Every state has developed some form of early learning standards. Find out how you can apply and use them in ways that are most beneficial to children. Updated to reflect the continuing evolution of early learning standards, this book offers help and hints, support and clarification, and clear explanations of how you can make early learning standards come alive in your early childhood classroom or program. You’ll find tools to communicate exactly how you are addressing children’s learning as you plan for cognitive and foundational skill development, as well as suggestions to assess children’s progress. Easy-to-read charts present information about each major content area or area of development and descriptions of what those standards might look like in classrooms. The charts also suggest activities and interactions to support a child as he or she makes the first attempts toward the standard, progresses toward it, and finally accomplishes the standard. New to this edition: A chapter focusing on Approaches to Learning standards The most recent information on early learning standards from across the country References to the Common Core State Standards and their relationship to early learning standards Gaye Gronlund has consulted for national organizations, state agencies, school districts, and early childhood programs for more than twenty years. She helped two states write their early learning standards. Gronlund is well known for her many books and keynote presentations.

Chapter 5: Individualized Language Interventions within a Collaborative School/Family Partnership -- Benefits of Early Intervention -- Research-Based Early Language Interventions -- Research to Practice -- Summary -- Conclusion -- References -- Chapter 6: Teachers' Pedagogical Content Knowledge in Early Math: Setting the Stage for Implementation of the Common Core State Standards in Mathematics -- A Model of Pedagogical Content Knowledge in Early Mathematics -- Early Childhood Teachers' PCK in Early Mathematics -- Developing Teachers' PCK in Early Math for CCSSM Implementation -- References -- Appendix -- Index.

Comprehensive and authoritative, this forward-thinking book reviews the breadth of current knowledge about early education and identifies important priorities for practice and policy. Robert C. Pianta and his associates bring together foremost experts to examine what works in promoting all children's school readiness and social-emotional development in preschool and the primary grades. Exemplary programs, instructional practices, and professional development initiatives?and the systems needed to put them into place?are described. The volume presents cutting-edge findings on the family and social context of early education and explores ways to strengthen collaboration between professionals and parents.

Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.

The general public often views early childhood education as either simply “babysitting” or as preparation for later learning. Of course, both viewpoints are simplistic. Deep understanding of child development, best educational practices based on development, emergent curriculum, cultural competence and applications of family systems are necessary for high-quality early education. Highly effective early childhood education is rare in that it requires collaboration and transitions among a variety of systems for children from birth through eight years of age. The SAGE Encyclopedia of Contemporary Early Childhood Education presents in three comprehensive volumes advanced research, accurate practical applications of research, historical foundations and key facts from the field of contemporary early childhood education. Through approximately 425 entries, this work includes all areas of child development – physical, cognitive, language, social, emotional, aesthetic – as well as comprehensive review of best educational practices with young children, effective preparation for early childhood professionals and policy making practices, and addresses such questions as: · How is the field of early childhood education defined? · What are the roots of this field of study? · How is the history of early childhood education similar to yet different from the study of public education? · What are the major influences on understandings of best practices in early childhood education?

Children experience technology in both formal and informal settings as they grow and develop. Despite research indicating the benefits of technology in early childhood education, the gap between parents, teachers, and children continues to grow as our new generation of children enters early childhood classrooms. Child Development and the Use of Technology: Perspectives, Applications and Experiences addresses major issues regarding technology for young children, providing a holistic portrait of technology and early childhood education from the views of practitioners in early childhood education, instructional design technology, special education, and mathematics and science education. Consisting of fifteen chapters developed by multidisciplinary teams, this book includes information, advice, and resources from practitioners, professionals, and university faculty engaged in early childhood education and instructional design technology.

If you are an Early Years Teacher Trainee, this book is written for you. It will help you to successfully achieve your Early Years Teacher Status and practice with confidence. This book guides you through what you need to know about Early Years Teacher Status step-by-step. It explains how you can work to meet each of the Standards and assessment requirements. The author addresses trainees’ common concerns about early years practice, study skills and meeting EYTS requirements, as well as giving many examples of the strategies that trainees found most helpful. The chapters explore each aspect of every Standard and indicator, with notes on theory, practical tips, case studies, activities and suggestions for further reading. This book helps you to: • understand all aspects of each Standard and indicator; • link your practice to the Standards; • understand the assessment requirements and how to strengthen your evidence; • plan and track your evidence; • complete your written assignments and create your portfolio with confidence; • develop the skills needed to take on a leadership role. This book also provides support for the mentor-mentee relationship and includes guidance for mentors, teaching activities for tutors and support for assessors. This book is a valuable resource for all those involved in EYTS and will be useful for: - EYTS trainees - their mentors - their placement tutors - course lecturers - EYTS assessors

The Leading Edge of Early Childhood Education aims to support the effort to simultaneously scale up and improve the quality of early childhood education by bringing together relevant insights from emerging research to provide guidance for this critical, fledgling field. It reflects the growing recognition that early childhood experiences have a powerful effect on children’s later academic achievement and long-term life outcomes. Editors Nonie K. Lesaux and Stephanie M. Jones bring together an impressive array of scholarly contributors. Topics include: · creating learning environments that support children’s cognitive and emotional development; · identifying and addressing early risk factors; · using data to guide educators’ practice; and · capitalizing on the use of technology. Recent years have seen a surge of local, state, and national initiatives aimed at expanding and improving early childhood initiatives, particularly regarding access to preK programs. The Leading Edge of Early Childhood Education promises to be a valuable resource for those charged with enacting the next level of work in this critical area.

This unique book features an array of approaches, strategies, and tools for teaching multiculturally in the early years. The teachers and classrooms portrayed here provide young children with rich educational experiences that empower them to understand themselves in relation to others. You will see how amazing teachers engage in culturally responsive teaching that fosters educational equity while also meeting state and national standards (such as the Common Core State Standards). This engaging book is sprinkled with questions for reflection and implementation that encourage educators to start planning ways of enhancing their own teaching, making their early childhood setting a more equitable learning space. Book Features: Multicultural education in action,including the everyday issues and tensions experienced by children and their families. Powerful vignettes from diverse Head Start, preschool, kindergarten, 1st- and 2nd-grade classrooms throughout the United States. Sections on “Getting Started” and “Considering Obstacles and Exploring Possibilities” in each chapter. A list of multicultural children’s books and resources for further reading. Chapters: Multicultural Tools and Strategies for Teaching Young Children Multicultural Education as Transformative Education Interviews: Encouraging Children to Ask Questions Critical Inquiry: Supporting Children’s Investigations Culture Circles with Multicultural Literature: Addressing Issues of Fairness Community Resources and Home Literacies: Developing Funds of Knowledge Technology: Media(ting) Multicultural Teaching Storytelling and Story Acting: Creating Spaces for Children to Negotiate Change Reflecting on the Possibilities of Teaching Multiculturally: What Next? What If? Mariana Souto-Manning is Associate Professor of Education in the Department of Curriculum and Teaching at Teachers College, Columbia University. “A profound, rich, and rewarding meditation and deep conversation with teachers fully engaging young children with culture, social history, and learning for the future. This wide-ranging book escapes temporal, spatial, and disciplinary boundaries. Read it and reflect on how you can take it into your own life of learning.” —Shirley Brice Heath, Professor Emerita, Stanford University “Early childhood educators will experience this unique book as a warm and detailed invitation to engage in multicultural education. The emphasis throughout is on “multi”—multiple pedagogical approaches, from culture circles to podcasts to story acting, and multiple cultural heritages embodied by active children and teachers. From a critical perspective and alongside creative teachers who aspire to be transformative, Souto-Manning links accessible theory with rich and thoughtful practices.” —Celia Genishi, Professor of Education, Teachers College, Columbia University “Mariana Souto-Manning’s Multicultural Teaching in the Early Childhood Classroom rightly places the use of deficit thinking and ineffective teaching strategies in the wasteland of classroom instruction. The author superbly documents and explains ways of teaching multiculturally that will richly benefit the learning of all students and make teaching become the fun that teachers dreamed it would be when they first said, ‘I want to teach because I love kids.’” —Carl A. Grant, Hoefs-Bascom Professor, University of Wisconsin-Madison “Multicultural Teaching in the Early Childhood Classroom encourages teachers to honor, affirm, and challenge even our very youngest children to think inclusively, critically, and democratically—a necessity if we are to help develop knowledgeable, caring, and empowered learners.” —Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst