Description
Book SynopsisPresents current research on child development, an understanding of the elements of high-quality early childhood classrooms, essential information on trauma-responsive practices, and strategies for reducing bias and preventing the use of exclusionary discipline with young children.
Table of Contents
- Contents
- Introduction 1
- Organization of the Book 3
- 1. The Urgent Need for Principals to Become Early Learning Leaders 5
- Foundations of High-Quality Early Childhood Classrooms 6
- The Need for Principals to Be Effective Early Learning Leaders 8
- Six Competencies for Effective Instructional Leadership in Early Childhood 8
- Increased Focus on Equity in Early Childhood 9
- The Early Childhood Workforce 14
- Principals as Bridge Builders 16
- 2. What Principals Need to Know About How Young Children Develop and Learn 19
- Brain Development in the Early Childhood Years 19
- Principles of Child Development and Learning 23
- Young Children Learn in an Integrated Manner 25
- Theories and Perspectives on Children's Development and Learning 26
- 3. Understanding Identity and Inclusion in Early Childhood 38
- Young Children's Racial Identity Development 38
- Young Children's Gender Identity Development 41
- Bilingual and Multilingual Development in the Early Years 50
- Young Children With Disabilities and Developmental Delays 53
- Inclusive Environments in Early Childhood Education 55
- 4. Understanding Toxic Stress and Trauma in Early Childhood 62
- Healthy Versus Unhealthy Stress 63
- Adverse Childhood Experiences (ACEs) 63
- Early Experiences With Adversity Do Not Determine a Child's Future 69
- Defining Trauma 69
- Neuroplasticity in the Early Years 77
- Creating Trauma-Responsive Learning Environments and Schools 78
- 5. Understanding Curriculum in Early Childhood 81
- Early Childhood Curriculum Looks Different From Elementary Curriculum 81
- Curriculum Planning in Early Childhood 86
- Different Approaches That Inform Curriculum in Early Childhood Education 90
- Resisting a Standardized and Scripted Curriculum 112
- 6. Instruction in the Early Childhood Classroom 115
- The Importance of Individualizing 115
- Play as a Primary Context for Teaching and Learning 117
- Play-Based Learning Across a Continuum 118
- The Benefits of Play for Children's Learning and Development 123
- Different Types of Play That Support Learning and Development 124
- Open-Ended Materials and Loose Parts 127
- Outdoor Play 128
- Play Is Disappearing 130
- 7. Creating a Caring Community of Learners 132
- The Teaching Pyramid Model 132
- Exclusionary Discipline in Preschool Classrooms 141
- 8. A Closer Look at Powerful Learning in Early Childhood Classrooms 148
- Promoting Cognitive Development 148
- Promoting Language Development and the Emergence of Literacy 156
- Promoting Creativity and Artistic Expression 170
- Promoting Antiracist, Antibias Education 170
- Promoting Trauma-Responsive Practice 179
- 9. Assessment in Early Childhood 183
- Characteristics of Effective Assessment Environments and Practices 184
- Monitoring Young Children's Growth and Development 189
- One-Time "Snapshot" Assessments 197
- Concerns With Standardized Testing in Early Childhood 198
- Effective and Equitable Use of Assessment in Early Childhood Classrooms 200
- Involving Parents and Families in Assessment 200
- Conclusion 205
- Appendix A: Conducting Effective Early Learning Walk-Through Observations 207
- Appendix B: Professional Development for Principals to Learn About High-Quality Early Childhood Education 209
- Appendix C: Resources 214
- References 219
- Index 235
- About the Authors 247
