Evidence-based Resources at Your Fingertips


Observation/ Documentation/ Evaluation / Assessment/Plans
Evidence /
  • Early Childhood Curriculum, Assessment, and Program Evaluation

  • Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation

Free Audiovisual /
  • The ABCs of IEPs

  • Authentic Assessment in Early Intervention

  • Clips for Practicing Observation, Documentation and Assessment Skills

  • Documentation as a Habit

  • Linking Documentation and Curriculum

  • Observing Young Children
  • Using Documentation at Emerald Preschool

  • Using Video for REALLY Watching

  • Watching Video Documentation with Children

  • What is Authentic Assessment?

Other AV /
  • Drake, A., & Kubetz, D. The world of children: Developing child observation skills. Glen Ellyn, IL: College of DuPage.

Electronic /
  • Asking the right questions in the right ways: Strategies for ethnographic interviewing

  • Assessing young children's progress appropriately

  • Assessment considerations for young English Language Learners

  • Early identification of culturally and linguistically diverse children (aged 0-5)

  • IEP Basics

  • IEP Videos
  • Learning from Assessment Toolkit
  • Screening and assessment of young English language learners

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Developed by Camille Catlett, May 2012 (919) 966-6635

Language and Literacy
Evidence /
  • Family Literacy Research Brief

  • Language and Literacy Development in Dual Language Learners: A Critical Review of the Research

  • Robyak, A., Masiello, T., Trivette, C.M., Roper, N., & Dunst, C.J. (2007). Mapping the contemporary landscape of early literacy learning. CELLreviews, 1(1).

  • Dunst, C.J., Trivette, C.M., & Hamby, D.W. (2007). Predictors of and interventions associated with later literacy accomplishments, CELLreviews, 1(3).

  • Trivette, C.M.,Dunst, C.J. (2007). Relative effectiveness of dialogic, interactive, and shared reading interventions. CELLreviews, 1(2).

  • What works for early language and literacy development: Lessons from experimental evaluations of programs and intervention strategies

Audiovisual /
  • Aurelius Reading at Naptime

  • Books, Nooks, & Literacy Hooks

  • Five Predictors of Early Literacy
  • Get in Step with Responsive Teaching

  • Interests Lead to Learning
  • Making Room for Literacy
  • Pathways to Literacy
  • Reading Rockets: videos and podcasts

Electronic /
  • Adapting literacy learning practices for young children with disabilities
http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/Disabilities/Services%20to%20Children%20with%20Disabilities/Individualization/AdaptingLiteracy.htm
  • Center for Early Literacy Learning (CELL)
  • The cognitive consequences of early bilingualism

  • ¡Colorín Colorado!
  • CONNECT Module 6: Dialogic Reading Practices

  • Literacy instruction for individuals with autism, cerebral palsy, down syndrome and other disabilities
  • Reading Rockets
  • Supporting Parent and Caregiver Involvement in Early Literacy Practices with Young Children from Diverse Backgrounds and Abilities (PowerPoints and handouts in English and Spanish)

  • Supporting Early Literacy in Natural Environments
(English and Spanish)
Inclusion
Evidence /
  • DEC-NAEYC Definition and Position Statement on Early Childhood Inclusion

  • National Professional Development Center on Inclusion. (2009). Research synthesis points on early childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.

  • National Professional Development Center on Inclusion. (2011). Research synthesis points on quality inclusive practices. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.

Print Materials /
  • Milbourne, S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Missoula, MT: DEC.
  • Sandall, S.R., Hemmeter, M.L., Smith, B.J., & McLean, M.E. (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Missoula, MT: DEC.
  • Sandall, S.R., & Schwartz, I.S. (2008). Building blocks for teaching preschoolers with special needs. 2nd ed. Baltimore: Paul Brookes.

Free
Audiovisual /
  • Building Inclusive Child Care: Universal Design for Learning

  • Facilitating Membership in Head Start Classrooms

  • Special Quest Multimedia Training Library: Including Infants and Toddlers with Disabilities

  • Strategies for including children with disabilitiesin classroom activities

Other Audiovisual /
  • Freeman, T., Hutter-Pishgahi, L., & Traub, E. (2000). Welcoming all children: Creating inclusive child care. Bloomington, IN: Indiana Institute on Disability and Community.
  • Jennings, J., & Kadmon, P. (2007). Boy in the world. Brooklyn, NY: Fanlight Productions.
  • Sandall, S., Giacomini, J., Smith, B.J., & Hemmeter, M.L. (2006).DEC recommended practices toolkits. Missoula, MT: DEC.ProjectINTEGRATE. (n.d.).Integrating therapies into classroom routines.Order from Robin McWilliam
  • Strong, B.E., & Tweedy, J. (2005).Song of our children. Boulder, CO: Landlocked Films.

Electronic /
  • An Administrator’s Guide to Preschool Inclusion
http://
  • CONNECT Modules 1-6
  • Head Start Center for Inclusion
  • Inclusion in Least Restrictive Environments
  • Inclusion Matters podcast series
  • A Thinking Guide to Inclusive Childcare
  • Tots-n-Tech Research Institute

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Developed by Camille Catlett, May 2012 (919) 966-6635

Social-Emotional Development
Evidence /
  • Evidence-Based Social-Emotional Curricula for Children 0-5 Years and Their Families

  • Promoting Social Behavior of Young Children in Group Settings: A Summary of Research

  • Social-Emotional Development in Dual Language Learners: A Critical Review of the Research

  • What Works Briefs
  • Working Paper on the Importance of Addressing Serious Emotional and Behavioral Problems Early

Audiovisual /
  • Center on the Social and Emotional Foundations for Early Learning (CSEFEL)

  • Guiding Young Children’s Behavior
  • Laying foundations: Social and emotional development in the earliest years

  • Studies in challenging behavior: Keys to understanding

Electronic /
  • Center for Early Childhood Mental Health Consultation
  • Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
  • Creating Teaching Tools for Young Children with Challenging Behavior

  • Early Childhood Mental Health, Social-Emotional Development, and Challenging Behaviors

  • Making Friends: Assisting Children’s Early Relationships

  • MostPopular Resources on Promoting Social Emotional Development

  • Observation Toolkit for Mental Health Consultants

  • Play and friendship for children with disabilities

  • Promoting Social and Emotional Competence Modules

  • Recognizing and Addressing Trauma in Infants, Young Children, and Their Families

  • Review of Screening Instruments for Social Emotional Concerns

  • Teaching Tools for Young Children with Challenging Behavior

  • Technical Assistance Center on Social-Emotional Intervention for Young Children (TACSEI)

Culture / Diversity
Evidence /
  • Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education
  • Where We Stand: On responding to linguistic and cultural diversity

  • The Changing Face of the United States: The Influence of Culture on Early Child Development

  • Responsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy and Practice
(position statement)
  • Disparities in Early Learning and Development

  • Espinosa, L. (2010). Getting it right for young children from diverse backgrounds: Applying research to improve practice. Washington, DC: NAEYC.

Free
Audiovisual /
  • America’s Invisible Children

  • The Human Race: Diversity through the eyes of Children

  • Multicultural and Diverse Learners

Other Audiovisual /
  • Chasnoff, D. (Director), & Cohen, H.S. (Executive Producer). (2000). That’s a family! San Francisco: Women's Educational Media.

Electronic /
  • Cultural Influences on Early Language and Literacy Teaching Practices

  • Building Culturally & Linguistically Competent Services to Support Young Children, Their Families and School Readiness

  • Cultural Competency: What It Is and Why It Matters

  • Miller Early Childhood Initiative of a World of Difference Institute
  • Multicultural Principles for Head Start Programs

  • National Center for Children in Poverty
  • National Center for Cultural Competence

  • Promoting Cultural Diversity and Cultural Competency: Self-Assessment Checklist for Personnel Providing Services and Supports to Children in Early Intervention and Early Childhood Settings

  • Quality Benchmark for Cultural Competence Tool
  • Reaching All Children: Understanding Early Care and Education Participation Among Immigrant Families
  • Taking the Next Step: Preparing Teachers to Work with Culturally and Linguistically Diverse Children

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Developed by Camille Catlett, May 2012 (919) 966-6635

Dual Language Learners
Evidence /
  • The Cognitive Consequences of Early Bilingualism

  • Early Dual Language Learning

  • Evaluating Early Care and Education Practices for Dual Language Learners: A Critical Review of the Research

  • Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education
  • Supporting Positive Language and Literacy Development in Young Language Minority Children: Research, Policy, and Practice

Free
Audiovisual /
  • A Common Language of Care - Welcoming and Supporting Dual Language Learners in Infant-Toddler Programs (audiocast)
  • Early Childhood Learning & Knowledge Center (ECLKC)
(multimedia resources)
  • How do you support second-language learners in the classroom?

  • Linking Language and Literacy: Implications for Serving Linguistically Diverse Children Audio Cast

Web Sites /
  • The changing face of the United States: The influence of culture on early child development

  • Building Culturally & Linguistically Competent Services to Support Young Children, Their Families and School Readiness

  • Challenging Common Myths about Young English Language Learners

  • Colorín Colorado
  • Dual Language Learners in Early Care and Education Settings

  • Early Childhood Learning & Knowledge Center (ECLKC) Cultural & Linguistic Responsiveness

  • Meeting the Home Language Mandate: Practical Strategies for all Classrooms
  • Resources on Linguistically Diverse Young Children and English Language Learners (ELL)

  • Strategies for supporting all dual language learners

Family-Professional Collaboration
Evidence /
  • Fostering Parent and Professional Collaboration: Research Brief

  • Having Their Say: Parents Describe Why and How They are Engaged in Their Children’s Education
  • The School-Family Connection: Looking at the Larger Picture - A Review of Current Literature

Print Materials /
  • Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors and the collision of two cultures. New York: Noonday Press.
  • Fialka, J. (2001).Dance of partnership: Why do my feet hurt?Young Exceptional Children, 4(2).
  • Fialka, J. Feldman, A K. and Mikus, K.A. (2012) Parents and professionals partnering for children with disabilities: A dance that matters. Thousand Oaks, CA: Corwin Press.
  • Lesser, L.K., Burt, T., & Gelnaw, A. (2005). Making room in the circle: Lesbian, gay, bisexual and transgender families in early childhood settings. San Rafael, CA: Parent Services Project.
  • Lynch, E.W., & Hanson, M.J. (2011). Developing cross-cultural competence: A guide for working with children and their families(4thed.). Baltimore, MD: Brookes.
  • Pulido-Tobiassen, D., & Gonzalez-Mena, J. (1999). A place to begin: Working with parents on issues of diversity. Sacramento, CA: California Tomorrow.

Free
Audiovisual /
  • CONNECT Module 3: Communication for collaboration

  • CONNECT Module 4: Family-Professional Partnerships

  • Involving Families
  • Reflections During the Final Home Visit

  • Sharing Documentation with Families

  • Sharing Video Documentation with Families

  • Using Video to Celebrate Progress

  • Using Video to Share with Family Members

Electronic /
  • CONNECT Module 3: Communication for collaboration

  • CONNECT Module 4: Family-Professional Partnerships

  • Parent/Family Engagement Resources

  • Preparing Educators to Engage Families

1

Developed by Camille Catlett, May 2012 (919) 966-6635

Play
Evidence /
  • The importance of play in promoting health child development and maintaining strong parent-child bonds
  • Outdoor play: Combating sedentary lifestyles
outdoorplay_thigpen.pdf (application/pdf Object)`
  • Recess and the importance of play: A position statement

  • Overview of play: Its uses and importance in early intervention/early childhood special education

Free Audiovisual /
  • Implications of play in early childhood

  • The importance of physical and outdoor play
  • Importance of play
  • The importance of play
  • Outdoor play for young children
  • The power of play
  • Play: A Vygotskian approach

  • Preschoolers and rough and tumble play

Other Audiovisual /
  • Center for Child & Family Studies. (1993). Essential connections: Ten keys to culturally sensitive childcare. Sacramento, CA: California Department of Education.
  • Education Services, Inc. (2000). A creative adventure: Supporting development and learning through art, music, movement and dialogue: A guide for parents and professionals. Alexandria, VA: Head Start Information & Publication Center.
  • Gonzalez-Mena, J. (1996). Diversity: Contrasting perspectives. Crystal Lake, IL: Magna Systems.
  • Gonzalez-Mena, J. (1996). Diversity and communication. Crystal Lake, IL: Magna Systems.
  • NAEYC. (1998). Developing the young bilingual learner. Washington, DC: Author.

Electronic /
  • The case for play
  • Fair play for children
  • Freeplaynetwork
  • Great play
  • The importance of pleasure in play

  • Playlink

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Developed by Camille Catlett, May 2012 (919) 966-6635