CESA #4 Early Education Curriculum and Assessment Resources A-M
To borrow these materials please contact:
Jen Kalis, Early Education Director
Response to Intervention (RtI) Statewide Coordinator
(608) 786-4810; Toll Free (800) 514-3075
101 Activities for Kids in Tight Spaces by Carol Stock Kranowitz, M.A. (1995 Softcover book; 162 pp.) Inside are activities for the 3-7 year old to be used for the doctor’s office, in the car, on train or plane trips, or home sick in bed.
A Broken Flute: The Native Experience in Books for Children edited by Doris Seale and Beverly Slapin (2005 Softcover book; 463 pp.) Hundreds of well-known and highly regarded children’s titles are reviewed and scrutinized by a wide array of opinions.
A Framework for Understanding Poverty by Ruby K. Payne Ph.D. (2001 Softcover book; 205 pp.) A Framework for Understanding Poverty teaches the hidden rules of economic class and spreads the message that, despite the obstacles poverty can create in all types of interaction, there are specific strategies for overcoming them.
A World of Difference: Readings on Teaching Young Children in a Diverse Society edited by Carol Copple (2003 Softcover book; 192 pp.) A collection of 45 readings reflects the strong, continuing current of thoughtful work on teaching young children in a diverse society.
Achieving Learning Goals through Play by Anne H. Widerstron, Ph.D. (1995 Softcover book, 239 pp.) Because there are no right and wrong answers in play, it is a failure-proof and intrinsically reinforcing way for young children to explore and learn about the world. This book is intended for teachers, therapists, and day-care providers and shows that play is a valuable medium for learning.
Active for Life: Developmentally appropriate movement programs for young children by Stephen W. Sanders (2002 Softcover book; 109 pp.) Most preschoolers love vigorous physical activity, but research shows that they may not continue to be active throughout childhood and beyond if they lack a foundation of skills.
Administrator’s Policy Handbook for Preschool Mainstreaming by Barbara J. Smith and Deborah F. Rose (1993 Softcover book; 103 pp.) This handbook has been prepared specifically for the public school administrator to help develop mainstreamed preschool programs for children with special educational needs.
Alternative Approaches to Assessing Young Children by Angela Losardo and Angela Notari-Syverson (2001 Softcover book; 246 pp.) In this thought-provoking book, professionals who work with children from birth to age 8 will find in-depth examinations of six alternative assessment models—naturalistic, focused, performance, portfolio, dynamic, and curriculum-based language. For each model readers will receive a description of the approach, a summary of the advantages and limitations, specific guidelines for implantation, vignettes showing the models in action, photocopiable blank assessment forms, sample data collection forms, and suggestions for working in inclusive environments.
America’s Kindergarteners by Jerry West, Kristin Denton, and Elvie Germino-Hausken (2000; Softcover book; 106 pp.) This report demonstrates that differences exist in children’s skills and knowledge in relation to their characteristics, background and experiences..
An Activity-Based Approach to Early Intervention by Diane Bricker and Juliann J. Woods Cripe (1992 Softcover book; 221 pp.) This innovative how-to resource describes the field-tested practice of activity-based intervention (ABI). Based on a synthesis of behavior analytic and early childhood intervention approaches, ABI utilizes a child’s motivations, interests, and social interactions – in routine, planned, or child-initiated activities – to enhance learning naturally in a variety of settings.
Answers to Questions Teachers Ask about Sensory Integration by Jane Koomar Ph.D., OTR/L, Carol Kranowitz, MA, Stacey Szklut, MS, OTR/L, Lynn Balzer-martin, Ph.D. OTR, Elizabeth Haber, MS, OTR/L, and Deanna Iris Sava, MS, OTR/L (2005 Softcover book; 63 pp.) Easy-to-use checklists and other tools have been assembled that are invaluable to every teacher and parent who has children with sensory challenges.
Anti-Bias Curriculum: Tools for Empowering Young Children by Louise Derman-Sparks and the A.B.C. Task Force (1989 Softcover book; 148 pp.) This practical book shows adults how to stand up for what’s right and how to empower children so they can too.
Anti-Bias Education for Young Children and Ourselves 2nd edition by Louise Derman-Sparks and Julie Olsen Edwards (2010 Softcover book; 166 pp.) This book is to support children’s full development in our multiracial, multilingual, multicultural world and to give them the tools to stand up to prejudice, stereotyping, bias, and eventually to institutional “isms.”
(The) Art of Awareness: How Observation Can Transform Your Teaching by Deb Curtis and Margie Carter (2000 Softcover book; 173 pp.) Observing children closely provides a new way of thinking about learning and teaching, a way of making children visible as they are, not just as we want them to be.
Assessment of Young Children by Libby G. Cohen and Loraine J. Spenciner (1994 Hardcover book; 514 pp.) This book focuses on the best practices and tools for assessing children from infancy through eight years. Its goal is to foster an understanding of the assessment process and to facilitate the development of assessment skills. The text also aims to help the reader use assessment results in program planning and monitoring progress.
Assessing and Guiding Young Children’s Development and Learning by Oralie McAfee and Deborah J. Leong (2007 Softcover book; 286 pp.) This is the only book that portrays assessment as a process teachers can use to improve teaching and ensure student learning. It incorporates current trends in assessment with examples and approaches being used in early childhood classrooms. The social, cultural, legal, and ethical context of assessment and its implications for teachers and teaching are presented.
Assessing Young Children in Inclusive Settings: the Blended Practices Approach by Jennifer Grisham-Brown and Kristie Pretti-Frontczak (2011 Softcover book; 265 pp.) To ensure the best possible outcomes for young children with and without disabilities, early childhood educators must enter the classroom ready to conduct all types of early childhood assessment—including determining if children need additional services, planning and monitoring instruction, and determining program effectiveness. They’ll get the preparation they need with this comprehensive text book, an in-depth blueprint for high-quality assessment in today’s age of inclusion, standards-based education, and accountability.
Behavior Problems in Preschool Children: Clinical and Developmental Issues by Susan B. Campbell (2002 Hardcover book; 334 pp.) Temper tantrums, fights over toys, and sibling jealousy are familiar to anyone working with toddlers and preschoolers. But when do typical, age-appropriate behaviors cross the line and become a problem worthy of concern?
Basics of Developmentally Appropriate Practice: An Introduction for Teachers of Children 3 to 6 by Carol Copple and Sue Bredekamp (2006 Softcover book; 99 pp.) Developmentally appropriate practice is so fundamental to the field that all newcomers to early childhood education need a sound grasp from the start. This engaging little book describes core concepts and makes them meaningful to everyday practice. 2 copies are available.
Beyond Behavior Management: The Six Life Skills Children Need to Thrive in Today’s World by Jenna Bilmes (2004 Softcover book; 258 pp.) Developed and tested in the classroom, Beyond Behavior Management is a strength-based approach to guiding and managing young children’s behavior by helping them build and use essential skills. 2 copies are available.
Blended Practices for Teaching Young Children in Inclusive Settings by Jennifer Grisham-Brown, Mary Louise Hemmeter, and Kristie Preti-Frontczak (2005 Softcover book; 292 pp.) Bridging the gap between special and general education, this book is just what teachers need to ensure that all of their students are progressing toward positive outcomes. 2 copies are available.
Building Blocks for Teaching Preschoolers with Special Needs by Susan R. Sandall and Ilene S. Schwartz (2002 Softcover book; 214 pp.) Practical solutions to everyday challenges; that’s what teachers in inclusive early childhood classrooms need the most—and that’s what they’ll find in this innovative, easy-to-use guidebook. 2 copies available.
Building Healthy Minds: The Six Experiences that Create Intelligence and Emotional Growth in Babies and Young Children by Stanley Greenspan, MD (1999 Softcover book; 398 pp.) This book demonstrates that all the wonderful things you wish for your child do not have to be left to chance, intuition, or genetic endowment. You’ll discover that there are six essential types of experiences that simultaneously promote your child’s intelligence and emotional growth.
Building Structures with Young Children by Ingrid Chalufour and Karen Worth (2004 Softcover book; 108 pp.) From exploring the diverse structures in their neighborhood to designing and building structures with classroom materials, teachers learn how to prepare themselves and their classroom; guide children through both open and focused science explorations; and observe, assess, and document their learning.
CARA’s Kit: Creating Adaptations for Routines and Activities by Philippa H. Campbell (2007 Softcover binder for both Kit and Consultant’s Guide (17 pp. each); 2 CDs) Improve situations in the classroom by making adaptations of classroom curriculum materials, activities, and learning opportunities.
Child Find: the Informed Referral Network in Wisconsin’s Communities – Locating Young Children Who May Need Special Services by the WI Dept. of Public Instruction (1994; 3-ring binder, pamphlets, posters, Guidelines for Vision Screening ; Guide for Hearing Screening) This Guide offers ideas that support a community-based approach to the early identification of children with disabilities.
Class Meetings: Young Children Solving Problems Together by Emily Vance and Patricia Jimenez Weaver (2002 Softcover book; 79 pp.) This book is about the experiences of two classroom teachers who guide children’s successful discovery of how to work out their differences. Their meeting, talking, listening, considering, and devising acceptable solutions let classroom life go forward peacefully and children learn to communicate with confidence.
(The) Colors of Learning: Integrating the Visual Arts into the Early Childhood Curriculum by Rosemary Althouse, Margaret H. Johnson, and Sharon T. Mitchell (2003 Softcover book; 147 pp.) This book will help early childhood professionals to present in-depth art experiences to children so that they become engrossed in expressing their ideas and newly learned concepts through art media. Actual classroom dialogue is featured throughout the text and many illustrations of children’s art are included.
Collaboration Handbook: Creating, Sustaining, and Enjoying the Journey by Michael Winer and Karen Ray (1994 Softcover book; 178 pp.) Learn how to get a collaboration going, define the results you’re after, determine everyone’s roles, create an action plan, and evaluate the results.
Common Bonds: Anti-Bias Teaching in a Diverse Society edited by Deborah A. Byrnes and Gary Kiger (1992 Softcover book; 109 pp.) This book examines the growing diversity in schools in a constructive and empowering manner.
Common Psychological Disorders in Young Children: A Handbook for Child Care Professionals by Jenna Bilmes and Tara Welker, Ph.D. (2006 Softcover book; 183 pp.) Much progress has been made in the understanding and treatment of mental illness. Geared specifically to the everyday needs of providers and teachers, this essential reference book brings together in one volume the best and most pertinent information on childhood psychological disorders.
(The) Complete Book of Activities, Games, Stories, Props, Recipes, and Dances for Young Children by Pam Schiller and Jackie Silberg (2003 Softcover book; 617 pp.) 600 activities, games, stories, props, recipes, and dances will enhance any preschool curriculum. The book includes a materials index, theme connection index, and a thematic chart that explains how to use the book to round out any curriculum.
Complete Early Childhood Behavior Management Guide by Kathleen Pullan Watkins and Lucius Durant, Jr. (1992 Hardcover book; 175 pp.) Here is a comprehensive and practical guide to promoting good behavior, including tested strategies to help you diagnose and correct virtually any behavior problem you encounter in the PreK-3 classroom.
Complete Early Childhood Curriculum Resource: Success Oriented Learning Experiences for All Children (1991 Softcover book; 278 pp.) Here is an indispensable guide to planning an effective early childhood program for all preschool children. The guide is divided into two ready-to-use sections. Section 1 contains hundreds of practical guidelines for assessing each child’s development, organizing the classroom, scheduling activities, involving parents and utilizing a classroom aide. In Section 2 more than 1,400 stimulating activities are included that reinforces basic skills.
Conscious Discipline by Dr. Becky Bailey (2000 Softcover book; pp.255) Seven basic skills for Brain Smart Classroom Management -- Building character through conflict.
(The) Cooking Book: Fostering young children’s learning and delight by Laura J. Colker (2005 Softcover book; 150 pp.) Here is a book that invites teachers to the table—even those of us who don’t see ourselves as cooks—to create tasty, wholesome projects with children.
(The) CORE of a Good Life: Guided Conversations with Parents on Raising Young Children with Disabilities by Molly Murphy Ph.D., and Mark Sweet, Ph.D. (2009 Softcover book; 62 pp.) Families and their community partners are discovering that it doesn’t always require special services and paid supports for children with disabilities to participate and contribute at home, at childcare, in school and in community activities.
Creating Collaborative IEPs: A Handbook edited by Kate Wallace McCoy and Darrel Tillar Mason (1998 Softcover book; 76 pp.) Creating collaborative IEPs requires parents and educators to journey together with students toward their dreams for the future. This handbook is a travel-guide for that journey. 2 copies are available.
- (The) Creative Curriculum® for Preschool by Diane Trister Dodge, Laura J. Colker, and Cate Heroman (2002 Softcover book; 540 pp.) This resource is designed for early childhood programs serving children from ages 3-5. It rests on a firm foundation of research and responds to new requirements for addressing academic content. It clearly defines the vital role of the teacher in connecting content, teaching, and learning for preschool children. 2 copies are available.
- (The) Creative Curriculum® for Preschool in Action written and directed by Judy Jablon & Charlotte Stetson (2007 Softcover book/DVD; 70 pp.) This text corresponds with the DVD that illustrates multiple dimensions of the curriculum. Available in both Spanish and English.
- (The) Creative Curriculum® for Preschool Implementation Checklist (2003 Softcover binder; 38 pp.) The checklist is designed to assess how well the Curriculum is being implemented as intended. 2 copies are available + Consumable forms.
- (A) Guide for Supervisors and Trainers on Implementing The Creative Curriculum® for Early Childhood by Diane Trister Dodge (1993 Softcover binder; 240 pp.) This resource serves as a practical guide for supervisors and trainers who are helping teachers implement The Creative Curriculum® for Early Childhood. It provides extensive guidance for conducting both on-site supervision and hands-on workshops for staff.
- Literacy: The Creative Curriculum® Approach by Cate Heroman and Candy Jones (2004 Softcover book; 304 pp.) Preschool literacy experiences should be intentionally built into the entire daily schedule and all interest areas in the classroom. This text shows teachers how to maximize literacy learning opportunities within the framework of a comprehensive, integrated curriculum. 3 copies are available.
- A Trainer’s Guide to The Creative Curriculum® for Preschool Volume 1: Getting Started: by Candy Jones and Diane Trister Dodge (2004 Softcover book; 365 pp.) This trainer’s guide is an indispensable tool for program directors, staff development specialists and educators as you introduce The Creative Curriculum® for Preschool to the staff in your programs.
- A Trainer’s Guide to The Creative Curriculum® for Preschool Volume 2: Literacy: by Candy Jones and Cate Heroman (2005 Softcover book; 174 pp.) This trainer’s guide is an essential tool for program administrators, education coordinators, and staff development specialists who are responsible for helping teachers implement The Creative Curriculum® for Preschool. It is a companion to Literacy: The Creative Curriculum® Approach with workshops that help teachers see how high-quality literacy instruction takes place within the context of everyday events and experiences.
Creative Representation by High/Scope® Educational Research Foundation (1999 Softcover book; 27pp.) Teachers and parent can use this booklet to learn how to recognize and support the six High/Scope® key experiences in creative representation.
Developmental Continuity Across the Preschool and Primary Grades: Implications for Teachers 2nd edition by Patricia A. Scully, Carol Seefeldt and Nita H. Barbour (2003 Softcover book; 112 pp.) Together, these six chapters provide readers with an action plan for putting the principles of developmental continuity into practice. 2 copies are available.
Developmental Screening in Early Childhood: A Guide by Samuel J. Meisels and Sally Atkins-Burnett (2005 Softcover book; 118 pp.) These authors do an outstanding job of accurately describing the type of information screening does and doesn’t provide, and how screening information should and shouldn’t be used.
Developmentally Appropriate Middle Level Schools by M. Lee Manning (1993 Softcover book; 97 pp.) Early adolescence is examined as a developmental period and the physical, psychosocial and cognitive characteristics of 10-14 year olds is explained. Also, this monograph discusses how middle level schools can provide developmentally appropriate educational experiences.
Developmentally Appropriate Practice in Early Childhood Programs–Revised Edition edited by Sue Bredekamp and Carol Copple NAEYC (1997 Softcover book; 185 pp.) Expanding from the core ideas of the original (1987 edition), this volume spells out more fully the principles undergirding developmentally appropriate practice and guidelines for making decisions in the classroom and other settings for young children.
Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 – Expanded Edition edited by Sue Bredekamp NAEYC (1987 and 2009 Softcover book; 92 pp.) Children learn most effectively through a concrete, play-oriented approach. How, then, can programs and teaching strategies be designed based on what we know about the development of young children? The guidelines in this book will help teachers, parents, program administrators, policymakers, and others make informed decisions about the education of young children. 2 copies are available.
Different Brains, Different Learners: How to Reach the Hard to Reach by Eric Jensen (2000 Softcover book; 173 pp.) This practical, comprehensive guide connects the latest brain research with strategies to help you identify and cope with the most common learning disorders occurring in today’s classrooms.
Diversity and Developmentally Appropriate Practices: Challenges for Early Childhood Education edited by Bruce L. Mallory and Rebecca S. New (1994 Softcover book; 295 pp.) This book provides a forum for the presentation of new challenges to both the conception and the determination of appropriate practices in early childhood education.
Diversity in Early Care and Education by Janet Gonzalez-Mena (2008 Softcover book; 150 pp.) This book explores the rich diversity encountered in programs and environments for children, age birth to 8, including those serving children with special needs.
Do You Hear What I Hear? Parents and Professionals Working Together for Children with Special Needs by Janice Fialka, MSW, ACSW and Karen C. Mikus, Ph.D. (1999 Softcover book; 51 pp.) This book is to be used for self-reflection, personnel preparation, and parent-professional trainings. 2 copies available.
Eager to Learn: Educating Our Preschoolers edited by Barbara T. Bowman, M. Suzanne Donovan, and M. Susan Burns (2001 Hardcover book; 443 pp.) This text focuses on early education and care for children aged two to five, starting with a review of the key discoveries in how children learn and ending with recommendations for parents, educators, and policymakers.
Early Childhood Education 04/05 edited by Karen Menke Paciorek and Joyce Huth Munro (1994 Softcover book; 205 pp.) This book is designed to provide convenient, inexpensive access to a wide range of current, carefully selected articles from some of the most respected magazines, newspapers, and journals published today on today’s important topics about early education.
Early Childhood Education 07/08 edited by Karen Menke Paciorek (2008 Softcover book; 203 pp.) This book is designed to provide convenient, inexpensive access to a wide range of current, carefully selected articles from some of the most respected magazines, newspapers, and journals published today on today’s important topics about early education.
(The) Early Childhood Career Lattice: Perspectives on Professional Development edited by Julienne Johnson and Janet B. McCracken (1994 Softcover book; 187 pp.) Key leaders, representing the many facets of the diverse early childhood field offer their perspectives on achieving the Institute’s goal of an articulated professional development system, represented by the early childhood career lattice.
(The) Early Childhood Mentoring Curriculum: A Handbook for Mentors by Dan Bellm, Marcy Whitebook, and Patty Hnatiuk (1997 Softcover book; 143 pp.) The curriculum is a flexible new teaching tool for mentors and mentor trainers in center-based and family child care programs. Activity sheets, handouts and supplementary readings are included.
Early Childhood Workshops that Work! The Essential Guide to Successful Training and Workshops by Nancy P. Alexander (2000 Softcover book; 314 pp.) This is a comprehensive guide that illustrates how to design, organize, conduct, and evaluate early childhood workshops and training seminars. The guide includes troubleshooting problem situations and designing learning materials.
Early Learning Standards and Staff Development: Best Practices in the Face of Change by Gaye Gronlund and Marlyn James (2008 Softcover book/DVD/CD-ROM; 198 pp.) Implementing state learning standards can be a daunting challenge for early childhood directors, supervisors, and trainers. This book and accompanying DVD and CD-ROM provide the tools staff development professionals need to integrate these standards into teaching practices.
Early Violence Prevention: Tools for Teachers of Young Children by Ronald G. Slaby, Wendy C. Roedell, Diana Arezzo, and Kate Hendrix (1995 Softcover book; 198 pp.) Early childhood educators around the country are looking for help in dealing with the rising tide of violence in children’s lives. Now help is here. Based on the latest knowledge on early violence prevention and effective teaching strategies, the authors describe practical ways to handle children’s aggression.
Educating Young Children - First Edition by Mary Hohmann and David P. Weikart (1995 Softcover book; 538 pp.) Written in practical, specific terms for early childhood practitioners, administrators, and students, this manual presents essential strategies adults can use to make active learning a reality in their programs.
Educating Young Children – Second Edition by Mary Hohmann and David P. Weikart (2002 Softcover book; 538 pp.) Written in practical, specific terms for early childhood practitioners, administrators, and students, this manual presents essential strategies adults can use to make active learning a reality in their programs.
Educational Leadership Magazine (September 2005; Vol. 63 No.1) ASCD The Whole Child
Einstein Never Used Flash Cards: How Our Children REALLY Learn and Why They Need to Play More and Memorize Less by Kathy Hirsh-Pasek, Ph.D. and Roberta Michnick Golinkoff, Ph.D. (2003 Softcover book; 302 pp.) Reassuring to parents and educators, Einstein Never Used Flash Cards shows why—and how—to step away from the cult of achievement and toward a more nurturing home life full of imaginative play and love of learning. 2 copies are available.
Emergent Curriculum in the Primary Classroom: Interpreting the Reggio Emilia Approach in Schools edited by Carol Ann Wien (2008 Softcover book; 176 pp.) This is essential reading for anyone wishing to understand emergent curriculum and for all who hope to nurture an enlivening, energizing way to learn in classrooms.
(The) Emotional Development of Young Children: Building an Emotion-Centered Curriculum by Marilou Hyson (2004 Softcover book; 191 pp.) The last 20 years have witnessed a revival of interest in the study of emotions and early emotional development, subjects that had been virtually ignored in previous decades. The author offers a solid foundation for building an emotion-centered early childhood curriculum, linking emotional competence to school readiness.
(The) Emotional Life of the Toddler by Alicia F. Lieberman, Ph.D. (1993 Softcover book; 244 pp.) An in-depth examination of the varied and intense emotional life of children from ages one to three.
Engagement of Every Child in the Preschool Classroom by R.A. McWilliam and Amy M. Casey (2008 Softcover book; 179 pp.) Educators can increase children’s active engagement and prevent behavior problems by making some key adjustments to early learning environments. This practical, accessible book offers an evidence-based approach to promoting engagement in preschoolers with or without special needs.
Enthusiastic and Engaged Learners: Approaches to Learning in the Early Childhood Classroom by Marilou Hyson (2008 Softcover book; 163 pp) Of all the school readiness domains, approaches to learning is perhaps the least understood but the most important. Research shows that positive approaches to learning improve both social-emotional and academic outcomes.
Essential Touch: Meeting the Needs of Young Children by Frances M. Carlson (2006 Softcover book; 131 pp.) some early childhood programs have adopted no-touch policies, and others allow only a very minimal level of physical contact between teachers and children. Yet touch is as necessary as food or water for young children to thrive and grow physically, cognitively, socially, and emotionally.
Explorations with Young Children: A Curriculum Guide from The Bank Street College of Education Edited by Anne Mitchell and Judy David (1992 Softcover book; 309 pp.) This text is a collaborative effort of five divisions of the Bank Street College. The Guide shows early childhood professionals how to develop their own curricula based upon the needs and interests of children.
(The) Explosive Child by Ross W. Greene, Ph.D. (2001 Softcover book; 336 pp.) An explosive child is one who frequently exhibits severe noncompliance, temper outbursts, and verbal or physical aggression. Now updated with new practical information, The Explosive Child lays out a sensitive, practical approach to helping your child at home and school.
Extending the Dance in Infant and Toddler Caregiving – Enhancing Attachment and Relationships by Helen H. Riakes and Carolyn Pope Edwards (2009 Softcover book; 215 pp.) This book is an in-depth blueprint for promoting attachment and relationships in early childhood settings, this book helps professional caregivers and educators develop sensitive, nurturing relationships with young children.
First Feelings: Milestones in the Emotional Development of Your Baby and Child by Stanley Greenspan, MD, and Nancy Thorndike Greenspan (1985 Softcover book; 247 pp.) First Feelings can show parents how to recognize the key stages of a child’s emotional growth, while guiding and enhancing early psychological development.
First Steps toward Teaching the Reggio Way edited by Joanne Hendrick (l997 Softcover book; 253 pp.) This book presents the most significant growing edge of early childhood education written in practical terms by leading advocates of the Reggio Emilia philosophy.
Focused Observations: How to Observe Children for Assessment and Curriculum Planning by Gaye Gronlund and Marlyn James (2005 Softcover book; 168 pp.) Focused Observations is designed to help you learn to observe children and document their development in a systematic, purposeful way that gives you a complete picture of each child’s progress and supports your curriculum planning. 2 copies are available.
Focused Portfolios™ A Complete Assessment for the Young Child by Gaye Gronlund and Bev Engel (2001 Softcover book; 305 pp.) Focused Portfolios™ offers an innovative method to accurately document children’s growth and development and plan curriculum accordingly.
From Conflict to Peace Building: The Power of Early Childhood Initiatives Lessons from Around the World by Paul Connolly and Jacqueline Hayden with Diane Levin (2007 Softcover book; 141 pp.) This book contains stories of hope and encouragement and of just what early childhood practitioners can do and achieve in the face of adversity.
From Neurons to Neighborhoods: The Science of Early Childhood Development by the National Research Council and Institute of Medicine (2000 Hardcover book; 588 pp) From Neurons to Neighborhoods is the product of a two-and-a-half year project during which 17 individuals, as a committee, evaluated and integrated the current science of early childhood development. 2 copies are available.
From Parents to Partners: Building a Family-Centered Early Childhood Program by Janis Keyser (2006 Softcover book; 155 pp.) Parent partnerships are an essential factor in every successful early childhood program. Effective communication is key to developing and sustaining a family-centered model that fosters thriving relationships with the most significant people in the lives of children in a child care setting.
Getting Started: Materials and Equipment for Active Learning Preschools by Nancy Vogel (1997 Softcover book; 49 pp.) This book provides detailed information to guide you in selecting materials and equipment for early childhood programs.
Giving It Some Thought: Cases for Early Childhood Practice by Muriel K. Rand (2000 Softcover book; 181 pp.) The author offers 49 real examples to help teachers-in-training start thinking as decision makers. As they work with these cases, students wrestle with tough issues and gain experience and strategies for thinking through difficult situations.
Growing Teachers: Partnerships in Staff Development edited by Elizabeth Jones (1993 Softcover book; 151 pp.) this collection of true stories by people in Head Start, primary grades, and many other settings—and by their sensitive mentors—describes the satisfying journeys toward more effective teaching upon which these partners embarked.
Guidelines for Preparation of Early Childhood Professionals by the NAEYC (1996 Softcover book; 103 pp.) This book includes the profession’s guidelines for the content of early childhood preparation programs at the associate, baccalaureate and advanced levels, and standards for preparation of early childhood educators.
Happy Children, Peaceful Classrooms by Karen C. Stoiber, Maribeth Gettinger, and Michelle A. Miller (2007 Softcover book; 60 pp.) Strategies for Managing Challenging Behavior and Enhancing Social Competence are included in this book.
Handbook for the Care of Infants and Toddlers with Disabilities and Chronic Conditions developed by the FIRST START Program (1994 Softcover book; 284 pp.) A resource to assist child-care workers in meeting the needs of infants and toddlers with disabilities.
Healthy Young Children edited by Susan S. Aronson, MD, FAAP (2002 Softcover book; 205 pp.) Written and reviewed by both health and early childhood professionals, Healthy Young Children is used by early childhood programs to promote the health and safety of children, staff, and families. The manual is widely relied upon by program directors, consultants working with child care programs, and licensing professionals as well as being used as a textbook in staff training and student courses.
Healthy Sexuality Development: A Guide for Early Childhood Educators and Families by Kent Chrisman and Donna Couchenour (2002 Softcover book; 85 pp.) Children learn about sexuality the same way they learn about everything else—through words, actions, interactions, and relationships. This book provides key information to both early childhood educators and family members about what is typical in young children and how to support them in this early and inquisitive stage.
Home Visiting 2nd edition by Barbara Hanna Wasik and Donna M. Bryant (2001 Softcover book; 322 pp.) Prevention and intervention programs delivered via home visiting can now be found across all health, education, and social sciences. This book will benefit social workers from a variety of programs with many different backgrounds, including, health, social service, psychology, and education with management of home visiting.
Houghton Mifflin Pre-K
- Early Growth Indicators Benchmark Assessment – A series of brief assessment activities designed to measure a selected set of preschool skills that are critical for later school success. 119 pp.
- Teacher’s Resource CD ROM - 2 copies are available.
- Teacher’s Book Sampler – 9 copies are available.
- Professional Development Handbook – 48 pp.
- Teacher’s Book: Theme 1 – Welcome to School
- Teacher’s Book: Theme 2 - My Family, My Community
- Teacher’s Book: Theme 3 - My Five Senses
- Teacher’s Book: Theme 4 – Seasons All Around
- Teacher’s Book: Theme 5 – Animals Everywhere
- Teacher’s Book: Theme 6 -
- Teacher’s Book: Theme 7 – In the City, In the Country
- Teacher’s Book: Theme 8 – Let’s Move!
- Teacher’s Book: Theme 9 – Growing and Changing
- Teacher’s Book: Theme 10 – Ready for Kindergarten
How to Tell the Difference: A Guide to Evaluating Children’s Books for Anti-Indian Bias by Beverly Slapin, Doris Seale, and Rosemary Gonzales (2000 Softcover booklet) This guide assists teachers, parents, librarians, and/or students to choose non-racist and undistorted books about the lives and histories of indigenous peoples. 3 copies are available.
How People Learn: Brain, Mind, Experience, and School by the National Research Council (2000 Softcover book, 374 pp.) This book offers exciting new research about the mind, the brain, and the processes of learning that provides answers to how people learn.
How the Special Needs Brain Learns by David A. Sousa (2001 Softcover book; 237 pp.) This book helps you turn research on the brain function of students with various learning challenges into practical classroom activities and strategies.
(The) Hurried Child: Growing Up Too Fast Too Soon by David Elkind, Ph.D. (2001 Softcover book; 244 pp.)
Dr. Elkind offers parents and teachers alike insight, advice, and hope for encouraging healthy development while protecting the joy and freedom of childhood. 2 copies are available.
Including Children with Special Needs in Early Childhood Programs edited by Mark Wolery and Jan S. Wilbers (1994 Softcover book; 230 pp.) A research monograph of the NAEYC - Volume 6. This book is a thoughtful synthesis of an extensive body of research and implications for creating successful, inclusive programs that enhance the lives of all the children and families who participate in them.
Inclusive Early Childhood Education: A Collaborative Approach by Suzanne M. Winter (2007 Softcover book; 373 pp.) This textbook is to prepare early childhood professionals to implement a highly collaborative approach to inclusive education in today’s increasingly diverse early childhood settings.
Increasing the Power of Instruction: Integration of Language, Literacy, and Math Across the Preschool Day by Judith A. Schickedanz (2008 Softcover book; 111 pp.) This accessible book shows teachers how to maximize the scope and power of their instruction through integration—across content domains and across learning contexts.
Integrating Young Children with Disabilities into Community Programs by Charles A. Peck, Samuel L. Odom, and Diane D. Bricker (1993 Softcover book; 287 pp.) This perceptive book investigates the issues that energize and shape the movement toward integration and the diverse factors that affect all those involved—children, family, professionals, and the community.
(The) Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning by Ann S. Epstein (2007 Softcover book; 143 pp) The long raging debate over “child-initiated vs. adult-directed” learning reduces a complex question to two extremes, in which either the children or the adults hold the power in the classroom. Here is a book that recognizes there is a middle ground where children and adults share responsibility for learning and that most effective teachers make thoughtful and intentional use of both. 2 copies are available.
Kindergarten Policies: What is Best for Children? By Johanne T. Peck, Ginny McCaig, and Mary Ellen Sapp (1988 Softcover book; 88 pp.) This is a monograph that will give you guidance on how to apply and implement research-supported recommendations for kindergarten curriculum and policy. 3 copies are available.
Ladders to Literacy: A Preschool Activity Book by Angela Notari-Syverson, Rollanda E. O’ Connor, and Patricia F. Vadasy (2001 Softcover binder; 375 pp.) Loaded with games, crafts, storytelling, and other classroom play ideas, Ladders to Literacy is a fun way to engage young children in pre-literacy learning. It provides adaptable activities to boost the skills most strongly related to literacy.
Ladders to Literacy: A Kindergarten Activity Book by Rollanda E. O’ Connor, Angela Notari-Syverson, and Patricia F. Vadasy (1998 Softcover binder; 280 pp.) Loaded with instructional games, storytelling, and other classroom work and play ideas, Ladders to Literacy is a fun way to engage kindergarten children in pre-literacy learning. It provides adaptable activities to boost the skills most strongly related to literacy.
Leadership in Early Care and Education by Sharon L. Kagen and Barbara T. Bowman, Editors (1997 Softcover book; 161 pp.) Highly respected contributors offer thoughtful discussions to stimulate us to look at early childhood leadership in its many facets, including management, advocacy, advancing good practice, and community leadership roles.
Leading Early Childhood Learning Communities: What Principals Should Know and Be Able to Do by the National Association of Elementary School Principals (NAESP) (2005 Softcover book; 102 pp.) This guide identifies six standards that NAESP believes principals should know and be able to do as leaders of early childhood learning communities.
Learning in Motion by Patricia Angermeier, OTR, Joan Krzyzanowski, MS, OTR, and Kristina Keller Moir, OTR (1998 Softcover binder; 379 pp.) Many teachers feel that sensorimotor development has a positive impact on the growth of academic skills. Educators of young children (ages 3-7) appreciate the child’s need for movement and sensory exploration. The authors have translated activities into an educational format with theme-based activities that are listed by months.
Learning to Listen, Listening to Learn: Building essential skills in young children by Mary Renck Jalongo (2008 Softcover book; 144 pp.) Using clear language and real-life examples, the author explains why being an effective listener is a challenge—for adults as well as children—and provides research-based suggestions for improving listening in the classroom and at home.
Learning to Lead: Effective Leadership Skills for Teachers of Young Children by Debra Ren-Etta Sullivan (2003 Softcover book; 124 pp.) Learning to Lead combines accessible leadership theory and practice with important topics and issues such as human development, diversity, anti-bias, work with families, and social change.
Learning Language and Loving It: A Guide to Promoting Children’s Social, Language, and Literacy Development in Early Childhood Settings by Elaine Weitzman and Janice Greenberg (2002 Softcover book + 3 Teacher Talk Softcovers; 397 pp.) This illustrated step-by-step guidebook is geared to a wide range of needs, from children at the earliest stages of nonverbal communication development to those who can speak in complex sentences. Professionals who work in EC settings will find the strategies outlined invaluable.
- Teacher Talk Series Part I: Encouraging Language Development in Early Childhood Settings
- Teacher Talk Series Part II: Fostering Peer Interaction in Early Childhood Settings
- Teacher Talk Series Part III: Let Language Lead the Way to Literacy
Lessons from Turtle Island: Native Curriculum in Early Childhood Classrooms by Guy W. Jones and Sally Moomaw (2002 Softcover book; 175 pp.) The first complete guide to exploring Native American issues honestly and openly with children. Guidelines are also available for selecting appropriate toys, books, music, and art for the classroom.
Magic Trees of the Mind: How to Nurture Your Child’s Intelligence, Creativity, and Healthy Emotions from Birth Through Adolescence by Marian Diamond, Ph.D., and Janet Hopson (1998 Softcover book; 466 pp.) Dr. Diamond draws on decades of experience and scientific study to reveal how a child’s brain physically responds to environmental influences—and how we can provide our children with the nurturing and stimulating conditions they need to develop and thrive.
Make Early Learning Standards Come Alive: Connecting Your Practice and Curriculum to State Guidelines by Gaye Gronlund (2006 Softcover book; 148 pp.) This book provides practical help, support, and clear explanations on how to make early learning standards relevant and useful in classrooms and programs. Easy-to-read charts show the common language for standards, cross-referenced across twenty-four states, and how each particular standard correlates with current best practices.
Me, You, Us: Social-Emotional Learning in Preschool by Ann S. Epstein, Ph.D. (2009 Softcover book; 190 pp.) This book covers 13 topics of social-emotional learning and provides strategies teachers can use to promote children’s growth in those areas.
Mind in the Making: The Seven Essential Life Skills Every Child Needs by Ellen Galinsky (2010 Softcover book; 382 pp.) Research suggests simple, everyday things that we can do with children to help them build “essential life skills” for today and the future. It’s never too late to begin!
Movement with a Purpose: Perceptual Motor-Lesson Plans for Young Children by Madeleine Brehm and Nancy T. Tindell (1983 Softcover book; 204 pp.) All nursery school and kindergarten students can benefit from enjoyable, non-competitive perceptual motor activities—physically, intellectually and emotionally—with this purposeful program of motion activities that carry the benefits of a structured program of movement exercises well beyond the playground.
Mudpies to Magnets A Preschool Science Curriculum by Robert A. Williams, Robert E. Rockwell and Elizabeth A. Sherwood (1987 Softcover book; 157 pp.) Children are naturally curious. They explore, touch, feel, listen, and want to learn. Here are 112 ready-to-use science experiments. Each one provides direct, hands-on learning activities which young children can experience themselves.
My First ABC by The Metropolitan Museum of Art (2009 Hardcover book; 26 pp.) Teach your children the ABCs while introducing them to great works of art from The Metropolitan Museum of Art.