Additional Readings

Additional Readings

Chapter 1

Brown, L. (curator and archivist). (1995–present). ACEI archives: A major resource for research in childhood education. College Park, MD: University of Maryland at College Park Library.

Casey, K. (1993). I answer with my life: Life histories of women teachers working for social change. New York: Routledge.

DelCampo, R. L., & DelCampo, D. S. (1995–present). Taking sides: Clashing views on controversial issues in

childhood and society. Guilford, CT: Dushkin.

Edelman, M. W. (2006). The state of America’s children. Washington, DC: Children’s Defense Fund.

Hewes, D. W. (1990). Historical foundations of early childhood teacher training. In Spodek & Saracho, Early

childhood teacher preparation. New York: Teachers College Press. Hymes, J. L., Jr. (1991). Early childhood education: Twenty years in review: A look at 1971–1990. Washington,

DC: NAEYC.

Osborn, D. K. (1991). Early childhood education in historical perspective (3rd ed.). Athens, GA: Daye Press.

Paciorek, K. M., & Munro, J. H. (1995–present). Sources: Notable selections in early childhood education.

Guilford, CT: Dushkin. Tanner, L. N. (1997). Dewey’s laboratory school: Lessons for today. New York: Teachers College Press.

Chapter 2

Goffin & Stegelin (Eds.). Changing kindergartens: Four success stories. Washington, DC: NAEYC. Congregations and child care: A self-study for churches and synagogues and their early childhood programs. NAEYC

Chapter 3

Alike and different: Exploring our humanity with young children. Washington, DC: NAEYC. Derman-Sparks, L. Anti-bias curriculum: Tools for empowering young children. Washington, DC: NAEYC. National Black Child Development Institute. African American literature for young children. [NAEYC brochure].

Chapter 4

DelCampo, R. L., & DelCampo, D. S. (1995–present). Taking sides: Clashing views on controversial issues in childhood and society. Guilford, CT: Dushkin. Offers cogent arguments on both sides of issues such as “Are gender differences rooted in the brain?” or “Should formal schooling begin at an earlier age?”

Early Childhood Research Quarterly ( (1996–present). Greenwich, CT: Ablex Publishing. Focused on issues related to the care and education of children from birth to age 8; has articles on both research and practical applications.

ERIC/ECE Clearinghouse, Resource List on Sex Role Development, Attachment, etc. Erikson Institute, University of Chicago.

The Growing Child and The Growing Child—Research Review. 22 North Second Street, P.O. Box 620, Lafayette, IN47902-0620. The monthly newsletter is tailored to an audience with a particular age of child; for example, parents of a newborn might subscribe and thus receive monthly newsletters that highlight the characteristics, development, and problems of each month of growth. The Research Review is especially useful for experienced teachers and administrators.

Journal of Research in Childhood Education. (1985–present). Olney, MD: Association for Childhood Education International. A biannual publication of ACEI that discusses empirical research, theories, observations, and cross-cultural studies about the education of children, infancy through adolescence. Articles include such topics as “Mother-Teacher Differences,” “Quality in Head Start, Public, and Private Programs,” and “Prenatal Drug Exposure.”

Paciorek, K. M., & Munro, J. H. (1995–present). Sources: Notable selections in early childhood education. Guilford, CT: Dushkin Publishing Group. Has original articles from such leaders as Erik Erikson, David Elkind, Anna Freud, and Arnold Gesell.

Peterson, R., & Felton-Collins, V. (1985). The Piaget handbook for teachers and parents. New York: Teachers College Press.

Chapter 5

Bloom, P. J. (2005). Blueprint for action: Achieving center-based change through staff development. Lake Forest, IL: New Horizons.

Derman-Sparks, L. Anti-bias curriculum: Tools for empowering young children. Washington, DC: NAEYC.

Intrator, S., & Scribner, M. (Eds.). (2003). Teaching with fire: Poetry that sustains the courage to teach. San Francisco: Jossey-Bass.

Kane, P. R. (Ed.). (1991). The first year of teaching: Real world stories from America’s teachers. New York: Walker.

Lyons, N. (Ed.). (1998). With portfolio in hand: Validating the new teacher professionalism. New York: Teachers College Press.

Neugebauer, B. Alike and different. Exploring our humanity with young children. Washington, DC: NAEYC.

Chapter 6

Beaty, J. J. (1998). Observing the development of the young child. Columbus, OH: Merrill.

Bentzen, Warren. (1996). Seeing young children. Albany, NY: Thomson Delmar Learning.

Bergen, D. (1994). Assessment methods for infants and toddlers. New York: Teachers College Press.

Boehm, A. E., & Weinberg, R. A. (1997). The classroom observer. New York: Teachers College Press.

California Department of Education. (2006). Desired results developmental profile. Issue 5.

Cohen, D. H., Stern, V., & Balaban, N. (1997). Observing and recording the behavior of young children. New York: Teachers College Press.

Genishi, C. (Ed.). (1992). Ways of assessing children and curriculum. New York: Teachers College Press.

Gronlund, G. (2006). Making early learning standards come alive. St. Paul, MN: Redleaf Press.

Gullo, D. (1994). Understanding assessment and evaluation in early childhood education. New York: Teachers College Press.

Helm, J. H., Beneke, S., & Steinhelmer, K. (1998). Windows on learning: Documenting young children’s work. New York: Teachers College Press.

Jones, E., & Reynolds G. (1992). The play’s the thing: Teachers’ roles in children’s play. New York: Teachers College Press.

McAfee, O., Leong, D. J., & Bodrova, D. (2004). Basics of assessment: A primer for early childhood educators. Washington, DC: NAEYC.

Meisels, S. J., & Atkins-Burnett, S. (2005). Developmental screening in early childhood: A guide. (5th ed.). Washington, DC: NAEYC.

National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE. (2003). Position statement on curriculum, assessment and program evaluation.

Read, K. H. (1971). The nursery school (5th ed.). Philadelphia: W. B. Saunders.

Sizer, T. R. (2004). The red pencil: Convictions from experience in education. New Haven, CT: YaleUniversity Press.

Chapter 7

Greenberg, P. Character development: Encouraging self-esteem and self-discipline in infants, toddlers, and two-year-olds. Washington, DC: NAEYC. Katz, L. G., & McClellan, D. E. (1997). Fostering children’s social competence: The teacher’s role. Washington, DC: NAEYC. Paley, V. G. (1992). You can’t say you can’t play. Cambridge, MA: HarvardUniversity Press.

Chapter 8

Diffily, D., & Morrison, K. (Eds.). (1996). Family-friendly communication for early childhood programs. Washington, DC: NAEYC.

Chapter 9

Annual “Buying Guide” and “Directory of Classroom Suppliers.” Exchange magazine. Redmond, WA.

Bronson, M. B. (1995). The right stuff for children birth to 8. Washington, DC: NAEYC.

Brook, P. (1990). Backyard adventure. Chester, CT: Globe Pequot Press.

De Melendez, W. R., & Osterag, V. (1997). Teaching young children in multicultural classrooms. Albany, NY: Thomson Delmar Learning.

Derman-Sparks, L. (1989). Anti-bias curriculum. Washington, DC: NAEYC.

Frost, J. L. (1992). Play and playscapes. Albany, NY: Thomson Delmar Learning.

Greenman, J., & Prescott, H. E. (1994). Caring spaces, learning places. Redmond, WA: Exchange Press.

Gronlund, G. (2006). Make early learning standards come alive. WashingtonDC: NAEYC.

Harms, T., & Clifford, R. C. Early Childhood Rating Scale (ECRS) and Family Day Care Rating Scale (FDCRS), Infant/Toddler Environment, School-Age Care Environment Rating Scale. New York: Teachers College Press. (1998, 1989, 1990, 1995).

Hill, D. M. Mud, sand and water. Washington, DC: NAEYC.

Marotz, L., et al. (1992). Health, safety, and nutrition for the young child. Albany, NY: Thomson Delmar Learning.

McCracken, J. B. (1993). Valuing diversity: The primary years. Washington, DC: NAEYC.

Moyer, J. (Ed.). (1995). Selecting educational equipment and materials for school and home. Wheaton, MD: Association for Childhood Education International.

NAEYC Information Service. (1989). Facility Design for Early Childhood Programs. Washington, DC: NAEYC Information Service.

Ramsey, P. G. (1998). Teaching and learning in a diverse world. New York: Teachers College Press.

Rivkin, Mary S. (1995). The Great Outdoors. Washington, DC: NAEYC.

Sackett, R. (1996, March). Tips on successful buying from early childhood catalogues. Exchange magazine.

Schlank, C. H., & Metzger, B. (1997). Together and equal: Fostering cooperative play and promoting gender equity in early childhood programs. Boston: Allyn & Bacon.

Shapiro, A. S., Kaufmann, R., & Messenger, K. (Eds.). (1988). Healthy young children: A manual for programs. Washington, DC: NAEYC.

Thompson, B. J. (1993). Words can hurt you: Beginning a program of anti-bias education. Menlo Park, CA: Addison-Wesley.

York, S. (1991). Roots & wings: Affirming culture in early childhood programs. St. Paul, MN: Redleaf Press.

Chapter 10

Armstrong, T. (2000). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Banks, J. (2006). Cultural diversity and education: Foundations, curriculum and teaching. Boston: Allyn & Bacon.

Carlsson-Paige, N., & Levin, D. E. (1987). The war play dilemma. New York: Teachers College Press.

Derman-Sparks, L. Anti-bias curriculum: Tools for empowering young children. Washington, DC: NAEYC.

Gestwicki, C. (2007). Developmentally appropriate practice: Curriculum and development in early education. Clifton Park, NY: Thomson Delmar Learning.

Helm, J. H., & Katz, L. (2001). Young investigators: The project approach in the early years. New York: Teachers College Press.

Hendrick, J. (Ed). (1997). First steps toward teaching the Reggio way. St. Paul, MN: Redleaf Press.

Paley, V. G. (1984). Boys and girls: Superheroes in the doll corner. Chicago: University of Chicago Press.

Chapter 11

Baby Dynamics Set. Two-volume set that illustrates five major motor skill areas for infants through 3-year-olds.Video Schoolhouse. Monterey, CA. Playground Safety. A one-hour video with Joe L. Frost explaining playground design and safety. Association for Childhood Education International, P.O. Box 668, Washington, DC. 2004.

Chapter 12

General

Croft, D. J. (1990). An activities handbook for young children (5th ed.). Boston: Houghton Mifflin.

De Melendez, W. R., & Ostertag, V. (1997). Teaching young children in multicultural classrooms. Albany, NY: Thomson Delmar Learning.

Edwards, V. N. (Ed.). Growing child research review. Lafayette, IN: Funn & Hargitt.

Hohlmann, M., Baner, B., & Weikart, D. P. (1979). Young children in action. Ypsilanti, MI: High/Scope Press.

Sarancho, O., & Spodek, B. (1991). Issues in early childhood curriculum. New York: Teachers College Press.

Schlank, C. H., & Metzger, B. (1997). Together and equal: Fostering cooperative play and promoting gender equity in early childhood programs. Boston: Allyn & Bacon.

Teaching Tolerance Project. (1997). Starting small: Teaching tolerance in preschool and the early grades. Montgomery, AL: Southern PovertyLawCenter.

Teaching Tolerance Project. Teaching Tolerance magazine, published twice yearly in Montgomery, AL: Southern Poverty Law Center.

Thomson, B. J. (1993). Words can hurt you: Beginning a program of anti-bias education. Menlo Park, CA: Addison-Wesley.

York, S. (1991). Roots and wings: Affirming culture in early childhood programs. St. Paul, MN: Redleaf Press.

Cognitive Development

Brown, S. (Ed.). (1982). One, two buckle my shoe: Math activities for young children. Mt. Rainier, MD: Gryphon House.

California Department of Education. A caregiver’s guide to cognitive development and creativity.

Chen, J. Q. (Ed.). (1998). Early learning activities: Project Spectrum, Volume 2. New York: Teachers College Press.

Kamii, C. K., & DeVries, R. (1993). Physical knowledge in preschool education. New York: Teachers College Press.

Labinowicz, E. (1980). The Piaget primer. Menlo Park, CA: Addison-Wesley. Skylight Training and Publishing, Arlington Heights, IL. Books about brain-compatible classrooms and learning.

Zephyr Press, Tucson, AZ (800-232-2187). Books and materials about new ways of teaching for K–12, especially brain-compatible material and multiple intelligences curriculum.

Special Topic: Computers

Buckleitner, W. Survey of early childhood software. Ypsilanti, MI: High/Scope Press. Computers and Young Children. ERIC Digest

Chapter 13

General

Croft, D. J. (2000). An activities handbook for young children (6th ed.). Boston: Houghton Mifflin.

De Melendez, W. R., & Ostertag, V. (1997). Teaching young children in multicultural classrooms. Albany, NY: Thomson Delmar Learning.

Edwards, V. N. (Ed.). Growing child research review. Lafayette, IN: Funn & Hargitt.

Sarancho, O., & Spodek, B. (1991). Issues in early childhood curriculum. New York: Teachers College Press.

Schlank, C. H., & Metzger, B. (1997). Together and equal: Fostering cooperative play and promoting gender equity in early childhood programs. Boston: Allyn & Bacon.

Teaching Tolerance Project. (1997). Starting small: Teaching tolerance in preschool and the early grades. Montgomery, AL: Southern PovertyLawCenter.

Teaching Tolerance Project. Teaching Tolerance magazine, published twice yearly in Montgomery, AL: Southern Poverty Law Center.

Thomson, B. J. (1993). Words can hurt you: Beginning a program of anti-bias education. Menlo Park, CA: Addison-Wesley.

York, S. (1991). Roots and wings: Affirming culture in early childhood programs. St. Paul, MN: Redleaf Press.

Language Development

Ballenger, C. (1999). Teaching other people’s children: Literacy and learning in a bilingual classroom. New York: Teachers College Press California Department of Education. A caregiver’s guide to language development.

Cazden, C. (Ed.). (1981). Language in early childhood education (Rev. ed.). Washington, DC: NAEYC.

Freeman, D., & Freeman, Y. (2006). Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms (2nd ed.). (K-6 classrooms.) Portmouth, NH:

Heinemann.

Greenman, J., & Stonehouse, A. (1999). Prime times: A handbook for excellence in infant and toddler programs. St. Paul, MN: Redleaf Press.

Lindfors, J. W. (1999). Children’s inquiry: Using language to make sense of the world. New York: Teachers College Press.

McCracken, J. B. (1993). Valuing diversity: The primary years. Washington, DC: NAEYC.

Robb, L. (2003). Practical strategies to develop the emergent literacy at-risk children need. Portsmouth, NH: Heinemann.

Thompson, G. B., & Nicholson, T. (1999). Learning to read: Beyond phonics and whole language. New York: Teachers College Press.

Special Topics: Early Literacy and Children’s Literature

Akers, B. (1991). Building bridges with multicultural literature. Menlo Park, CA: Belle Akers.

Anonymous. (1986). Once upon a time. New York: G.P. Putnam’s Sons. California Department of Education. A caregiver’s guide to cognitive development and creativity. Jalongo, M. R. (1988). Young children and picture books: Literature from infancy to six. Washington, DC: NAEYC.

Jones, E. (Ed.). (1988). Reading, writing and talking with four, five and six year olds. St. Paul, MN: Readleaf Press.

Raines, S. C., & Canady, R. J. (1989). Story stretchers. Mt. Rainier, MD: Gryphon House.

Chapter 14

Overview

Beginnings Workshop training materials (1992–present). Exchange, P.O. Box 2890, Redmond, WA98073. Building Peer Relationships in School Age Care, Building Self-Image Considering Ethnic Culture Creativity and Learning.

California Department of Education and Far West Laboratory. (1989). A caregiver’s guide to cognitive development and creativity, to culturally sensitive care for infants and toddlers, and to social-emotional competence. Sacramento, CA: Department of Education.

Curry, N., & Johnson, C. (1990). Beyond self-esteem: Developing a genuine sense of human values. Washington, DC: NAEYC.

Greenberg, P. (Ed.). (1995). Character development: Encouraging self-esteem and self-discipline in infants, toddlers and two-year-olds. Washington, DC: NAEYC.

Hall, N. S., & Rhomberg, V. (1995). Affective curriculum: Teaching the anti-bias approach to young children. Toronto, Ontario: Nelson Canada.

NAEYC. Teaching young children to resist bias [brochure available in Spanish and English]. Ramsey, P. (1998). Teaching and learning in a diverse society. New York: Teachers College Press.

Riley, S. S. (1992). How to generate values in young children. Washington, DC: NAEYC.

Rogers, F. Talking with families about creativity, about feelings, about friends, divorce, discipline, etc. Pittsburgh, PA: Family Communications. Useful series of pamphlets.

Zavitofsky, D., et al. (1986). Listen to the children. Washington, DC: NAEYC

Emotional Curriculum

For Adults

Goleman, D. (1997). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.

Hyson, Marilou C. (1998). The emotional development of young children: Building an emotion-centered curriculum. St. Paul, MN: Redleaf Press.

Jervis, K. (Ed.). (1990). Separation: Strategies for helping two to four year olds. Washington, DC: NAEYC.

McCracken, J. B. (Ed.). (1990). Reducing stress in young children’s lives. Washington, DC: NAEYC. NAEYC. So many goodbyes and When disaster strikes. [Brochures].

For Children (and Adults)

Crary, E. Children’s problem-solving books and Dealing with feelings. Seattle, WA: Parenting Press [

Crary, E., & Steelsmith, S. Feelings for little children. Seattle, WA: Parenting Press [

Krueger, D. What is a feeling? Seattle, WA: Parenting Press [

Polland, B. K. Feelings inside you and outloud too. Berkeley, CA: Tricycle Press [(800) 841-BOOK]

Social Curriculum

Educators for Social Responsibility: Resources for Training and Empowering Children. [(800)-370-2515];

Gallas, K. (1997). Sometimes I can be anything: Power, gender and identity in a primary classroom. New York: Teachers College Press.

Reynolds, G., & Jones, E. (1997). Master players: Learning from children at play. New York: Teachers College Press. Southern PovertyLawCenter: Teaching tolerance (see WebSources).

Creative Curriculum

Engel, B. S. (1997). Considering children’s art: Why and how to value their works. Washington, DC: NAEYC.

McDonald, D. T. (1998). Music in our lives: The early years. Washington, DC: NAEYC.

Schirrmacher, R. (2006). Art and creative development for young children (5th ed.). Clifton Park, NY: Thomson Delmar Learning.

Sullivan, M. (1997). Feeling strong, feeling free: Movement exploration for young children. Washington, DC: NAEYC.

Chapter 15

Adults and Children Together Against Violence (ACT). (2002). Violence prevention for families of young children. Washington, DC: American Psychological Association.

Carlsson-Paige, N., & Levin, D. E. (1987). The war play dilemma: Balancing needs and values in the early childhood classroom. New York: Teachers College Press.

Carlsson-Paige, N., & Levin, D. E. (1994). Helping young children understand peace, war, and the nuclear age. Washington, DC: NAEYC.

Casey Foundation (2005). Kids count data book. Annie E. Casey Foundation.

DelCampo, R. L., & DelCampo, D. S. (1995–present). Taking sides: Clashing views on controversial issues in childhood and society. Guilford, CT: Dushkin.

NAEYC (2005). Accreditation criteria and procedures of the National Academy of Early Childhood Programs. Washington, DC: Author.

Paciorek, K. M., & Munro, J. H. (1995–present). Sources: Notable selections in early childhood education. Guilford, CT: Dushkin.

Provenzo, E. F. (1991). Video kids: Making sense of Nintendo. Cambridge, MA: HarvardUniversity Press.

Slaby, R. G., et al. (1998). Early violence prevention: Tools for teachers of young children. Washington, DC: NAEYC.

Takanishi, R. (2006). Leveling the playing field: Supporting immigrant children from birth to eight. The Future of Children. Princeton, NJ: Brookings Institute.

Walling, D. R. (1993). English as a second language: 25 questions and answers. Bloomington, IN: Phi Delta Kappan.