (covering more complex developmental and early academic skills), are also available.In this volume, professionals will find:a complete introduction to the curriculum's foundations, content, and organizationhelpful guidelines for selecting goals and outcomesstrategies for matching tiered teaching/intervention strategies—universal, focused, and specialized supports—with young children's individual needsinstructions on collecting progress monitoring data at each teaching/intervention tierevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as mealtime, naps, dressing, bathtime, sensory, and outdoor playABOUT AEPS‐3Streamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.AEPS‐3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with familiesTrack and support emerging skills, where real growth and development happenLink assessment data to a tiered curriculum for designing teaching and intervention strategies that get resultsPick up small increments of progress—important when demonstrating growth for children with disabilitiesActively involve families, with handouts to support engagement, forms to gather input, and reports to share resultsStrengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skillsStreamline reporting and data management with AEPS®i, the user‐friendly web‐based systemThere's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.

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Book SynopsisFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multitiered curriculum that helps professionals support every child's development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This Growing curriculum volume covers skills that typically appear during the toddler years (from 18 months to 3 years of age). Two additional levels, Beginning (for skills typically developing in the first year to 18 months of life) and Ready (covering more complex developmental and early academic skills), are also available.In this volume, professionals will find:a complete introduction to the curriculum's foundations, content, and organizationhelpful guidelines for selecting goals and outcomesstrategies for matching tiered teaching/intervention strategies—universal, focused, and specialized supports—with young children's individual needsinstructions on collecting progress monitoring data at each teaching/intervention tierevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as mealtime, naps, toileting, blocks, and artABOUT AEPS‐3Streamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.AEPS‐3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with familiesTrack and support emerging skills, where real growth and development happenLink assessment data to a tiered curriculum for designing teaching and intervention strategies that get resultsPick up small increments of progress—important when demonstrating growth for children with disabilitiesActively involve families, with handouts to support engagement, forms to gather input, and reports to share resultsStrengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skillsStreamline reporting and data management with AEPS®i, the user‐friendly web‐based systemThere's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.Table of Contents About the Authors About EMRG I. AEPS®-3 CURRICULUM ORGANIZATION AND USE 1   Curriculum Foundations and Framework 2   Curriculum Content and Organization 3   Deciding What to Teach 4   Deciding How to Teach 5   Progress Monitoring II. AEPS-3 CURRICULUM GROWING ROUTINES AND ACTIVITIES 6   Active & Outdoor Play 7   Arrival & Departure 8   Art 9   Bath Time 10 Block Play 11 Circle Time 12 Diapering, Toileting, & Handwashing 13 Dramatic Play 14 Dressing 15 Field Trips 16 Math 17 Meals & Snacks 18 Music & Movement 19 Nap & Sleep 20 Science 21 Sensory 22 Technology 23 Writing References Appendix A   Resources for AEPS-3 Curriculum Routines & Activities Appendix B   AEPS-3 Skills Matrix Index  

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Book SynopsisFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multitiered curriculum that helps professionals support every child's development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This Ready curriculum volume covers more complex developmental and early academic skills that are considered important for school success. Two additional levels, Beginning (for skills typically developing in the first year to 18 months of life) and Growing (for the toddler years) are also available.In this volume, professionals will find:a complete introduction to the curriculum's foundations, content, and organizationhelpful guidelines for selecting goals and outcomesstrategies for matching tiered teaching/intervention strategies—universal, focused, and specialized supports—with young children's individual needsinstructions on collecting progress monitoring data at each teaching/intervention tierevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as snack time, handwashing, dramatic play, circle time, and scienceABOUT AEPS‐3Streamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.AEPS‐3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with familiesTrack and support emerging skills, where real growth and development happenLink assessment data to a tiered curriculum for designing teaching and intervention strategies that get resultsPick up small increments of progress—important when demonstrating growth for children with disabilitiesActively involve families, with handouts to support engagement, forms to gather input, and reports to share resultsStrengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skillsStreamline reporting and data management with AEPS®i, the user‐friendly web‐based systemThere's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.Table of Contents About the Authors About EMRG I. AEPS®-3 CURRICULUM ORGANIZATION AND USE 1   Curriculum Foundations and Framework 2   Curriculum Content and Organization 3   Deciding What to Teach 4   Deciding How to Teach 5   Progress Monitoring II. AEPS-3 CURRICULUM READY ROUTINES AND ACTIVITIES 6   Active & Outdoor Play 7   Arrival & Departure 8   Art 9   Bath Time 10 Block Play 11 Circle Time 12 Diapering, Toileting, & Handwashing 13 Dramatic Play 14 Dressing 15 Field Trips 16 Math 17 Meals & Snacks 18 Music & Movement 19 Nap & Sleep 20  Science 21 Sensory 22 Technology 23 Writing References Appendix A   Resources for AEPS-3 Curriculum Routines & Activities Appendix B   AEPS-3 Skills Matrix Index

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Book SynopsisThe AEPS®?3 Child Observation Data Form helps professionals gather child assessment data in all 8 AEPS-3 developmental areas across 3 time periods through observation, direct test, and/or report. It is available in a pack of 5 36-page forms.AEPS?3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families. Track and support emerging skills, where real growth and development happens. Link assessment data to a tiered curriculum for designing teaching and intervention strategies that get results. Pick up small increments of progress—important when demonstrating growth for children with disabilities. Actively involve families, with handouts to support communication and family engagement, forms to collect information about child skills, and reports to share results and progress. Strengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre?academic and social?emotional skills. There's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.

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Book SynopsisThe premier Tier 3 intervention for the Pyramid Model, Prevent‐Teach‐Reinforce for Young Children (PTR‐YC) is a research‐proven, family‐centered approach used in preschool settings nationwide to resolve persistent challenging behaviors. Now this bestselling PTR‐YC guidebook is in a thoughtfully revised second edition, with enhancements and additions informed by user feedback, the authors' training experiences, and new studies on the effectiveness of the model.Developed by top behavior experts, this practical, reader‐friendly guidebook fully introduces the five steps of the PTR‐YC model: 1) teaming and goal setting; 2) data collection; 3) functional behavioral assessment; 4) development and implementation of a behavior intervention plan; and 5) using data, arranging for generalization, and next steps. You'll get instructions for conducting all five steps, case examples from real‐world experience, and the tools and assessment instruments you need to implement the steps effectively.Ideal for use in a wide range of early childhood settings—including preschools, Head Start, and child care programs—this accessible guide will help you strengthen every young child's social‐emotional skills and address even the toughest behavior challenges.WHAT’S NEW:New chapter on classroom‐wide procedures that help prevent challenging behavior.New chapter on interim solutions to extreme challenging behavior.Updates and revisions throughout based on feedback from users over the last 8 years.New evidence of the effectiveness of PTR‐YC, demonstrated by a recent randomized controlled trial and single case experimental analyses.More on ensuring fidelity and sustainability, increasing the chances for long‐term positive outcomes.Updated downloadable materials now online: checklists, rating scales, and a classroom practices assessment.Table of Contents About the Downloads About the Authors Foreword by Erin Barton, Ph.D. Acknowledgments Section I: Foundations of Prevent-Teach-Reinforce for Young Children 1   Introduction to Prevent-Teach-Reinforce for Young Children, 2nd Edition  Appendix: Key Terms 2   Engaging Families in the PTR-YC Process  Appendix: Case Examples 3   Preventive Classroom Practices 4   Interim Procedures for Managing Dangerous Behavior Section II: Implementing Prevent-Teach-Reinforce for Young Children 5   Step 1: Teaming and Goal Setting 6   Step 2: Data Collection 7   Step 3: PTR-YC Assessment (Functional Behavioral Assessment) 8   Step 4: PTR-YC Intervention 9   Step 5: Using Data and Next Steps References Appendix A: Interventions Appendix B: Case Example: Joel Appendix C: Case Example: Jessi Appendix D: Case Example: Ethan Index

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Book SynopsisMeaningful, authentic assessment practices are one key to the success of early childhood inclusion. Prepare current and future teachers with the second edition of this comprehensive textbook, an in‐depth guide to the how and the why of high‐quality assessment in the context of inclusive early childhood settings.Updated with new contributors and coverage of timely new topics, this book takes a blended approach to assessment, combining the latest recommended practices from early childhood education and early childhood special education. Well‐known experts Kristie Pretti‐Frontczak and Jennifer Grisham have developed this text to align with Division for Early Childhood Recommended Practices on assessment. Educators will learn how to select and use assessment instruments, conduct authentic assessment during daily activities and routines, collaborate with families and other team members, master the challenges of kindergarten assessment, conduct eligibility assessments, use assessment to inform program planning and monitor progress, and more.Ideal for both undergraduate and graduate courses and personnel preparation programs, this comprehensive text gives teachers the knowledge and tools they need to implement high‐quality assessment and reap its benefits: inclusive, family‐centered programming that improves outcomes for all children.WHATS NEW: New section on considerations for special populations: dual language learners, children in kindergarten, and children who have severe and multiple disabilities Increased focus on educational equity throughout the book New and expanded coverage of important themes and topics, including authenticity, collaborative partnerships, and data‐based decision making New invited contributors who are experts in the field and advocates for early childhood inclusion More practical materials, including new and extended case studies, a revised Curriculum‐Based Assessment Rating Rubric and glossary, and a list of recommended practices Overview of revised versions of commonly used curriculum‐based assessments, including AEPS‐3, COR Advantage, and Work Sampling System Companion materials for faculty, including PowerPoints with links to activities and resources Table of Contents Foreword Acknowledgements Dedications Section 1: Recommended Practices Chapter 1: Introduction Jennifer Grisham and Kristie Pretti‐Frontczak Why a Second Edition Major Themes of this Book   Authenticity   Collaborative Partnerships   Utility   Educational Equity Overview of Major Book Sections   Section I: Recommended Practices (Process)   Section II: Reasons for Conducting Assessment (Purpose)   Section III: Special Topics in Assessment Intended Audience and Use Definitions of Key Terms Used Throughout   Assessment   Blended Practices   Teacher Summary References Chapter 2: Recommended Practices in Authentic Assessment Kristie Pretti‐Frontczak, Rebecca Crawford, Lynn Sullivan, and Jennifer Grisham Authentic Assessment   Authentic Assessment Defined   Difference Between Authentic Assessment and Conventional Assessment Advantages and Evidence‐Base   Advantages of Authentic Assessment   Support for Authentic Assessment Flipping the Script Summar References Chapter 3: Family Involvement in the Assessment Process Julie Harp Rutland, Ashley Lyons‐Picard, Jennifer Grisham, and Kristie Pretti‐Frontczak Involving Families in the Assessment Process   Ecological Systems Theory   Adult Learning Theory   Family‐Centered Practices Legal Mandates Involving Families in the Assessment Process   Learner   Expert   Team Member   Advocate   Benefits to Families and Children Approaches for Gathering Assessment Information from Families   Unstructured Approaches   Structured Approaches Considerations for Gathering Reliable Information from Families   Understanding Levels of Family Involvement   Effective Communication Strategies   Considerate Scheduling   Embracing Diversity, Equity, and Inclusion   Defining Priorities   Setting Individual Goals   Program Planning Summary References Chapter 4: Recommended Practices for Determining Technical Adequacy Kristie Pretti‐Frontczak and Jennifer Grisham Technical Adequacy   Validity   Reliability   Bias Classification Measures Common Practices Related to Conventional Assessment   Calculating Chronological Age   Establishing Basal Ceiling   Adjusting for Prematurity   Interpreting Results Summary References Chapter 5: Critical Decision‐Making Process Lynn Sullivan, Kristie Pretti‐Frontczak, and Jennifer Grisham Overview of the Decision‐Making Process Step One: Gathering   Guiding Principles: What to Observe   Guiding Principles: Who Observes   Guiding Principles: When and Where to Observe   Guiding Principles: How Often to Observe Step Two: Documenting   Written Descriptions   Visuals and Artifacts   Counts or Tallies Step Three: Summarizing   Numerical Summaries   Visual Summaries   Narrative Summaries Step Four: Analyzing   Patterns   Trends Step Five: Interpreting Summary References Appendix A: Lists of Recommended Practices for the Decision Making‐Process Section 2: Reasons for Conducting Assessments Chapter 6: Assessment for Program Planning Purposes Kristie Pretti‐Frontczak, Jennifer Grisham, Lynn Sullivan, and Sarah Hawkins‐Lear Definition and Purpose of Assessment for Program Planning Conducting Program Planning Assessments   Selecting a CBA for Program Planning   CBA Rating Rubric   Administering CBAs   Assessment Fidelity   Assessment Activities Using Information from CBAs to Program Plan   Making Decisions for Program Planning   Identifying Who Needs to Learn What   Sorting Children by Outcomes   Multi‐Tiered Systems of Support Summary References Appendix B: Revised Curriculum:Based Assessment Rating Rubric and Glossary Chapter 7: Assessment for Progress Monitoring Purposes Jennifer Grisham, Kristie Pretti‐Frontczak, Ashley Lyons‐Picard, Sarah Hawkins‐Lear, and Lynn Sullivan Progress Monitoring Recommended Progress Monitoring Practices   Holistic Appraoch to Progress Monitoring   Progress Monitoring Decision:Making Tiered Model of Progress Monitoring Sharing Progress Monitoring Information   Communicating with Families   How and When to Share Progrss Monitoring Information Summary References Chapter 8: Recommended Practices in Identifying Children for Special Services Kristie Pretti‐Frontczak and Jennifer Grisham Child Find   Purpose and Requirements   Common Activities and Recommended Practices Screening   Traditional and Contemporary Screening Approaches   Screening Types and Formats Screening Types Screening Formats   Recommended Screening Practices Determining Eligibility for Services   Federal Regulations   Federal Categories   Developmental Delay   State Variations Recommended Practices for Eligibility Determination   Transdisciplinary Teaming During Eligibility   Report Writing Summary References Chapter 9: Program Evaluation Jennifer Grisham and Kristie Pretti‐Frontczak Types and Reasons for Conducting Program Evaluation   Individual Classroom‐Level Evaluations   Local Program‐Level Evaluations   State‐Level Evaluations   Federal Program Evaluations Methods of Collecting Program Evaluation Data   Child Outcome Data   Program Observations   Stakeholder Input   Record Reviews Recommended Practices   Planning for Program Evaluation   Conducting a Program Evaluation   Using Program Evaluation Data Summary References Section 4: Considerations for Special Populations Chapter 10: Recommended Practices for Assessing Children Who are Dual Language Learners (DLLs) or Multilanguage Learners Lin Zhu, Jennifer Grisham, Kristie Pretti‐Frontczak, and Ashley Lyons‐Picard General Considerations for Assessing Children Who are DLLs or Multilanguage Learners   Challenges of Assessing Children Who are DLLs or Multilanguage Learners Special Recommendations   What to Assess   How to Assess   Influences and Biases   Intechangeable Cuing Systems   Alternative, Flexible Materials   Alternative Responses Measures Summary References Chapter 11: Recommended Practices for Assessing Children with Severe and Multiple Disabilities Jennifer Grisham, Ashley Lyons‐Picard, and Kristie Pretti‐Frontczak Transdisciplinary Teaming General Considerations for Assessing Children with Severe and Multiple Disabilities   Children with Complex Medical Needs Special Recommendations   What to Assess   How to Assess   Influences and Biases   Interchangeable Cuing Systems   Alternative, Flexible Materials   Alternative Responses Measures Summary References Chapter 12: Kindergarten Assessment Julie Rutland, Jennifer Grisham, Lynn Sullivan, and Kristie Pretti‐Frontczak Kindergarten Readiness and Kindergarten Assessment Timely Referrals and Tiered Instruction Program Planning in Kindergarten Classrooms   Curriculum Based Measures   Curriculum Bases Assessments Summary References Index

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Book SynopsisAs early childhood learning environments grow more and more diverse, schools and programs must address inequitable practices and policies so that every child learns, belongs, and thrives. The practical solutions programs need are in this groundbreaking book, the first guide to coaching early childhood educators in Diversity, Equity, Inclusion, Accessibility, and Belonging (DEIAB) practices.Expertly converting theory into concrete action steps, this book is a reader‐friendly, step‐by‐step guide to launching transformative DEIAB work—or expanding the work your program or school is already doing. You'll discover how to coach early childhood educators in creating an equity‐focused classroom culture, providing them with guidance on instructional delivery, curriculum content, and teaching materials. You'll learn how to advance multicultural education by implementing big‐picture changes to program policies, hiring practices, and marketing materials. Throughout the book, an illuminating case study traces the progress and setbacks of a sample program as they use an equity‐based lens to enhance their learning environments and teaching practices.An essential professional development resource for school and program leaders and an ideal textbook for early education courses, this timely book will help you empower educators to ensure equity, access, and belonging for all children and families.Learn How To: Use the invaluable Anti‐Ism Scale to assess your program's current status and monitor growth Recognize your program's "hidden curriculum"—biases embedded in policies, practices, and materials Identify how the intersectionality of social identities influence each person's experiences, both positively and negatively Create an effective action plan to coach educators on a journey toward greater equality and inclusion Put your DEIAB plan into action through book studies, Equity and Diversity Workgroups, and other team learning opportunities Implement structural changes to support a multicultural curriculum, diverse staffing, and policies that uplift everyone Overcome obstacles to DEIAB work, from communication blocks to staff and community resistance Ensure continuous growth and improvement through ongoing assessment and reflection Table of ContentsChapter 1: Diversity, Equity, Inclusion, Access, and Belonging in Early ChildhoodThe history of America is built on exclusion, power, and privilege, however this reality is often absent from early childhood classrooms. Many early childhood professionals have the view that young children are not ‘ready’ for conversations surrounding the -isms that America is built on. However, research shows that infants as young as 6 months old can show a preference to an individual's skin color, which supports the idea that we are humans who base our “survival” on noticing and being aware of differences in our environment. In this chapter we will define and outline what diversity, equity, inclusion, access, and belonging mean in an early childhood environment, specifically an environment that is welcoming and safe for all students, families, and staff members. Beginning the book with definitions will ground the readers in common language before moving towards change and inevitable cognitive dissonance.Chapter 2: Coaching, Mentoring, and SupervisingLeaders of early childhood programs and/or learning environments need to understand how coaching, mentoring, and supervising differ when planning for programwide DEIA implementation. In this chapter, we will explore the pros and cons of each position, provide examples of when these positions are needed, and detail the need to have trained, diverse perspectives in each position, in order for all voices to be represented and equitable policies to be enforced.Additionally, it is important to understand the Adult Learning Theory for impacting change within a group. Our goal of this section is to help educators grow in their work towards DEIA. We will walk through how to engage early childhood educators and help them to understand why having an equity lens is needed. Additionally, we will debunk the myths of equity in early childhood and replace them with truthfulness. We will briefly cover the other steps of the Adult Learning Theory.Chapter 3: Strategies to Address Interpersonal ConflictA cycle for educators to engage in conversations, especially conversations that may be more conflict based was developed by Reinking in 2019. Basing this chapter on that model, as well as expanding information to discuss modes of communication, communication blocks and barriers, as well as strategies for actively listening will be integrated into this chapter. Furthermore, concepts of agreeing to disagree, finding and focusing on a common goal, as well as the concept about intent versus impact will be outlined. All of these concepts will be addressed as a way to set the stage of jumping into conversations that are often conflict based due to the impact on values and beliefs. One of the main questions we will ask in this chapter, and throughout the book, is “If we do not want to create and implement equitable learning environments, then who do we want to discriminate against?” as a way for readers to continually reflect. As part of this process, we will also discuss the important concept of calling in versus calling out.* For the remaining chapters each of the concepts will be supported through a case study. We are not sure where the case study overview should be provided.Chapter 4: Developing a Sense of Group BelongingDeveloping a positive group dynamic is imperative to start this difficult and lengthy process, the process of transformation and implementation of a programmatic change that focuses on equity for all. In this chapter, we will outline ways to develop in-person positive group dynamics through several different activities, as well as virtual group dynamics. Ideas for developing a sense of belonging dependent on group size will also be provided. Tips on how to connect with someone that feels like an outsider, which includes the positive outcomes of affinity groups. Chapter 5: Identifying Change ModelsAfter a sense of belonging within the group is developed, discussions around change models are important for people to have a continuous reflection process. Various change models will be introduced such as Anti-Bias Educator continuum of change, the McKinsey’s 7-S Model, Kotter’s Theory, and the continuum of change and engagement. Furthermore, we will discuss the Anti-Racist continuum from a wider view of an anti-ism continuum of growth and change. This will include developing an action plan for continued use and growth.Chapter 6: Initial Group Learning (*could possibly turn into 2 chapters)Depending on the size of the program, initial group learning could occur in a program-wide group, or in smaller groups. Regardless, the initial learning will have similar topics, all of which will be outlined in this chapter. Topics such as implicit bias, microaggressions, hidden curriculum, strengths-based mindsets, and multicultural curriculum implementation. The multicultural implementation will be outlined as a year long reflection process for the whole program. This process is to help the early childhood professionals reflect on practices and lessons currently occurring that could be changed to be more inclusive and equitable.The initial group learning ends with a culminating activity and request for a small work group focused on implementing DEIA. Furthermore, this process will also be walking through a process of community mapping as a way to understand the learning environment and wider community. This will create a process of reflecting on diversity within the community.Chapter 7: Equity and Diversity Work GroupA process for developing a diversity work group will be discussed, along with the many conversations and impacts of designing such a group. For example, how do you get diverse voices if there is not diversity at your program or are you asking BIPOC professionals to carry the “burden” of educating everyone else on diversity? Once a workgroup is developed, the planning for programmatic change begins. It is imperative that the staff complete the planning and work because their voices will be the voices advocating for and fielding questions from their coworkers. While this process may be different depending on programmatic needs, the first step of the small work group is to develop a working purpose for the work and a diversity/equity statement for the overall program. Once that process is completed, the small workgroup will complete tasks and planning for programmatic implementation and integration of equity-focused changes (http://www.edchange.org/multicultural/curriculum/characteristics.html).Chapter 8: Program IntegrationOnce the Diversity committee completes their planning for implementation, it is time to implement. Implementation involves several parties, including staff, students, administration, wider school communities, and families. While not all of these parties need to be on the same equity-focused change journey, knowledge of the program journey is needed to be communicated. In this chapter we discuss how the diversity committee will introduce the pilot year of equity-focused implementation program wide, communication with families, and activities that will span the program. This will be another step for the entire program, and individual early childhood professionals ‘change journey’. Therefore, change models and reflection on change will be reviewed in this section as a way to reflect on growth.Chapter 9: Structural ChangeStructural change, as based in Banks Multicultural curriculum implementation, focuses on weaving “new materials, perspectives and voices ...seamlessly with current frameworks of knowledge to provide new levels of understanding from a more complete and accurate curriculum” (http://edchange.com/multicultural/curriculum/steps.html). Therefore, this chapter will outline the first year of full implementation, along with possible struggles/problems and solutions. Included in this chapter will also include the structural change of policies and procedures that may need to be implemented through a more critical and equitable lens.Chapter 10: Implications for Individual and Program ChangeWhat to do after the first year? What are some implications for the future? These, as well as more questions will be asked and answered in the last chapter. The focus will be on continual growth and constant reflection. “What if this is not working?” Helping organizations identify why their program is not further on the anti-racism (anti-ism) continuum and what they can do to help.

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Book SynopsisThe goal of every early educator is to prepare all students for school success—but for young Black children, entrenched biases and racial inequities have created an achievement gap that must be closed. Transform your practices and work for systemic change with this visionary guidebook, a comprehensive roadmap to promoting racial equity in early childhood education.The only handbook of its kind that takes a rigorous, in‐depth look at the historical roots of racial bias, this book goes beyond band‐aid approaches to equity and prioritizes real transformation and healing: of adults, communities, programs, systems, and children. Grounded in research but focused on action, this empowering guide offers both deep foundational knowledge and practical classroom strategies that promote better outcomes for Black children and families. Contributions from voices of experience—influential scholars, teachers, and parents—offer authentic perspectives on the impact of racism and the importance of anti‐racist practices.A must for educators, administrators, and policymakers working toward equity and justice, this book will help early childhood professionals dismantle inequitable systems and ensure high‐quality learning experiences for every child.EARLY EDUCATORS WILL LEARN HOW TO: recognize the many ways racialized bias shows up within the early childhood system challenge the implicit bias that shapes their perceptions and practices develop a deep and shared understanding of key terms used within racial equity dialogue create culturally responsive anti‐bias (CRAB) education environments, with sample lessons and guidance on curriculum design help young Black children build and maintain a positive racial identity strengthen school‐family partnerships by developing culturally responsive relationships with families take action to resolve racial inequities in suspensions and expulsions address historical and racial trauma to help children, staff, and families heal make a plan to revise data collection systems in ways that promote racial equity begin the challenging but necessary work of high‐level systems change Includes chapters from influential voices in the field: Justin Perry Rosemarie Allen Walter Gilliam Tameka Ardrey Doré R. LaForett Iheoma U. Iruka Aisha White Table of Contents Annotated Table of Contents Chapter 1: Current Issues and Challenges Authors: Jen Neitzel and Ebonyse Mead The focus of this chapter is to provide an introduction and backdrop for the current inequities in early childhood, as well as the challenges and barriers that inhibit justice work in early learningprograms. Specifically, the chapter will focus on four main issues within early childhood that are directly related to racial equity: suspensions/expulsions, instructional practices, teacher-childrelationships, and lack of access to high-quality early childhood education. In addition, the authors will highlight several key barriers that inhibit the work of equity and justice work within early learning programs: egos; siloed efforts; laws and bills; and nice white people. This chapter is intended to provide context for the rest of the book. Having a common understanding of theissues and barriers allows early childhood educators to better address racial inequities. Chapter 2: Racial Healing as a Pathway to Equity Authors: Ebonyse Mead and Jen Neitzel In this chapter, the authors will discuss how racial healing serves as a pathway to equity in early childhood. We all, Black and White, have been victimized and traumatized by racism and whitesupremacy in very different ways. For Black children and families, they experience overt racism and discrimination and oppression within our nation’s various institutions. As such, they caninternalize notions of racial inferiority (e.g., shame, confusion, aspiring to whiteness). On the other hand, White children and families can absorb racial superiority in which they view their experiences as the norm, not being aware of racism within our society unless they choose to. The authors also will discuss the four phases of racial healing: acknowledgement, engagement,atonement, and restoration. Moving through the phases is necessary if we are to heal as individuals and a society. This racial healing paves the way for achieving equity and justice inearly childhood. Chapter 3: Creating a Shared Language Authors: Jen Neitzel and Ebonyse Mead In this chapter, the authors will provide explanations and a better understanding of key terms in racial equity work. It is essential that educators, administrators, and policy makers have a sharedlanguage when addressing equity and justice in early childhood. Currently, many terms are used incorrectly or interchangeably, which can serve as a barrier to collectively working towardslasting change. Key terms to be discussed include diversity, equity, inclusion, different types of racism, prejudice, discrimination, power, and oppression. When educators have a good understanding of these key terms, they are better able to articulate and address the inequities that currently exist within early childhood. Chapter 4: Anti-Blackness in Early Childhood Authors: Ebonyse Mead and Devonya Govan-Hunt This chapter defines anti-blackness and includes a discussion of the origins of anti-blackness and how it manifests in society. A discussion of how anti-blackness shows up in education isprovided and strategies to deconstruct anti-blackness in education is shared. This chapter provides reflective activities for teachers to critically think about ways to combat anti-blacknessin education. Chapter 5: Whiteness and White Supremacy Culture Author: Jen Neitzel This chapter will focus on the concept of whiteness and white supremacy culture. Deconstructing whiteness individually and in early childhood should be a key focus of ongoing equity efforts.Whiteness is simply a framework for understanding society and how White people operate on a daily basis. For example, White individuals often unknowingly view their experiences as thenorm within society (e.g., success, behavior, dress, appearance, language). These notions of whiteness also exist within early learning programs in the forms of assessments and curricula developed within a White worldview about what quality looks like. Whiteness also dictates how we view children showing respect, interacting with caregivers, and behaving. When we have abetter understanding about practices that are grounded in whiteness, we can deconstruct them and replace them with more equitable practices. Chapter 6: Historical and Racial Trauma Authors: Jen Neitzel, Justin Perry, and Leondra Garrett This chapter provides a better understanding of both historical and racial trauma. The authors will focus on the social construction of race, as well as how the long and complicated history ofthe United States. Specifically, content will focus on the American Genocide, slavery, and Jim Crow. Having a better understanding of our nation’s history allows us to understand the variousbarriers that have been put in place over time and the ramifications on the mental health of Black children and families. In addition, the authors will provide content related to current day racial trauma, including its effects on Black children and families. The chapter will end with specific strategies that can be used to address historical and racial trauma in early learning programs. Chapter 7: Suspensions and Expulsions in Early Childhood Education Rosemarie Allen and Walter Gilliam This chapter will focus on the ongoing inequities in early childhood disciplinary practices. Specifically, the authors will focus on data collected by the Office of Civil Rights, U.S.Department of Education that highlighted the disproportionality in suspensions and expulsions between young Black and White children. A discussion about the specific factors that upholdthese disparities, including implicit bias, inadequate policies, and lack of ongoing professional development related to culturally responsive behavior management. The chapter will conclude with specific strategies that can be used to address disproportionate suspensions and expulsions in classrooms and at the policy level. Chapter 8: Inequities in Early Intervention Author: TBD This chapter will focus on the current equities in early intervention. For example, there are clear disparities in identification for and access to early intervention services for young Black childrenand their families. The author will discuss how to address these inequities and provide specific strategies for system leaders and practitioners that can be used to improve identification andaccess for Black children. Chapter 9: Culturally Responsive Anti-Bias Practices Authors: Ebonyse Mead and Tameka Ardrey This chapter defines culturally responsive anti-bias education (CRAB) including the components and principles of CRAB. This chapter focuses on the importance of teachers embedding CRABinto the daily life of the classroom to create an equitable learning environment where all children can thrive. In this chapter, the authors discuss the need to create classrooms in which the culturalaspects of children of color are included in the learning environment. Teachers will learn how to embed culturally responsive anti-bias education into their instructional practices, includingcreating lesson plans with a focus on CRAB and developing curriculum using the principles of CRAB. Examples of CRAB activities are shared to help teachers have a working knowledge ifimplementing CRAB in the overall classroom environment. Chapter 10: Culturally Responsive Family Engagement Authors: Ebonyse Mead and Devonya Govan-Hunt This chapter begins with a discussion of why traditional methods of family engagement are insufficient for families of color. A discussion of the barriers to engaging with racially andethnically diverse families follows. In this chapter, the authors will define culturally responsive family engagement and why this approach to engaging families is preferred. This chapter willhighlight the 10 Diversity Informed Tenets and how these tenets can be applied to effectively engaging racially and ethnically diverse families. Teachers will learn specific strategies forengaging racially and ethnically diverse families in early learning programs. Chapter 11: Addressing Equity in Early Childhood Data Systems Authors: Dore LaForrett and Iheoma Iruka Early childhood education (ECE) programs and systems are increasingly using data collection and data systems in myriad ways to gather information about children, families, and the ECEworkforce; to understand and improve program quality; and to make decisions about ECE practices and policies. With increasing attention to advancing equity goals in ECE (NationalAssociation for the Education of Young Children [NAEYC], 2019), there are ample opportunities to use data and data systems to go beyond identifying disparities in ECE andaddress them. However, in this chapter we argue that current uses of data collection and data systems within ECE are instead exacerbating inequities, largely because they typically are notdesigned using equity-aligned approaches and goals from inception, or because the users are conditioned to adhere to the status quo rather than challenge how it reinforces inequities. As aresult, current practices lead to missing, misused, and incomplete data – especially when they do not consider the cultural wealth of children, families, and communities – which subsequently undermine equity goals and lead to ill-informed decision-making related to practices and policies.Our goals for this chapter are to describe 1) commonly used data collection efforts and systems in ECE; 2) how misuses of data collection efforts and systems exacerbate inequities within ECE;and 3) how an equity-aligned use of data and data systems can avoid misuses that exacerbate inequities and instead dismantle inequities within the ECE field. To accomplish these goals, wewill utilize recent work on how to embed a racial equity perspective in research (e.g., Andrews et al., 2019; Nelson et al., 2020) to critically examine common uses of data and data systems inECE (e.g., classification of children and eligibility determination, suspension and expulsion decisions and reporting, portfolio vs. standardized assessment approaches, program qualityassessments) and their implications for exacerbating inequities in ECE. We also will draw from a recent to call to action for addressing 14 priorities to dismantle systemic racism in ECE (Meek etal., 2020) to illustrate the application of an equity-aligned approach to using data and data systems. We will conclude with a brief discussion of how an equity-aligned approach to data anddata systems has the potential to bring transformative change in ECE practices and policies. Chapter 12: Positive Identity Development in Young Children Authors: Ebonyse Mead and Aisha White This chapter begins with a discussion of positive identity development for young children. A discussion of the importance of building a positive racial identity development to help developchildren’s social-emotional competency follows. This chapter details the negative messages children of color and Black children, in particular, receive from society (i.e., schools, books,media, etc.) about who they are including their worth, ability, etc. To counter the negative messages children of color, receive, a discussion of racial socialization is included as a method tobuild positive racial identity development. In this chapter, teachers will learn specific strategies to affirm children’s racial and ethnic identity in the classroom as well as in lesson planning. Chapter 13: A Transformed Early Childhood System Authors: Jen Neitzel and Ebonyse Mead This chapter will help readers envision what a transformed early childhood system might look like. Specifically, early educators need to reframe the way we view education by placing anemphasis on the intellectual and spiritual growth of our children. In addition, early learning programs must be places for healing for all who enter – children, families, teachers, and staff. Atransformed early education system also means that we need to alter what we teach and how we teach it. This is what Dr. King referred to as a “true revolution of values” (King, 1968). As such, policy makers will need to re-evaluate everything within the current early childhood system, including revising academic/learning standards and how we measure achievement; new curriculathat are focused on providing culturally responsive anti-bias practices; and new definitions of high-quality and ways for measuring it. A transformed early childhood system also emphasizesindividualism over collectivism, both within classrooms and programs. The chapter will end with specific strategies for early childhood educators, administrators, and policy makers to beginbringing about change within their spheres of influence. Chapter 14: Systems Change Author: Jen Neitzel This chapter will help readers understand that a focus on outcomes is important; however, we must also eliminate policies, practices, and attitudes that perpetuate disparate outcomes; andenact policies and practices that address the root causes of inequity and promote better outcomes. The goal of this chapter is to provide educators with a clear path forward in achievingeducational equity through a systems change framework. Several key strategies will be provided: (1) establishing a cradle-to-career focus that provides seamless transitions from one sector to thenext; (2) developing policies to promote equity at the program- and system-level (e.g., suspension/expulsion, focus of instruction, PD requirements); (3) adapting pre-service teacherpreparation programs that place a greater emphasis on providing coursework and practicum experiences that promote equity; (4) focusing on workforce development through in-servicetraining on implicit bias, cultural awareness, effective educational practices, and trauma, followed by practice-based coaching; (5) family and community engagement; and (6) providingan infrastructure to sustain practices over time.

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