Pre-school and kindergarten Books

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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Book SynopsisBoost young children’s problem-solving skills and set them up for long-term success with the second edition of this practical guidebook! Enhanced with new lessons and timely topics—including equity and the use of makerspaces—this book will help you get all children ready for kindergarten by teaching them basic practices of engineering design and critical thinking skills.Using a clear instructional framework and fun lesson plans tailored for infants, toddlers, and preschoolers, you’ll guide your “emerging engineers” as they explore big ideas and develop new ways of thinking through engaging and challenging learning experiences. Practical materials include classroom-tested activities that incorporate children’s books, self-reflection checklists, practical strategies and modifications, Early Childhood UDL Planning Sheets, and blank Experience Planning Templates.EDUCATORS WILL Introduce hands-on learning experiences that teach critical thinking skills—curiosity, persistence, flexibility, reflection, and collaboration Demystify and teach key phases of engineering design: think about it, try it, fix it, and share it Support school readiness by helping children work toward kindergarten standards, including Common Core State Standards and Next Generation Science Standards Use universal design for learning (UDL) principles to ensure that learning experiences work for all children, with and without disabilities Encourage language and literacy development with suggestions for weaving reading into problem-solving experiences and using language to prompt children’s thinking skills Promote other skills needed for school success, including social-emotional skills, self-regulation, and executive functioning WHAT’S NEW: Three new themes: computational thinking, makerspaces, and inclusion and equity in STEM Every lesson plan updated More lessons based on new children’s books New art/music/drama lesson options for STEAM-focused schools More coverage of spatial development Expanded information on assessment Updated book resources and referencesTable of Contents Tentative 2nd edition Table of Contents (prior to revision) About the Authors Acknowledgements A Note to the Reader Part 1- Why Engineering and Problem Solving are Important Early Childhood Inclusive Classrooms Chapter 1: Young children are Natural Problem Solvers In this chapter, we would review material from Engaging Young Engineers about the importance of teaching critical thinking and problem solving and a method to do that using the engineering design process. We would review our early childhood model and talk about how you can incorporate these lessons and chapters into preschool and kindergarten classes so that they address STEM and literacy. Finally, we would review the applications of Universal Design for Learning in the problem-solving process and how these lessons are applicable to all classrooms, including those with students with disabilities and students who are emerging bilinguals. Currently, Chapter 1 serves to (a) review key prior work to bring STEM learning to children from birth to age 5, (b) “demystify” engineering design, and (c) introduce the five thinking skills that are important to engineering design as well as to young children’s problem-solving development. We will maintain these three goals for Chapter 1, but we will update each of the three main sections. In the “Approaches to STEM Learning” section, we will refer to more recent texts and curriculum materials including recent preschool-aimed “Wee Engineer” program by the Engineering Is Elementary group at Museum of Science Boston and the “Storybook STEM” resources by TERC and the University of Notre Dame, and Marina Bers’ “Coding as a Playground” work on computational thinking with young children. We will also acknowledge making/maker spaces as an important recent turn in STEM education more broadly. In the “Engineering Design Demystified” section, we will update the “shopping cart challenge” example of engineering design to a more recent case with more contemporary references, and we will expand definitions of engineering and technology to incorporate humanistic aspects such as understanding societal impact, collaborating closely with communities, and using engineering in one’s own home and community. We will acknowledge that the engineering profession has a problematic history of excluding and marginalizing people of color and that the public narrative about engineering has not historically recognized all the STEM problem solving that occurs in the daily lives of people from all backgrounds, including people of color. We will articulate a goal of reversing this pattern. In the “Our Problem Solving Framework” section, we will make updates to incorporate recent attention to computational thinking as a component of modern problem solving. We will discuss how computational thinking is used within engineering design even when computer programming is not explicitly needed. As we introduce the five thinking skills, we will mention the most relevant computational thinking practices for both engineering and young children, including decomposition (breaking apart a larger system, process, or problem into smaller, more manageable chunks) and algorithmic thinking (systematically generating a process that produces similar outcomes given similar inputs). Chapter 2: Universal Design for Learning (UDL) in Inclusive Early Childhood Settings While this chapter will remain largely the same, we will update the explanations to include insights from Six Steps to Inclusive Preschool Curriculum by Eva Horn et al. (2018) and Universal Design for Learning in the Early Childhood Classroom: Teaching Children of All Languages, Cultures, and Abilities, Birth-8 Years by Brillante and Nemeth (2017). We will also update the “Research Evidence…” section and add newer references throughout the chapter, as applicable. We would also consider moving the section on the profile children from “Note to Reader” in the pre-matter to this chapter and adding a few more vignettes with children from with different abilities, languages, and cultures to Chapters 3-7 after briefly adding introductions to those children here. Part 2: Overview of the Book Format, Templates, and Tools In this section, we will remind readers of the overall format of the remaining chapters with lessons and units and the various templates and tools available in each chapter. The lessons can still be taught as stand-alone lessons or as units. Each chapter will be aligned to a thinking kills and include two (2) lessons for each age group (previously it had one lesson). Chapters 3-7 with the lessons will follow the same format and use several different text features to support teachers in implementing the units, such as teacher annotations as reminders or thought bubbles with possible questions teachers could ask students at various moments in the lesson. We will introduce new books to use with the lesson for each age group, both fiction and non-fiction books. We will also include references to ways to include Makerspaces in these lessons and products from Makerspaces in the lessons. In each chapter from 3-7, it will follow the same format. Goals and Objectives of the unit NGSS and CCSS addressed and pre-requisite skills addressed The original set of lessons (with any needed updates) A new set of lessons (one infant, one toddler, and one preschool) in each thinking chapter Directions on how to apply the engineering design process concepts in lessons/unit Literature links for fiction and non-fiction texts related to the lessons and content UDL template for the unit Connections to ways to incorporate Ideas for Low cost/no cost materials to use in the unit Chapter 3 – Curious Thinkers Chapter 4 – Persistent Thinkers Chapter 5 – Flexible thinkers Chapter 6 – Reflective thinkers Chapter 7 – Collaborative thinkers Chapter 8: Curious, Persistent, Flexible, Reflective, and Collaborative Teachers This chapter will be updated with a new vignette and any editorial updates that are needed. In this chapter, we will also help teachers to be more explicit in how they design their lessons for STEM and how to connect the use of Makerspace. We will look at what that means for teachers and how teachers become equipped and can experience Makerspaces themselves, as well as create them for others. Chapter 9: Tools and Resources for Teachers (new chapter) This chapter will provide links and suggestions for teachers who want to do more with STEM, engineering education, and problem solving in their classroom. We will offer additional tips and tricks on how to infuse STEM into your classrooms. Appendix: Tools and Templates Early Childhood UDL Planning Sheet-Infants Early Childhood UDL Planning Sheet-Toddlers Early Childhood UDL Planning Sheet-Preschool Blank Early Childhood UDL Planning Sheet Blank Infant Experience Planning Template Blank Toddler Experience Planning Template Blank Preschool Experience Planning Template General material list; both standard materials and low cost/no cost materials

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Book SynopsisChildren at the Center provides a closely observed account of a decade-long effort to reshape the scope, direction, and quality of the Boston Public Schools' early childhood programs. Drawing on multiple perspectives and voices from the field, the authors highlight the reflective, collaborative, inquiry-driven approach undertaken by the program and share lessons learned.Boston Public Schools are recognized for embedding high-quality, public preK programs in their system and achieving exceptional results. In this book, the authors outline the core principles that underlie the district's early childhood programs and explore the role of curriculum, professional development, coaching, and data use in supporting these new initiatives. They show how the Boston Public Schools Department of Early Childhood was able to work with and against the constraints of the current accountability system to create a holistic, child-centered, play-based program that has had a significant impact in narrowing income-based learning gaps.Written in collaboration with the Department of Early Childhood Education, this account of creating successful preK programs in a diverse urban district will provide a valuable resource for practitioners engaged in similar work across the country.Table of ContentsChapter One Children at the CenterChapter Two The Colorful CafÉ: A Visit to a K0/K1 Inclusion Classroomwith Melissa Rivard and Jodi Doyle KrousChapter Three Building the BPS Early Childhood ProgramChapter Four Pathways to ExcellenceChapter Five A House for a Dragon: A Visit with a K1 Childwith David Ramsey and Abby MoralesChapter Six Redoubled Efforts and New DirectionsChapter Seven Tamara’s Day: A Visit to a K2 ClassroomChapter Eight A New Model of Professional DevelopmentChapter Nine The DEC at WorkChapter Ten Reaching In, Out, and UpEpilogue A Park Where Parents Play with Their Kids: A Visit to City HallAppendix The Role of Data, Research, and Evaluation in the Process of Changeby Christina Weiland and Jason Sachs Notes Acknowledgments About the Authors, Contributors, and Collaborators Index

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Book SynopsisResidential care and treatment for children and youth remain ubiquitous across Canada in spite of frequent critiques and an ideology of constructing group care as a last resort. In the first book of its kind, Dr. Kiaras Gharabaghi argues that the absence of a unifying theory or conceptual idea(s) pursuant to residential care and treatment perpetuate dynamics of mediocrity and complacency toward inadequate standards and practices. Drawing on organizational examples from across Canada, Gharabaghi re-constructs the possibilities for this form of care as a space for healing, growth, and the promotion of autonomy for young people.This well-timed resource offers the child and youth services community a positive, constructive, and revolutionary framework for residential care and treatment that is fundamentally based on a partnership between caregivers and young people, their families, neighbourhoods, and communities. Dr. Gharabaghi’s sophisticated and provocative analysis of the system’s key issues is essential reading for students, practitioners, and educators in the field of child and youth care and in the human services more broadly.Features: explores residential care and treatment with a focus on the needs of unique populations, such as black youth, Indigenous youth, and young people impacted by developmental disability or neurodevelopmental challenges emphasizes the voices and participation of young people with lived experience in residential care and treatment written in a uniquely Canadian context, but its theoretical elements draw on residential care in the United States, Germany, South Africa, and elsewhere

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Book SynopsisEquity as Praxis in Early Childhood Education and Care aims to map, deconstruct, and engage with different models of equity as they pertain to the early childhood education landscape in Ontario. Drawing on marginalized narratives of gender, race, Indigeneity, dis/ability and inclusion, and migration, immigration, and displacement, the authors discuss how to advance the field and make it more equitable for children, families, early childhood educators, and all other practitioners. This edited collection outlines the current political climate of early childhood education and care in Ontario through a critical analysis of policies and dominant discourses of equity and inclusion. By prompting readers to reflect on and critique their understandings of children, families, communities, and practices in the field, the authors seek to provide counternarratives to Eurocentric developmentalist hegemonies and an alternative strength-based approach to critical and transformative praxis.This vital text encourages rethinking how narratives of equity and inclusion are constructed and what this means for young children and their families in Ontario, as well as throughout Canada. This is an essential resource for students in early childhood education and care, early childhood studies, and education programs. FEATURES: Includes perspectives from multiple positionalities in the field to provide a critical and interdisciplinary approach Draws on a reconceptualist lens to present a critique of developmentalist approaches Encourages readers to engage with the content by practising critical self-examination and considering social factors and forces that inform their own concepts Table of Contents Foreword - Judith K. Bernhard Introduction: Healing and Hoping in Community and Love as a Tool for Advancing Equity as Praxis - Zuhra Abawi, Ardavan Eizadirad, and Rachel Berman Chapter 1: State of Emergency: Mapping Inequities in Early Childhood Education and Care in Canada - Ardavan Eizadirad and Zuhra Abawi Chapter 2: Low-Income Racialized Children and Access to Quality ECEC in Ontario - Alana Butler Chapter 3: Troubling Dominant Discourses and Stories that Shape Our Understanding of the Child Refugee - Nidhi Menon Chapter 4: Equity Enacted: Possibilities for Difference in ECEC through a Critical Ethics of Care Approach - Alana Powell, Lisa Johnston, and Rachel Langford Chapter 5: Planning Time for Equity: A (Re)Examination of a Study of ECEs' Perspectives on Planning Time in Southern Ontario - Lisa Johnston Chapter 6: Using Femme Theory to Foster a Feminine-Inclusive Early Childhood Education and Care Practice - Adam Davies and Rhea Ashley Hoskin Chapter 7: Making Space for Indigenous Knowledge in an Urban Child-Care Centre - Maya-Rose Simon Chapter 8: Failure and Loss as a Methodological, Relational, and Ethical Necessity in Teaching and Learning in the Early Years - Maria Karmiris Chapter 9: Reflect, Enact, and Transform: A Preliminary Anti-Racism Guide for Early Childhood Educators - Kerry-Ann Escayg Conclusion: Some Concluding Thoughts on Equity as Praxis - Rachel Berman Contributor Biographies

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Book SynopsisThe University of Florida has an ambitious goal: to harness the power of its faculty, staff, students, and alumni to solve some of society’s most pressing problems and to become a resource for the state of Florida, the nation, and the world.The human brain’s largest and most important developmental phase takes place between birth and age five. These years form the foundation for future physical, emotional, cognitive, and social capabilities, yet they can often be an overlooked time in a child’s life. At the University of Florida’s Anita Zucker Center for Excellence in Early Childhood Studies, researchers are spearheading initiatives to support children’s health, development, learning, and well-being.Born to Learn gives readers an inside look at the bright minds housed in the Center and their collaborative pursuits to provide children with the best possible start in life. Together, these researchers are innovating the field of early childhood studies not only in the United States, but abroad. Find out how researchers in Zambia are striving to deliver quality education to rural children with disabilities. Learn about the challenges parents face when trying to find quality preschools in low-income areas, and how the Center is not only mapping barriers to access but also looking for ways to overcome them. Visit the CHILD Center, a model demonstration site in Gainesville, Florida, where children receive a high-quality education and teachers, researchers, and policymakers study and learn best practices.Through the tireless efforts of its staff, the Anita Zucker Center is enriching the lives of children and their families around the world to create a brighter future for all.The stories chronicled in GATORBYTES span all colleges and units across the UF campus. They detail the far-reaching impact of UF’s research, technologies, and innovations?and the UF faculty members dedicated to them. Gatorbytes describe how UF is continuing to build on its strengths and extend the reach of its efforts so that it can help even more people in even more places.

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Book SynopsisChapter 1. History as a literary endeavour.- Chapter 2. Bricolage as a text analysis tool.- Chapter 3. Poetry, prose, and images in picture books.- Chapter 4. Theoretical lens for analysing representations of conflict and trauma.- Chapter 5. War and conflict in postmodern texts.- Chapter 6. Theory and practice.- Chapter 7. Historical representations as memorable and engaging experiences.

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Book SynopsisAuf gesamteuropäischer Ebene ist die Auseinandersetzung um das Thema des lebenslangen Lernens im Hinblick auf die Durchlässigkeit zwischen fach- und hochschulischer Ausbildung in der Kindheitspädagogik auf politisch in Gang gesetzt worden. In diesem Band wird die Modularisierung der fachschulischen Ausbildung für ErzieherInnen als Chance verstanden, Durchlässigkeit zu verbessern. Im ersten Teil wird der bildungs- und wissenschaftspolitische Rahmen einer veränderten kindheitspädagogischen Ausbildungslandschaft und empirische Ergebnisse zu den Perspektiven auf eine verbesserte vertikale Durchlässigkeit gesteckt und dargestellt. Es folgt ein Fokus auf eine modularisierte fachschulische Ausbildung. Der abschließende Teil diskutiert Möglichkeiten und Grenzen der fachschulischen Modularisierung für die Verbesserung der Durchlässigkeit und die derzeitige Praxis der Anrechnung von fachschulisch erworbenen Kompetenzen reflektiert.Table of ContentsVertikale Durchlässigkeit in der kindheitspädagogischen Ausbildung: Der Bildungspolitische Rahmen vertikaler Durchlässigkeit.-Forschungsergebnisse der Weiterbildungsinitiative Frühpädagogischer Fachkräfte.- Modularisierung der fachschulischen Ausbildung und vertikale Durchlässigkeit.- Modularisierung als Chance zur Weiterentwicklung der Fachausbildung.- Initiativen in Deutschland.- Anrechnung aus Perspektive der Hochschule.- Grenzen und Möglichkeiten der Anrechnung fachschulisch erworbener Kompetenzen.

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Book SynopsisIn dieser ethnographischen Studie werden die Theorieperspektiven pädagogischer Professionalität im Kindergarten der Migrationsgesellschaft untersucht. Hierfür wir die (körper-)praktische Hervorbringung des elementarpädagogischen Alltags durch die Professionellen und die Kinder durch Ritualisierungen, die Erzeugung von spezifischen Raum/Zeit-Verhältnissen und den praktischen Gebrauch von Artefakten rekonstruiert. Unter der Fragestellung des Fragilen in dieser performativen Hervorbringung und den Herausforderungen, denen die Professionellen unterworfen sind, werden das Differenzdilemma, das Autonomiedilemma und das Paternalismusdilemma mikroanalytisch aufgeschlossen und die praktischen Umgangsmodi der Professionellen mit diesen Dilemmata sinnrekonstruktiv analysiert.Trade ReviewPressestimmen:"[...] unverzichtbare[r] Beitrag zu einer Ethnographie des Kindergartens [...]." EWR - Erziehungswissenschaftliche Revue, 3-2013Table of ContentsDoppelte Defizitkonstruktionen des aktuellen Diskurses über die Elementarpädagogik in der Migrationsgesellschaft.- Theoretische Konzeptualisierungen von 'Ethnizität'.- (Elementar-)Pädagogische Professionalität in der Migrationsgesellschaft.- Konstitutionsmomente des elementarpädagogischen Alltags.- Dilemmata elementarpädagogischen Handelns in der Migrationsgesellschaft.

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Book SynopsisDer elementarpädagogische Kontext hat bildungspolitisch gegenwärtig Hochkonjunktur. Ihm wird zugeschrieben, in besonderem Maße zum Abbau von Bildungsungleichheit in Deutschland beitragen zu können. Die vorliegende ethnografische Studie beansprucht, einen Beitrag zur empirischen Fundierung bislang eher programmatisch geführter Debatten zu leisten. Sie fragt danach, welche Bedeutung macht- und ungleichheitsrelevante Unterscheidungen in der frühen Kindheit haben. Mit einem poststrukturalistisch informierten praxis- und subjekttheoretischen Zugang werden interpersonale Praktiken von Kindern fokussiert. Als differenzrelevante Positionierungspraktiken werden sie dahingehend befragt, wie in ihnen Differenz (re-)produziert wird.Table of ContentsKindheit und Differenz.- Praxis und Differenz.- Positionierung – Ethnografie und Differenz.- Kinder be-deuten – differenzrelevante Positionierungspraktiken.- Das Verhältnis von Unterwerfung und Ermächtigung – ein erziehungswissenschaftlicher Ausblick.

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Book SynopsisDie Beobachtung und Deutung kindlicher Bildungsprozesse ist derzeit eines der zentralen Themen in der Frühpädagogik. Im Fokus der vorliegenden Untersuchung stehen die Deutungskompetenzen der Fachkräfte im frühpädagogischen Bereich. Im Rahmen des ‚Forschungsverbundes frühkindliche Bildung und Entwicklung Niedersachsen‘ wurden die Beobachtungs- und Deutungsprozesse von Mitarbeitenden in Kindertagesstätten rekonstruiert. Die Ergebnisse dieser Untersuchung werden in diesem Buch zusammengefasst und diskutiert. Das Buch gibt wichtige Impulse für die Professionalisierung in den Bereichen Beobachtung und Deutung kindlicher Selbstbildungsprozesse sowie für die Aus- und Weiterbildung von ErzieherInnen und KindheitspädagogInnen.Table of ContentsBeobachtung und Deutung.- Deutungsmuster, symbolische Ordnungen, Wissensformen.- Selbstbildungsprozesse.- Deutungspfade.- Elemente der Deutungspfade: Themen und sinngenetische Typen.

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Book SynopsisDas Lehrbuch führt in anschaulicher, leicht verständlicher und unterhaltsamer Weise in erziehungswissenschaftliches Denken ein und bietet für Studierende und andere Neugierige den idealen Einstieg in eine der faszinierendsten Wissenschaftsdisziplinen. Eine mehr als zweitausend Jahre umfassende Geschichte der Pädagogik wird ausgebreitet, wobei der Schwerpunkt auf dem modernen Verständnis von Erziehungswissenschaft liegt. Dementsprechend orientiert sich das Lehrbuch am Kerncurriculum Erziehungswissenschaft, wie es den meisten Studiengängen im Bereich der Erziehungswissenschaft an dt. Hochschulen zugrunde liegt. Es werden die Grundbegriffe der Erziehungswissenschaft ebenso behandelt wie ihre wissenschaftstheoretischen und forschungsmethodischen Grundlagen. Bei all dem soll der Spaß beim Lesen nicht zu kurz kommen: Comics und Cartoons, kluge Sprüche aus dem Nähkästchen und Spiele sorgen für eine unterhaltsame Auseinandersetzung mit pädagogischen Fragestellungen und Problemen.Trade Review“... sehr empfehlenswert für Lehramts- und Psychologiestudierende, aber auch für Führungskräfte und Interessierte, da eine Vielfalt von Themen aus dem Bereich der Erziehungswissenschaft verständlich und umfassend erläutert wird.” (Sandra Fuchs, in: Psychologie FoxBlog, sanfuchs1979.wordpress.com, 20. Juli 2016)Table of ContentsAllgemeine Pädagogik - Grundlagen der Erziehungswissenschaft.- Gegenstand und Aufgaben der Allgemeinen Pädagogik. Grundbegriffe der Erziehungswissenschaft. Systematische Pädagogik: Wissenschaftstheorie der Erziehungswissenschaft. Vergleichende Erziehungswissenschaft.- Historische Pädagogik – Die Geschichte der Erziehung und Erziehungswissenschaft.- Vor- und Frühgeschichte. Erziehung in der Antike. Erziehung und Bildung im Mittelalter. Erziehung und Bildung in der Neuzeit.- Erziehung und Persönlichkeit –Personalisation und Individuation.- Pädagogische Anthropologie und biologische Grundlagen der Erziehung. Entwicklung und Erziehung – Grundzüge einer Entwicklungspädagogik. Entwicklungsstufenmodelle. Die emotionale Persönlichkeit. Motivation und Individuation. Differenzielle Persönlichkeitsdiagnostik.- Erziehung und Gesellschaft – Sozialwerdung und Sozialmachung des Menschen.- Die Vergesellschaftung des Individuums. Phasen, Instanzen und Dimensionen der Sozialisation. Die „gebildete“ Gesellschaft und der „vergesellschaftete“ Mensch – Grundfragen und Erkenntnisse der Erziehungssoziologie. Sozialerziehung – Pädagogische Soziologie und soziales Lernen.- Bildungspolitik, Bildungsorganisation und Bildungsmanagement.- Bildungspolitik. Bildungsökonomie und Bildungsplanung. Bildungsplanung als strategisches Management. Bildungsmanagement.- Methoden.- Einzeldisziplinen der Erziehungswissenschaft.- Pädagogik der frühen Kindheit. Allgemeine Didaktik. Schulpädagogik. Berufs- und Wirtschaftspädagogik. Hochschuldidaktik. Erwachsenenbildung. Bildungsforschung. Soziale Arbeit, Sozialpädagogik. Sonderpädagogik. Interkulturelle Erziehung und Bildung. Medienpädagogik.

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Book SynopsisDer Übergang vom Kindergarten in die Grundschule stellt nicht nur für die Kinder, sondern auch für die Eltern eine zentrale Herausforderung dar. Ein gelungener Einstieg in das Bildungssystem ist für Kinder und deren Familien ein wichtiger Meilenstein auf dieser frühen Stufe der Bildungsbiographie. Aktuelle Forschungsergebnisse zeigen, dass die Rolle der Eltern, vor allem aus bildungsferneren Milieus, in diesem Prozess zentralen Einfluss auf den Bildungsverlauf der Kinder hat. In dieser Studie werden Eltern im Übergangsprozess empirisch begleitet und anhand von qualitativen Analysen hemmende und fördernde Faktoren im Zusammenspiel von Familie, Kindergarten und Schule aufgezeigt.Table of ContentsTheorie: Fragestellung, Forschungsstand und Forschungsdesign.- Empirie: Portraits der sechs Netzwerke.- Ergebnisse erste Interviewwelle.- Fallstudien: Eltern im Prozess des Übergangs.- Kontrastierung und Theoretisierung der Ergebnisse.​

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Book SynopsisIn diesem Sammelband sind theoretische und empirische Beiträge vereint, die den Stellenwert von Schule in den Selbstwerdungs- und Identitätsprozessen Jugendlicher diskutieren. Zunächst wird ein breiter theoretischer Überblick in klassische und neuere Ansätze und Strömungen zum Identitätsbegriff gegeben. Innovativ ist hierbei, den Identitätsbegriff grundlagentheoretisch konsequent auf den Kontext Schule anzuwenden. Darüber hinaus gibt der Band über eine Vielzahl schulischer Handlungs- und Forschungsfelder hinweg einen breiten Einblick in den aktuellen Stand der Forschung zum Zusammenhang von Jugend, Schule und Identität. Trade Review“... Die methodische Anlage der Untersuchung ist elaboriert, der Ablauf der empirischen Phase wird in einer Ausführlichkeit dargestellt, die für andere Studien wertvolle Hinweise liefern kann. ... Für einen Kreis theoretisch versierter und interessierter Jugendforscher und für Wissenschaftler mit einem Interesse an methodologischen Fragen der dokumentarischen Methode ist diese Studie sehr zu empfehlen.” (Nora Friederike Hoffmann, in: Zeitschrift für Erziehungswissenschaft, Jg. 20, 2017)“... Insofern sei dieser Sammelband all jenen nahegelegt, die einen aktuellen Überblick erhalten möchten über mögliche Zugänge und empirische Resultate zu den Gelingensbedingungen von Schule als Ermöglichungs- und Begrenzungsraum für Prozesse jugendlicher Selbstwerdung abseits von zweck- und zielgerichteter Wissensvermittlung.” (Tim Böder, in: Zeitschrift für Pädagogik, Heft 5, September-Oktober 2015)Table of ContentsJugend, Schule und Identität – Eine Einführung in das Themenfeld.-Jugend und Jugendlichkeit in modernen Gesellschaften.- Klassische Ansätze, Theorien und Diskursfelder zum Begriff der Identität.- Krise der Identität in der krisenhaften Spätmoderne.- Neue Ansätze und Diskursfelder zum Begriff der Identität.- Forschungsfelder zum Zusammenhang von Jugend, Schule und Identität.

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Book SynopsisNach dem bundesweit rasanten Ausbau der Kinderkrippen sind nun mehr denn je hilfreiche Qualifizierungsmaßnahmen gefragt. Michaela S. Müller untersucht, welche Fähigkeiten eine qualifizierte Krippenfachkraft ausmachen und wie diese vermittelt werden können. Sie befasst sich vor allem mit den personalen Kompetenzen, beleuchtet ihre Bedeutung für den Entwicklungs- und Bildungsprozess der Kleinkinder und zeigt Ansätze auf, wie diese gefördert werden können. Oftmals handelt es sich bei personalen Ressourcen um abstrakte Begriffe, wie Empathiefähigkeit, die schwer zu fassen und zu definieren sind. Diesem Problem stellt sich das Projekt „VIA-QiKi“, welches in der Praxis erfolgreich erprobt wurde und hier vorgestellt wird. Dabei wird es auf verständliche Weise möglich, die Feinfühligkeit und Responsivität der Fachkräfte zu schulen und die Interaktionen im Alltag zu erleichtern.Table of ContentsAußerfamiliäre Betreuung von Kindern unter 3 Jahren in Deutschland.- Entwicklungspsychologische Grundlagen, Bindungstheorie und ihre Relevanz für frühkindliche Betreuung.- Video-Interaktions-Analyse in Kinderkrippen - Eine Methode zur Förderung der Feinfühligkeit.

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Book SynopsisDass Kinder in der symbolischen Welt aktiv sind, am gesellschaftlichen Leben teilhaben und soziale Wirklichkeit mitkonstruieren, hat in der Entwicklung des Paradigmas der ‚Kindheitswissenschaften/Childhood Studies‘ die Perspektiven der Wissenschaftler*innen verändert. Nachdem Kindheiten als Position in der Sozialstruktur verstanden wurden, erweitern sich nun multidisziplinäre Perspektiven. Mädchen, Jungen und Transkinder als Akteur*innen zu erkennen bildet den konsequenten Ausgangspunkt der ‚Kindheitswissenschaften/Childhood Studies‘ als Forschungs- und Analysepraxis, was mit dieser Einführung in kompetenter und anschaulicher Weise erläutert wird.Table of ContentsStrukturen und Rahmenbedingungen von sozialen Praktiken und Praktiken der Ausbildung.- Lokale Praktiken, nationale und globale Politik und Transformationen.- Transnationale, multilinguale, multimodale, plurizentrische und interkulturelle Strukturen des Aufwachsens.

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Book SynopsisWelche Positionierungsräume öffnet und schließt das Genderregime Schule und wie gehen SchülerInnen damit um? Diesen Fragen gehen Monika Jäckle, Sandra Eck, Meta Schnell und Kyra Schneider nach und zeigen, wie Judith Butlers theoretische Ausarbeitungen zu Subjektivation und Anerkennung in konkrete qualitative Forschungspraktiken übertragbar sind. Die Forschungsergebnisse beleuchten, welche Geschlechterfiguren für die SchülerInnen vorstellbar sind und wie diese prozessiert werden, welche Positionierung die Befragten bezüglich dieser Geschlechterfiguren einnehmen und welche subjektiven Bedeutsamkeiten die Schule dabei für Mädchen und Jungen annimmt.Trade Review“… sie formuliert wichtige Erkenntnisse zu gegenwärtiger vergeschlechtlichter Subjektivierung von Schüler*innen, die zu Zeitdiagnosen in der Geschlechterforschung passen und diese zugleich ergänzen. Auch methodisch ist die Studie innovativ … Insgesamt sind die präsentierten Überlegungen es wert, im Diskurs der erziehungswissenschaftlichen Geschlechterforschung berücksichtigt zu werden.” (Thomas Viola Rieske, In: Jahrbuch erziehungswissenschaftliche Geschlechterforschung, Jg. 17, 2021)Table of ContentsSubjektivität, Macht, Erfahrung – Ambivalenzen des Subjektivationsprozesses.- Subjektivation von Mädchen und Jungen in der Schule.

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Book SynopsisDas Heranwachsen im 21. Jahrhundert ist ausgehend von gesellschaftlichen Veränderungen, die meist unter dem Schlagwort der Individualisierung subsummiert werden, durch vielfältige Lebensformen gekennzeichnet. Pluralisierungseffekte sowie die stetige Weiterentwicklung und rasante Verbreitung von digitalen Medien bedingen und verstärken sich. Die Lebensphasen Kindheit und Jugend werden in Hinblick auf Begrenzungen und Entgrenzungen diskutiert. Unter inhaltlichen Gesichtspunkten wie der Verschmelzung medialer und non-medialer Welten, einer Ausweitung und dem gleichzeitigen Verschwimmen von Lebensphasen, ungleichen Ressourcenverteilungen und Mobilität in einer globalisierten Welt werden jugendbezogene und medienpädagogische Fragestellungen miteinander verknüpft. So erfolgt u.a. eine kritische Auseinandersetzung mit erziehungswissenschaftlichen Diskursen, widerständigen Alltagspraktiken von Jugendlichen, diversitätsbewusster Jugendforschung und-arbeit sowie medienerzieherischen Konzepten. Table of ContentsHeranwachsen im 21. Jahrhundert – zwischen Wandel und Beständigkeit.- Mediensozialisation als Katalysator von Wandlungs- und Entgrenzungsprozessen.- Herausforderungen für Bildung und Erziehung

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Book SynopsisAuch die Erziehungswissenschaft beschäftigt sich anhaltend mit Differenz- und Ungleichheitsverhältnissen. Die Einsicht, dass pädagogische Institutionen und Organisationen an der Re-Produktion ungleichheitsrelevanter Differenz und mithin Ungleichheit beteiligt sind, hat empirische Evidenz. Welche Kennzeichen erziehungswissenschaftlicher Perspektiven auf Differenz und Ungleichheit lassen sich spezifizieren? Welche methodologischen Herausforderungen gehen damit einher? Welche empirischen Befunde erbringen aktuelle – vornehmlich qualitative – erziehungswissenschaftliche Differenz- und Ungleichheitsanalysen? Diese Fragen liegen der Konzeption des Bandes zugrunde. Er will einen Beitrag zur Verhältnisbestimmung von Differenz, Ungleichheit und Erziehungswissenschaft leisten. Table of ContentsHistorische und systematische Zugänge.- Methodologische Zugänge.- Empirische Zugänge.

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Book SynopsisIn dem Band werden Ergebnisse des Forschungsprojektes „Wissensbasierte Deutungs- und Handlungskompetenzen von pädagogischen MitarbeiterInnen in Kindertageseinrichtungen“ vorgestellt. Die PädagogInnen reflektieren ihren Alltag unter Rückgriff auf unterschiedliche Ordnungs- und Orientierungsmuster und verweisen nicht explizit auf methodisch-didaktisches oder fachliches Wissen. Keineswegs kann daraus jedoch gefolgert werden, dass solches nicht vorliegt. Skepsis ist somit gegenüber Vorstellungen angebracht, die Wissen individuell gespeichert vermuten, das über einfache Transferprozesse praxiswirksam wird. Vielmehr scheint es sich um sedimentiertes Wissen zu handeln, das kaum zu versprachlichen ist.Table of ContentsWissen im Diskurs.- Thematisierungsweisen des pädagogischen Alltags.- Ordnungen und Differenzierungen des pädagogischen Alltags.- Weiterbildung pädagogischer Fachkräfte in Kindertageseinrichtungen.- Wissen und Reflexion in Kindertageseinrichtungen.- Wissen empirisch erfassen – methodologische und forschungspraktische Überlegungen.

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Book SynopsisIn diesem »Erziehungs-Manifest« sollen einige Argumentationslinien Erich Fromms nachvollzogen und für die Pädagogik als Wissenschaft und Praxis erschlossen werden. Eine gelungene Erziehung im Sinne von Fromm hilft dem Menschen, eine authentische Identität zu entwickeln. Ziel ist der freie Mensch, der gegenüber Manipulation und Einschüchterung immun ist und sich mit Liebe und Vernunft der Welt zuwendet. Die Beschäftigung mit Fromm bietet für ein solches Erziehungskonzept viele produktive Anregungen.Table of ContentsGesellschaft, Identität und Erziehung.- Natur des Menschen.- Überwältigungspädagogik und Instruktionspädagogik.- Wachstumspädagogik.- Pädagogik und Politik der Zuwendung.

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Book SynopsisIm Rahmen einer wissenssoziologischen Diskursanalyse arbeitet Miriam Sitter heraus, wie die anhaltenden Bezüge auf die PISA-Studie dazu beitragen, Kinder mit Migrationshintergrund als Prototypen von Bildungsbenachteiligungen zu konstituieren. Die Autorin zeigt, dass die konstanten Verweise auf die ersten PISA-Ergebnisse zu einer Verfremdung von Migrantenkindern führen und damit einen Stigmatisierungsprozess aufrechterhalten. Das bekannte Kürzel PISA fungiert als ein Innovationsgenerator, mit dem (früh-)pädagogische Handlungsinitiativen nicht nur legitimiert, sondern bildungsbenachteiligte Kinder beständig (re-)dramatisiert werden. Diese Erkenntnisse schließen an die analytischen und konzeptionellen Überlegungen einer kritischen Migrationsforschung an und stellen das Plädoyer einer Dethematisierung des Migrationshintergrunds besonders in der Rezeption der wiederkehrenden PISA-Studie heraus.Table of ContentsWissen und Unwissen über bildungsbenachteiligte Kinder.- Kinder mit Migrationshintergrund als Kristallisationspunkt.- PISA als ein (bildungs-)kulturelles Ereigniskonstrukt.- Die Verdinglichung des Migrationshintergrunds.

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Book SynopsisDieser Band versammelt aktuelle sozialwissenschaftliche Perspektiven der Elternforschung, mit denen Elternschaft zwischen „Projekt und Projektion“ als eigenständiges Forschungsfeld konturiert wird. Gegenwärtig rücken Eltern auf vielfältige Weise in den Mittelpunkt bildungs- und sozialpolitischer, gesellschaftlicher und medialer Aufmerksamkeit. Verbunden mit dem Wandel von Familienverständnissen und Kindheitsbildern und verflochten mit veränderten Geschlechter- und Lohnerwerbsverhältnissen wird Elternschaft zunehmend zu einer zwischen Anforderung und Überforderung changierenden Gestaltungsaufgabe. Die komplexen Anforderungen an Elternschaft wie auch die heterogenen Lebenslagen und Praktiken von Eltern werden in den Einzelbeiträgen dieses Bandes zum Gegenstand theoretischer Reflexionen und empirischer Analysen gemacht. Table of ContentsAktuelle Perspektiven auf Elternschaft.- Familie als Herstellungsleistung und Elternschaft als Überforderung?- Herstellung von Elternschaft im Horizont intergenerationaler Ordnungen.- Aktivierung von Eltern im Rahmen des neuen Kindschaftsrechts.- Elternsorge.- Familie als Bildungsort.- Bilder und Projektionen von Elternschaft.- Elternbilder als Konstituenten pädagogischer Professionalität.

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Book SynopsisDie übergreifende Idee dieses Buches ist es, Grundbegriffe der Kindheits- und Jugendforschung zu hinterfragen. Zentrale Begriffe wie Entwicklung, Erziehung, Sozialisation, Bildung, Lernen, aber auch Kindheit und Jugend werden daraufhin untersucht, welche spezifischen Forschungsfragen sich aus ihnen ableiten und welche Forschungsgegenstände mit und durch ihre Verwendung konstruiert werden.Indem diese Grundbegriffe als Konstruktionen verstanden und damit selbst zum Gegenstand einer kritischen Analyse werden, lassen sich historische und soziokulturelle Voraussetzungen dieser Konstruktionsprozesse und die damit verbundenen disziplinären Setzungen ihrerseits in den Blick nehmen. Welche Alternativen sich für die empirische Erforschung von Kindheit und Jugend aus einer solchen Begriffsanalyse ergeben und welche Desiderata sich aus den Entwicklungen der verschiedenen Forschungsstränge ableiten lassen, wird in den Beiträgen dieses Buches aufgezeigt. Table of ContentsGrundbegriffe und disziplinäre Perspektiven der Kindheits- und Jugendforschung.- Empirische Beiträge einer kritischen Kindheits- und Jugendforschung.- Forschungsfragen und -desiderata der Kindheits- und Jugendforschung.

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Book SynopsisDas Buch enthält die Vorträge ausgewiesener Expertinnen und Experten verschiedener bildungswissenschaftlicher Bezugsdisziplinen, die vor dem Hintergrund des 10. Nationalen IT-Gipfels 2017 zum Thema „Lernen und Handeln in der digitalen Welt“ entstanden sind. Ziel ist es, das Themen- und Handlungsfeld in seinen pädagogischen und vor allem fachdidaktischen Implikationen zu reflektieren und die sogenannte ‚digitale Bildungslandschaft‘ multiperspektivisch zu erkunden.Trade Review“... Der vorliegende Band gibt einen interessanten Überblick über aktuelle bildungs­wissenschaftliche Forschungen im Kontext der Digitalisierung. Adressiert ist ein akademisches (Fach-)Publikum - aber sicher auch Medienpädagogen und Lehrkräfte ...” (Alexander König, in: Computer + Unterricht, Heft 112, November 2018)Table of ContentsVerantwortung des Kindergartens für die Zukunft.- Kombination virtueller und physischer Materialien im Mathematikunterricht.- Bilderbuch-Apps im Kindergarten und in der Primarstufe.- Dynamische Mathematik und computergestützte Tests.- Digitale Bildungslandschaften.- Lehrerbildung in der digitalen Welt.- Emotionen beim Lernen mit Multimedia.

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